The effect of using interactive assessment tools on achievement anxiety, motivation, achievement in e-learning environments and learners' views

The reflections of the innovations that emerged with the advancement of technological developments on the education and training processes have a cycle in which e-learning systems develop more and more and new needs suitable for these systems emerge. Measurement and assessment activities have found a place in this cycle with e-assessment systems. One of the variables that are important for learning in online environments is motivation, and test anxiety negatively affects both motivation and academic achievement. The aim of this research is to examine the effects of using interactive assessment tools in the e-learning environment on success anxiety, motivation and success, and the views of learners. For this purpose, using the explanatory sequential mixed method research design, the quantitative research process was carried out in the first stage and the qualitative research process was carried out in the second stage. In the first stage, quantitative research was carried out in a quasi-experimental design with an unequalized control group with 42 participants over the age of 18 who participated voluntarily, and quantitative data were collected with success anxiety scale, motivation scale, achievement test. In the second stage, qualitative data were collected with an open-ended questionnaire form from the participants who had used interactive assessment tools. During the research process, 6-week simultaneous lecture presentations for the e-commerce course planned according to the ARCS motivation model were carried out using the Adobe Connect virtual classroom application. Simultaneous lectures were carried out in the same way in the experimental and control groups. In the experimental group, unlike the control group, interactive assessment tools were used outside the course process. According to the findings, it was seen that the use of interactive assessment tools had no effect on success anxiety and motivation. Qualitative findings showed that the use of interactive assessment tools contributed positively to the motivation. According to the findings obtained from the experimental group, the e-learning process supported by the use of interactive assessment tools explained 76% of the variance in learner achievement. According to the findings obtained from the comparison of the experimental and control groups, the use of interactive assessment tools explained 29% of the variance in learner achievement. It has been determined that the use of interactive assessment tools has a high effect on achievement and increases achievement. According to the conclusion reached from the qualitative findings, the use of interactive assessment tools heavily supports cognitive processes. It has been concluded that some negative effects such as technical infrastructure and requirements (hardware and software capabilities of the device used, characteristics of the network structure used, etc.) reduce the efficiency of the use of interactive assessment tools in the e-learning environment and also negatively affect the learning process. Various suggestions were presented in line with the findings.