**2. Switch to wearable devices in education: smartphone case**

We are residing in a planet where technology is contemporary in our life routines. The achievement of personal goals of needs leads the individual to attain the activities voluntarily [5–8] which is also necessary to achieve their goals [5, 9]. These lead to the result that students and their motivation are the most significant part of the achievement of our courses. In this sense, choosing the best technological device brings the best possible outcome!

Today, smartphones are one of the vastest revolutions in individuals' life spans. They give mobility and excitement to its users that these modern technological devices become the most significant part of many people's lives. From online banking to watch the news on TV, we are confronting the progressions and affects that convey to our lives. The school could not stay out of these progressions, and a range of classrooms had been altered, from special spaces for the perusing of scholarly messages, to sight and sound spaces, where the utilization of data and correspondence innovation had accomplished incredible significance. Students of the twenty-first century prefer the lightest, the simplest, and the most popular way of communal and educational communication. They record everything in their smartphones for future use and are not volunteers for paper works.

Lots of students at universities have smartphones and are using its facilities like taking pictures, recording videos, and using social media. According to eminent pedagogy expert Scott P. Simkins, as far as technological innovations are alarmed, it is not pedagogy itself that mattered, but how pedagogic innovation is exploited by taking into account the specific environment in which it is implemented [10]. In the educational model where education process is carried out fully or partially with mobile technologies, students use mobile devices in wireless environments and engage in formal and informal learning [11–13]. Mobile learning model is also differentiated from other learning models by its mobility [14]. Universities and institutions have been utilizing advances, for example, synchronous videoconferencing (SV), online courses, and other kinds of technological innovations to convey language courses for the part of their educational modules. This is an open door, which is constantly important to the quickly developing requirement for understudies to end up able in utilizing innovative applications and comprehend the part of learner-focused engagement in language learning [15]. With backing of such innovations, most of these language related courses have begun being delivered online. The use of mobile phone is very popular these days specially in language learning. Mobile devices helps language teachers to use a variety of

**101**

*Using Wearable Devices in Educational Assessment: Smartphone Exams*

media but were somewhat disappointed at their own lack of skills.

(e.g., walking or chatting face-to-face with friends).

Mobile education has been delivered to university students for decades, and lots of researchers have delivered researches to discuss its efficiency and students' perspectives about it [21–25]. However, using mobile technologies like smartphones in education is relatively a new concept, and several educators and researchers start discussing this new technology in their reports [26–30]. There are lots of portable equipments like smartphones m-learning feasible at anytime and anyplace compared to the use of a notebook that can easily be damaged and does not last long [26–28]. Some research studies among Islamic education teachers are delivered for using mobile phones in secondary schools, and it is found that there is a potential for m-learning produced for Islamic education in secondary schools [29, 30].

Mobile phones have been used to provide access to contextually relevant information in clinical education [31], to create digital narratives to be used in adult education [32], and as vehicles for interactive museum guidebooks [33]. There are also studies which have been focused on developing assistive, mobile, experiential language learning applications to enhance daily literacy education anywhere and at anytime [34, 35]. Some researchers stressed that mobile media are commonly exploited in both more and less conscious modes [36–38]. Jankovića [39] examined the simultaneous impact of Facebook and smartphone usage on leisure activities and college adjustment of students in Serbia. Rheea and Kimb [40] delivered a survey with a total of 450 workers in Korea to see if there were differences in the effects of breaks with smartphones (e.g., browsing the Internet or using social network services) which have a different association with "conventional breaks"

teaching methods and techniques according to students' different needs, interests, motivations and learning styles. While there have been many researches on using or integrating the mobile technology into language teaching in literature, very few of them is about the devices in wireless environments [11, 12]. The most important difference between mobile learning and other learning activities is that learners are continually on the move [14]. Universities and institutions have been utilizing advances, for example, synchronous videoconferencing (SV), online courses, and other kinds of technological innovations to convey language courses for the part of their educational modules. This is an open door, which is constantly important to the quickly developing requirement for understudies to end up able in utilizing innovative applications and comprehend the part of learner-focused engagement in language learning [15]. With backing of such innovations, most of these language-related courses have begun being delivered online. Nowadays, the use of mobile phone has received considerable attention in education as well as in language learning. Language teachers use a variety of teaching methods and techniques by considering students' different needs, interests, motivations, learning styles, and strategies as well as their pace in learning. While there have been many researches on using or integrating the mobile technology into English language teaching in literature, very few of them dwell on the usefulness of smartphones as an assessment tool from students' perspectives. Several studies have investigated the impact of mobile phones on learning outcomes in adult learning programs among rural populations and poor communities in developing countries [16, 17]; and some examined the use of mobile devices to support intentional informal learning among experienced users [18]. Ranieri and Bruni [19] stated that mobile phones are used for storytelling as well. Ranieri and Pachler [20] delivered a research study and collected data through formal and informal meetings, direct and indirect observations, interactions with participants, and focus groups and concluded in their research study that adults have great trust in the power of the

*DOI: http://dx.doi.org/10.5772/intechopen.84324*

### *Using Wearable Devices in Educational Assessment: Smartphone Exams DOI: http://dx.doi.org/10.5772/intechopen.84324*

*Wearable Devices - The Big Wave of Innovation*

brings the best possible outcome!

paper works.

