The observed performance improvement cannot be attributed specifically to PeLe-assisted testing¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret the experimental groups' improvement as possibly due to general effects of mobile-device interaction, regular testing, immediate feedback, or enquiry-based strategies rather than PeLe itself. → Titova 2015

Evidence¶

Titova 2015¶

Titova, S. (2015). Use of mobile testing system PeLe for developing language skills. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. http://dx.doi.org/10.14705/rpnet.2015.000387

q1 · i? · causal · r1

Authors' interpretive discussion of the results of their randomised pilot (35 students in three PeLe groups and one pen-and-paper control group), citing Beal et al. (2007) to note that interaction with mobile devices alone may enhance learning; the article also credits regular testing, immediate feedback and enquiry-based strategies as possible causes. No effect size is printed.

"The likely interpretation of this improvement could not be attributed specifically to PeLe-assisted testing. As found by Beal, Walles, Arroyo, and Woolf (2007), "[a]n alternate possibility is that students' performance might improve [also] as the result of a general effect of interacting with [mobile devices]"

Discussion¶

Related Claims¶

• Language classes using PeLe mobile testing with enquiry-based post-test activities improved final-test scores while a pen-and-paper control group's scores fell, though the gain is not attributable to PeLe specifically — related
• Students reported positive views of the mobile formative assessment model, citing motivation and exam preparation benefits — related