Date of Award

10-5-2017

Degree Type

Thesis

Degree Name

M.A.

Department

Psychology

First Advisor

Singleton-Jackson, Jill

Keywords

Assessment, Education, Learning, mTuner, Technology, Test Anxiety

Abstract

With technology at the fingertips of most undergraduate students, it has been difficult for instructors to fully engage them in the classroom, which has resulted in the creation of several innovative interventions, such as mTuner. mTuner integrates several cognitive learning strategies within an assessment, with the goal of actually enhancing learning, as opposed to just measuring it. In the current study, students’ attitudes, level of engagement, and performance were evaluated, with specific explorations into academic entitlement (AE), test anxiety (TA), learning orientation (LO) and grade orientation (GO). Results indicated that students had very positive attitudes toward mTuner, especially in comparison to traditional multiple-choice paper and pencil (MCPP) formats. Additionally, students had very high performance scores on the mTuner assessment despite their limited engagement in the cognitive learning features, putting to question mTuner’s facilitation of long-term learning. Implications and future recommendations of mTuner implementation in educational environments are discussed.

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