**Figure 1.**

**2. Switch to wearable devices in education: smartphone case**

*Global shipment and revenue market forecast for wearable technology [3].*

We are residing in a planet where technology is contemporary in our life routines. The achievement of personal goals of needs leads the individual to attain the activities voluntarily [5–8] which is also necessary to achieve their goals [5, 9]. These lead to the result that students and their motivation are the most significant part of the achievement of our courses. In this sense, choosing the best technological device

Today, smartphones are one of the vastest revolutions in individuals' life spans. They give mobility and excitement to its users that these modern technological devices become the most significant part of many people's lives. From online banking to watch the news on TV, we are confronting the progressions and affects that convey to our lives. The school could not stay out of these

progressions, and a range of classrooms had been altered, from special spaces for the perusing of scholarly messages, to sight and sound spaces, where the utilization of data and correspondence innovation had accomplished incredible significance. Students of the twenty-first century prefer the lightest, the simplest, and the most popular way of communal and educational communication. They record everything in their smartphones for future use and are not volunteers for

Lots of students at universities have smartphones and are using its facilities like taking pictures, recording videos, and using social media. According to eminent pedagogy expert Scott P. Simkins, as far as technological innovations are alarmed, it is not pedagogy itself that mattered, but how pedagogic innovation is exploited by taking into account the specific environment in which it is implemented [10]. In the educational model where education process is carried out fully or partially with mobile technologies, students use mobile devices in wireless environments and engage in formal and informal learning [11–13]. Mobile learning model is also differentiated from other learning models by its mobility [14]. Universities and institutions have been utilizing advances, for example, synchronous videoconferencing (SV), online courses, and other kinds of technological innovations to convey language courses for the part of their educational modules. This is an open door, which is constantly important to the quickly developing requirement for understudies to end up able in utilizing innovative applications and comprehend the part of learner-focused engagement in language learning [15]. With backing of such innovations, most of these language related courses have begun being delivered online. The use of mobile phone is very popular these days specially in language learning. Mobile devices helps language teachers to use a variety of

**100**

teaching methods and techniques according to students' different needs, interests, motivations and learning styles. While there have been many researches on using or integrating the mobile technology into language teaching in literature, very few of them is about the devices in wireless environments [11, 12]. The most important difference between mobile learning and other learning activities is that learners are continually on the move [14]. Universities and institutions have been utilizing advances, for example, synchronous videoconferencing (SV), online courses, and other kinds of technological innovations to convey language courses for the part of their educational modules. This is an open door, which is constantly important to the quickly developing requirement for understudies to end up able in utilizing innovative applications and comprehend the part of learner-focused engagement in language learning [15]. With backing of such innovations, most of these language-related courses have begun being delivered online. Nowadays, the use of mobile phone has received considerable attention in education as well as in language learning. Language teachers use a variety of teaching methods and techniques by considering students' different needs, interests, motivations, learning styles, and strategies as well as their pace in learning. While there have been many researches on using or integrating the mobile technology into English language teaching in literature, very few of them dwell on the usefulness of smartphones as an assessment tool from students' perspectives. Several studies have investigated the impact of mobile phones on learning outcomes in adult learning programs among rural populations and poor communities in developing countries [16, 17]; and some examined the use of mobile devices to support intentional informal learning among experienced users [18]. Ranieri and Bruni [19] stated that mobile phones are used for storytelling as well. Ranieri and Pachler [20] delivered a research study and collected data through formal and informal meetings, direct and indirect observations, interactions with participants, and focus groups and concluded in their research study that adults have great trust in the power of the media but were somewhat disappointed at their own lack of skills.

Mobile education has been delivered to university students for decades, and lots of researchers have delivered researches to discuss its efficiency and students' perspectives about it [21–25]. However, using mobile technologies like smartphones in education is relatively a new concept, and several educators and researchers start discussing this new technology in their reports [26–30]. There are lots of portable equipments like smartphones m-learning feasible at anytime and anyplace compared to the use of a notebook that can easily be damaged and does not last long [26–28]. Some research studies among Islamic education teachers are delivered for using mobile phones in secondary schools, and it is found that there is a potential for m-learning produced for Islamic education in secondary schools [29, 30].

Mobile phones have been used to provide access to contextually relevant information in clinical education [31], to create digital narratives to be used in adult education [32], and as vehicles for interactive museum guidebooks [33]. There are also studies which have been focused on developing assistive, mobile, experiential language learning applications to enhance daily literacy education anywhere and at anytime [34, 35]. Some researchers stressed that mobile media are commonly exploited in both more and less conscious modes [36–38]. Jankovića [39] examined the simultaneous impact of Facebook and smartphone usage on leisure activities and college adjustment of students in Serbia. Rheea and Kimb [40] delivered a survey with a total of 450 workers in Korea to see if there were differences in the effects of breaks with smartphones (e.g., browsing the Internet or using social network services) which have a different association with "conventional breaks" (e.g., walking or chatting face-to-face with friends).
