Assessment in Smart Learning Environments: Psychological factors affecting perceived learning

Abstract Smart learning environments (SLEs) are spaces that incorporate technology to improve students learning outcomes. This growing body of literature typically examines day-to-day learning, but very little research considers the use of these environments for formative and summative assessment. We investigate how SLEs can be used to conduct successful real time simulations for summative assessment, using an innovative crisis management simulation in a unique smart learning environment at the University of South Wales. Using a PLS SEM methodology, this research demonstrates that the psychological factors of social support and career relatedness show significant positive effects upon perceived learning. Surprisingly, the perceived ease of use of the technology does not significantly affect perceived learning. This research contributes a valuable understanding of simulation learning within SLEs, and its relationship to positive outcomes in students' perceived learning. Implications for both academics and practitioners are discussed, and suggestions for future research are given.