Green Computer Science Millennial Students Examination

Smartphones as one of information technology products have been affected higher education in various aspects. This article explains the useness of smartphones in facilitating online examination in information systems and computer science students. The research objective to be achieved by the researchers through the research, are as follows: 1) Utilizing smartphone as a media test online exam for green computing environment, 2) How to use social information technologies in online test, and 3) Explore the facilities or features that could be used for the online exam implementation. The observation was conducted with 100 students as respondents. Researcher used google forms to disseminate questions for online examination. The findings of the research showed that most the college students used Android OS for their online examination. Social technology like google forms has rich features in supporting online examination for computer science students. The use of smartphones, google forms, and facebook can create an atmosphere of modern, green computer science exams, efficient, and environmentally friendly.

💡 Research Summary

The paper titled “Green Computer Science Millennial Students Examination” reports a pilot study that investigates the use of smartphones, Google Forms, and Facebook as a low‑cost, environmentally friendly platform for conducting online examinations among university computer‑science students. The authors begin by contextualising the rapid growth of mobile internet users and social‑media activity worldwide, noting that millennials (born 1982‑2002) are the primary adopters of these technologies. They argue that leveraging smartphones for assessments can reduce paper consumption and contribute to a “green computing” paradigm.

The research objectives are threefold: (1) to implement a smartphone‑mediated online exam that supports a green computing environment, (2) to explore how social information technologies can be employed in online testing, and (3) to identify the functional features of the tools that facilitate such exams. To achieve these goals, the authors selected a convenience sample of 100 first‑year computer‑science students enrolled in a Knowledge Management Systems course at a single Indonesian university. The participants were observed during a series of three examinations (daily, mid‑term, final), each consisting of ten questions drawn from three formats: multiple‑choice (four options), dichotomous (true/false), and short‑answer (≤2 words). The total allotted time per exam was 75 minutes, with the first ten minutes dedicated to entering personal information, the next 60 minutes for answering, and the final five minutes for review and submission.

Google Forms served as the primary delivery and grading platform. The authors describe how the tool automatically records responses, provides immediate scoring (when configured as a “quiz”), and generates visual analytics such as bar and pie charts. Responses are exported to Google Sheets, which can be further manipulated in Microsoft Excel for tabulation. Facebook was used to post exam announcements and share the Google Form URL, thereby exploiting the social network’s reach and familiarity among students. The study reports that 54 % of respondents used Android smartphones for the exam, while 40 % used PCs or laptops; the gender split was 53.9 % male and 46.1 % female, and 89.7 % were currently enrolled students.

Student satisfaction was measured through a Likert‑type questionnaire. The majority expressed comfort with online examinations (45.3 % “very comfortable”, 46.5 % “comfortable”) and specifically with smartphone‑based exams (33.7 % “very comfortable”, 50 % “comfortable”). Preference for question types showed a clear favor toward multiple‑choice items (42.7 % of respondents), whereas 24.3 % indicated a dislike for “none” (i.e., no preference). Preferences for exam venues revealed that 67.4 % liked taking exams in the classroom, while 59.3 % were favorable toward laboratory settings.

In the discussion, the authors claim that the smartphone‑Google‑Form‑Facebook combination successfully creates a green, efficient, and modern assessment environment. They acknowledge several limitations: the sample is confined to a single institution and discipline, which restricts external validity; the study does not quantify the actual environmental impact (e.g., paper saved, energy consumption reduced); security and privacy concerns related to Google Forms and Facebook are not examined; and the lack of rigorous statistical analysis (e.g., hypothesis testing, effect size calculation) weakens the evidential strength of the findings.

The conclusion reiterates that mobile‑based online examinations can support green computing initiatives and recommends broader adoption across different faculties and universities. Future research directions include expanding the sample size, incorporating diverse academic fields, performing quantitative environmental assessments, and evaluating the pedagogical effectiveness of various question formats in a mobile context.

Overall, the paper provides a practical case study of integrating readily available digital tools for sustainable assessment, but it would benefit from deeper methodological rigor, comprehensive environmental metrics, and a more critical examination of data security and equity issues.