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Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender

Author

Listed:
  • Mostafa Aboulnour Salem

    (Development and Quality Assurance, King Faisal University, Al-Ahsa 31982, Saudi Arabia)

  • Ali Saleh Alshebami

    (Applied College, King Faisal University, Al-Ahsa 31982, Saudi Arabia)

Abstract

Students’ anxiety and behavioural changes while using different examination methods (paper, PC, and mobile exam platforms (MEPs)) were estimated. The influence of academic majors and gender was also determined by answering the following questions: How do anxiety and behavioural changes vary among students using different exam methods? How do students’ anxiety levels vary according to academic majors and gender while using different exam methods? A survey was conducted with 826 students enrolled in eight colleges at King Faisal University in Saudi Arabia. The results revealed less anxiety and fewer harmful behavioural changes among students using MEPs compared with other methods. Furthermore, less anxiety and fewer behavioural changes were observed among health and science majors than humanities and social science majors and among female students than male students while using MEPS. Therefore, MEPs should be gradually adopted by higher education institutions in Saudi Arabia, especially for humanities and social science majors and for male students. Furthermore, researchers and decision-makers should find unique solutions to reduce the positive correlation between anxiety and behavioural changes among health and science majors and female students toward MEPs. This can be achieved by identifying obstacles and introducing modern solutions, such as AI-generated exams, among others.

Suggested Citation

  • Mostafa Aboulnour Salem & Ali Saleh Alshebami, 2023. "Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender," Sustainability, MDPI, vol. 15(17), pages 1-18, August.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:17:p:12868-:d:1225168
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    References listed on IDEAS

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    1. Mostafa Aboulnour Salem & Wafaa Hassanien Alsyed & Ibrahim A. Elshaer, 2022. "Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study," IJERPH, MDPI, vol. 19(16), pages 1-13, August.
    2. Marta Montenegro-Rueda & Antonio Luque-de la Rosa & José Luis Sarasola Sánchez-Serrano & José Fernández-Cerero, 2021. "Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review," Sustainability, MDPI, vol. 13(19), pages 1-13, September.
    3. Hend Alrasheed & Alhanoof Althnian & Heba Kurdi & Heila Al-Mgren & Sulaiman Alharbi, 2020. "COVID-19 Spread in Saudi Arabia: Modeling, Simulation and Analysis," IJERPH, MDPI, vol. 17(21), pages 1-24, October.
    4. Mohammed Arshad Khan & Vivek Vivek & Maysoon Khojah & Mohammed Kamalun Nabi & Mohinder Paul & Syed Mohd. Minhaj, 2021. "Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia," IJERPH, MDPI, vol. 18(12), pages 1-18, June.
    5. Zhonggen Yu, 2022. "Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(8), pages 1-14, April.
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