Universities are facing the need to rethink their educational strategies, especially due to the emergence of new technologies, such as mobile applications, which have had great expectations. Previous studies have been focused on changes in student engagement from using mobile applications in the classroom, whereas there has been little research on the impact of mobile applications on student assessment. This research uses a quasi-experimental study to examine the relationship between student assessment and the use of a mobile application. Two groups of students (a control and an experimental group) were tested in the same academic semester with the same lecturer. Two analyses were carried out (t-test and difference-in-differences) to evaluate this relationship. Contrary to the general expectations, the results showed that there is no significant difference on assessment when comparing the two groups’ scores. However, students showed a positive attitude in engaging with the mobile application. Although there has been an increase on the use of mobile applications in classrooms, they do not directly affect student scores. This research shows that mobile applications should be used as a complement to traditional education, and not as a substitute to it.

大学正面临着重新考虑其教育策略的需求，尤其是由于人们对新技术（例如移动应用程序）的出现抱有很高的期望。先前的研究集中于在教室中使用移动应用程序带来的学生参与度的变化，而关于移动应用程序对学生评估的影响的研究很少。这项研究使用准实验性研究来研究学生评估与移动应用程序使用之间的关系。在同一学期由同一位讲师对两组学生（对照组和实验组）进行了测试。进行了两次分析（t-test和差异差异）来评估这种关系。与一般预期相反，结果表明，在比较两组得分时评估之间没有显着差异。但是，学生在参与移动应用程序方面表现出积极的态度。尽管教室中使用移动应用程序的情况有所增加，但它们并不直接影响学生的成绩。这项研究表明，移动应用程序应作为对传统教育的补充，而不是对其的替代。