The aim of this study was to combine podcasts of lectures with mobile assessments (completed via SMS on mobile telephones) to assess the effect on examination performance. Students (n = 100) on a final year, research-led, module were randomly divided into equal sized control and trial groups. The trial group were given access to podcasts / mobile formative assessments for lectures on the module. Towards the end of the module, all students on the module completed a ‘mock’ examination on the material in the lectures. Students in the trial group who listened to podcasts of the lectures and completed mobile assessments (n = 31) performed significantly better in the formative assessment (58.1±1, mean ± S.E.M; P<0.05, Student’s t-test) than other students on the module (52.2 ± 2; n = 54). Students accessed the podcasts via iTunes (or similar software; 38%), from the institutional virtual learning environment (31%), or using a combination of the two (31%). Interestingly, only around 21% of students listened to the majority of their podcasts away from a computer. The results of this study indicate that providing supporting resources does have a positive impact on student performance.
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