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The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course.

The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale.

Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions.

The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers.

The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education.

This study explores digital transformation in the tea supply chain within developing economies, with a focus on smallholder tea producers in Sri Lanka. Tea is one of the most widely consumed beverages in the world. Among the tea producers, smallholder tea producers account for a substantial portion of total tea production in several countries. Mobile phones play a significant role in providing smallholder producers with access to crucial agricultural information, markets and financial services.

This study adopts a deductive approach, analysing mobile phone ownership, literacy, experience and perception among smallholder tea producers. The chi-squared test of independence and hierarchical clustering methods were used to test the hypotheses and address the research questions.

The study identifies four clusters of smallholder tea producers as Basic Tech Adopters, Digital Laggards, Skeptical Feature Phone Users and Tech-savvy Adopters based on their characteristics towards mobile-based technologies. Approximately 75% of the surveyed sample, which included both tech-savvy and basic-tech adopters, showed a positive attitude toward adopting mobile-based agricultural technologies.

The study suggests developing targeted strategies and policies to enhance the productivity of the smallholder tea production process in developing economies. The study highlights the importance of awareness, access, affordability and availability when implementing digital services for businesses at the base of the pyramid, such as tea smallholdings in developing economies.

The present study aims to address the lack of data-driven empirical studies on the use of mobile phones in smallholder settings. The findings of this study enable the enhancement of entrepreneurship within the tea production supply chain, especially, within stakeholders who deliver digital transformation support services.

The aim of this research is to investigate the factors influencing the adoption of digital payments by the semi-rural women in India.

The study extended the factors of unified theory of acceptance and use of technology UTAUT-2, with perceived credibility and self-determination theory to understand the use behaviour of the rural Indian women. The study checked the mediating role of some constructs besides testing the direct relationship. The study was conducted in the rural parts of the adjoining areas of Delhi, where the women from different states, education and financial background live. The research model was empirically tested on 568 respondents using structural equation modelling (SEM) technique.

The research model was able to explain 72.6% variance in the user behaviour variable. Effort expectancy, habit, facilitating conditions as well as perceived competence emerged out to be significant determinants of use behaviour. Besides these direct relationships, two constructs, habit as well as facilitating conditions were found to partially mediate the relationship between behavioural intention and behaviour.

This study provides some very critical clues for the companies providing digital payment services, by highlighting the significant factors explaining the technology adoption by semi-rural women. The companies must devise suitable marketing strategies to inculcate trust in mind of perspective customers towards their companies as well as the service provided by them. The role of simple digital platform, that is easy to learn and use, is also an important element in determining the technology adoption.

While high-stakes mobile assessment is increasing, researchers have done little to adapt traditional assessments to this new medium. The present study developed and tested a new response method for personality assessment using a mobile-first gamification design paradigm.

Participants used smartphones to “swipe” right or left to indicate agreement or disagreement with Goldberg's (1992) Big Five adjective indicators. These scores were correlated with responses to a Likert-type measure and participants provided reactions to both measures.

Each of the swipe-based measures was found to be a reliable and valid predictor of the corresponding dimensions measured using the Likert-type scale. Reactions to the swipe measure were mixed when compared to a traditional Likert-type measure. Response latencies of swipes were used as an indicator of self-schema beliefs. Transformed latency scores contributed incremental variance to the prediction of Likert responses beyond the dichotomous responses alone for some personality dimensions.

Convergent validity between the two measures was likely attenuated due to differences in scales, response methods, devices, connection speeds, and social desirability effects indicating that the present results may constitute a lower-bound estimate of convergent validity between the two measurement styles.

Designing assessments for mobile administration requires balancing trade-offs in speed, ease of use, and number of items relative to the reliability and validity of the measures.

Mobile-first designs such as swipe-based responses show potential to enhance future mobile assessment practices with further development.

The unified payment interface (UPI) is in its early stages of adoption for baby boomers. This study explores the factors affecting the behavioral intention of baby boomers to adopt UPI. UTAUT was adopted as theoretical lens of the study and extended with ubiquity, privacy risk and perceived security. The impact of an external factor – effect of COVID-19 was also examined in this study.

A consumer intercept survey was used to collect data from baby boomers via a self-administered structured questionnaire. Structural equation modeling was used to establish the relationships among latent variables. Further, using bootstrap re-sampling technique, the role of perceived security as a mediator between risk, ubiquity and behavioral intention was examined.

The study confirmed that COVID-19 was the most influential external factor for baby boomers to adopt UPI, followed by performance expectancy, social influence, ubiquity, effort expectancy and perceived security. Apropos of UPI adoption by baby boomers, privacy risk negatively influenced perceived security, whereas perceived security fully mediated the relationship between risk, ubiquity and behavioral intention.

