# A Framework for Mobile-Assisted Formative Assessment to Promote Students' Self-Determination
## 1 Introduction
### The Proposed Framework
#### 1.3.3 Layer 3: Mobile Technologies  
The proposed framework utilizes the following affordances offered by mobile technologies. Context-awareness (acr3.1) is the ability of the mobile technologies to detect the learner's context, i.e., the learner's state, the educational activity's state, the infrastructure's state, and the environment's state [54]. The ubiquity and context awareness of mobile  
Figure 2: Motivation supportive pedagogies. devices have strong implications for learning autonomy [10]. Based on the detected context in authentic environments, learners can receive personalized guidance [55] which has implications for competence support. Communication facilitated with mobile technologies supports collaboration [8]. Learners participating in collaborative context-aware \"in-situ\" authentic scenarios, have the potential to achieve higher levels of perceived autonomy, competence, and relatedness [6]. Adaptivity (acr3.2) and personalization (acr3.2) are two other mobile devices features with strong implications on student motivation. Adaptivity (acr3.2) is the application's ability to automatically adapt to the user context [56]. The flexibility to adapt to different environments (physical or social) and provide choice and adaptive feedback fulfills the need for autonomy [57]. Research has shown that the mobile-based delivery of adaptive and personalized learning and assessment facilitates student perceived competence [49]. Personalization (acr3.2) is the system's ability to adapt to a particular user's needs (knowledge, experiences) [45] and provide personalized cognitive or affective feedback. Personalized learning content delivery fulfills the autonomy dimension [58], enhances perceived competence, and facilitates student collaboration and engagement as well [36; 59]. The provision of tutor or automated affective (cr3.1) feedback (e.g., an empathetic emotion or an encouragement provided by a computer agent) is also able to support perceived competence [34] and relatedness [60]. Moreover, it can promote student collaboration and engagement [59; 37]. Collaboration among students can be facilitated through synchronous (and/or asynchronous) communication (r3.1 and r3.2) and social media (r3.3). The synchronous real-time communication (through chat rooms, instant messaging applications, virtual classroom technologies) or asynchronous communication (e.g., blogs, wikis, email), both implemented as standalone applications or embedded in learning management systems, can enhance student perceived relatedness [61]. Moreover, social media and Web 2.0 applications that allow users to create and share information and user-generated content, have been extensively used in education for communication and peer-to-peer content sharing among learners supporting their feelings of relatedness [61; 62]. All above features are feasible through mobile-based cloud-computing technologies (acr3.3), the combination of cloud computing, mobile computing, and wireless networks that can provide rich computational resources to mobile users. In mobile-based cloud computing, students have ubiquitous access to learning resources, they can experience authentic learning anytime and anywhere, and they can share learning resources with peers participating in collaborative problem-solving activities or peer-assessments. Mobile-based cloud computing can potentially have strong implications on learner autonomy (through ubiquity and seamlessness), competence (through situated and authentic learning), and relatedness (through communication and resource sharing) [63]. Among other mobile technologies with potential impact are wearables and augmented reality. Wearables (acr3.4) are devices that are worn by users and can conveniently integrate tools that track movement, location, social media, etc. [41]. Augmented reality (acr3.5) is the layering of virtually available information or objects over the user's view of the physical environment [45] and can be beneficial to students' perceived authenticity and motivation [64].