Abstract
Mobile learning (ubiquitous learning, u-Learning) has become an important topic in the realm of education around the world. The present study applies the digital assessment system, Graduated Prompting Assessment Module of the WATA system (GPAM-WATA), to develop an assessment-centered u-Learning environment. GPAM-WATA is applied in teaching fifth graders the 'Categorization of Campus Plants' topic. The instructional items and prompts in GPAM-WATA guide students to learn on campus. Using the quasi-experimental design, the study involves 142 fifth-graders as participants. They are divided into three groups. The control group follows the traditional ICT-integrated teaching model (n=47), the experiment group A adopts GPAM-WATA u-Learning system (n=44), and the experiment group B involves the general u-Learning model (n=51). Before and after the 4-class instructions, all the participants take the pre-test and the post-test of an achievement test.' After receiving the instructions, they also fill out a cognitive-load scale. The study finds that in the assessment-centered u-Learning environment, learners have significantly lower cognitive load and significantly better learning achievement.