The study focused only on baby boomers and their intention to adopt UPI. Hence the results cannot be generalized to all age groups and are specific to the cohort.

The present study aims to establish research findings on predicting antecedents of adopting a newly introduced payment mechanism and an exemplary Indian digital innovation, UPI, by baby boomers. This study is first to empirically explore intention of baby boomers toward adoption of UPI.

The purpose of this paper is to show the effectiveness of innovative mobile technologies in learning, to develop a new testing system with a mobile application and to investigate the influence of its use on the level of students’ knowledge.

Modern information assessment methods of knowledge, testing, including application of mobile devices and statistical analysis tools were used in the present research.

In recent times, students are motivated to use mobile technologies in education. This paper offers one of the approaches for achieving the effective integration of mobile technologies into the learning process. The software is developed for in-class testing as a client-server and its mobile application.

The practical research verified many advantages of mobile device usage during testing. It contributes to higher academic performance; in addition, it is economically advantageous as it does not require special equipment in classrooms and is psychologically comfortable for students who are accustomed to constantly using their mobile devices.

Well-educated people play a role in the development of modern society. Mobile technologies can transform education into a seamless part of the ordinary life so that a person does not recognize it as training at all. The learning process will become more natural and easier and that will improve its quality.

This paper demonstrates how mobile devices can satisfy the learning expectations of students who frequently use mobile services on the Web and can attract their study interest implementing the created testing system in full-time education process.

Mobile learning is a unique form of learning which uses the distinct features of mobile devices. The purpose of this paper is to investigate the present state of student and faculty perception towards m-learning at open and distance educational institutes in Pakistan.

The paper presents a conceptual model based on TAM, which explains factors influencing student and faculty perception towards m-learning acceptance. M-learning acceptance mainly depends on personal attitude, so this study focusses on individual context. Primary data from students and faculty including tutors (n=612, students =448, faculty/tutors=162) was collected through a properly designed questionnaire by using purposive convenient sampling technique during Autumn 2015 semester. Structural equation modelling was used to analyse the collected data.

The results indicate that student and faculty skill readiness and self-efficacy influence perceived ease of use and perceived usefulness, where these two factors along with prior experience positively influence behavioural intension (BI) to accept mobile learning. Furthermore study results specifically provide factors which positively influence BI either directly or indirectly.

The study was limited to AIOU.

The study specifically provides factors which influence BI either directly or indirectly.

This research set out to investigate the quality service and self-determination theory (SDT) that contributes to the continuance usage of m-banking.

A valid of 310 respondents who experienced and intensified using the m-banking is collected. The proposed research model is empirically tested using structural equation modelling.

The result informs that the service quality can not only be significantly mediated by the SDT, but it also has a direct effect to the satisfaction. It also informs that the satisfaction and the perceived usefulness indeed have a significant effect to the continuance usage intention of the m-banking. In addition, it also demonstrates that the perceived competence and perceived relatedness of the SDT significantly influence satisfaction and perceived usefulness towards the continuance usage intention of the m-banking.

Practically, the results inform the bank management the factors to be taken into account to increase the motivation of the existing customers for them to continue using the m-banking.

Theoretically, these results contribute to the existing literatures of the m-banking by introducing the SDT that determines the continuance usage intention of it.

This study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention of m-learning.

Semistructured interviews of 24 students and 09 teachers of schools in national capital territory (NCT) Delhi, India were conducted over 03 months and transcribed verbatim. A hermeneutic phenomenological design was used to interpret the text and bring out the “lived experiences” of m-learning.

The following 15 themes or factors influencing continuance intention emerged through the hermeneutic circle: (1) actual usage, (2) attitude, (3) context, (4) extrinsic motivation, (5) facilitating conditions, (6) intrinsic motivation, (7) perceived compatibility, (8) perceived content quality, (9) perceived mobile app quality, (10) perceived teaching quality, (11) perceived usefulness, (12) satisfaction, (13) self-efficacy, (14) self-management of learning and (15) social influence.

The study offers insightful recommendations for school administrators, mobile device developers and app designers. In addition, suggestions for effectively using m-learning during disasters such as COVID-19 have been provided. Several future research directions, including a nuanced understanding of m-assessment and online discussions, are suggested to enhance the literature on m-learning continuance.

The study enriches the literature on m-learning continuance. A qualitative approach has been used to identify relevant factors influencing m-learning continuance intention among secondary and higher secondary level (Grades 9 to 12) school students and teachers in India. In addition, a conceptual framework of the relationships among the factors has been proposed. Further, an analysis of the lived experiences of m-learning during the COVID-19 pandemic indicated several issues and challenges in using m-learning during disasters.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.