Academic misconduct is everywhere. Students plagiarize, copy work, hire contract cheaters, and increasingly use AI tools to complete assignments. Educators need innovative solutions that make cheating both difficult and pointless, while still delivering meaningful learning experiences that prepare students for real-world challenges.
The University of South Australia (UniSA) tackled this problem head-on. They replaced traditional finals with creative app projects using STQRY Apps in their "Archives and the Digital World" online course.
Students build personalized place-based mobile tours showcasing archival content, creating an assessment that's nearly impossible to duplicate or generate artificially while teaching valuable digital skills.
Why Mobile Tours Excel as University Assessment Tools
When students face generic assignments, the temptation to cut corners through plagiarism or AI tools can be strong. Mobile tour creation tackles this problem head-on by requiring personal engagement with content.
Students can't simply submit generic responses because the assessment demands individualized content creation. Each mobile tour must reflect the student's unique perspective, research, and design choices.
The assessment follows a carefully structured four-phase process where each step builds on the previous one. Students must complete each phase before advancing, creating natural checkpoints that ensure steady progress and authentic work.
Studies show that students are less likely to engage in academic misconduct if the assessment task incorporates personal experiences and ideas and where general or AI-generated information does not meet the specific requirements of the task.
Beyond preventing misconduct, this approach teaches valuable real-world skills. Students gain hands-on experience with no-code app development software, preparing them for a digital future where such tools are increasingly common in the workplace.
How UniSA Structures the Mobile Tour Assessment
UniSA introduced this innovative assessment in 2019. The course divides the project into four carefully scaffolded tasks that guide students through the complete process of creating a functioning mobile tour.
Task 1: Developing a Curatorial Theme
Students start by selecting personal themes. They examine how their chosen topic connects to galleries, libraries, archives, and museums (the GLAM sector). Options range widely—family ancestry, local landmarks, historical events, transportation methods, cultural institutions, or virtually any subject with archival significance.
This phase transforms students into history detectives. They search online collections for relevant materials like documents, photos, audio recordings, and information about physical artifacts. After gathering sources, students compile them according to specific formatting requirements and write a concise 300-word report explaining how their selected materials support their curatorial vision.
Feedback comes before advancement. Instructors review these initial plans and provide guidance before students move to the technical implementation phase.
This component of the assessment contributes 20% to the total mark.
Task 2: Mastering STQRY Technology
Now the building begins. Students receive personal STQRY builder accounts and start by analyzing successful tours published on the UniSA’s Pedagogy GO app. They post reflections about what works and what doesn't.
Technical learning accelerates. Using course resources, students learn to navigate the STQRY platform and begin organizing their archival collection for their target audience. They create drafts with content for every tour stop. Peer feedback sessions introduce fresh perspectives. Continuous refinement improves their work.
This stage builds technical confidence. Students discover they can master new software platforms when given proper support and structure.
This component of the assessment contributes 25% to the total mark.
Task 3: Finalizing and Publishing the Tour
The project takes final form. Students write a concise 100-300 word summary defining their refined curatorial theme, identifying their target community, and explaining how they've tailored the experience for their audience.
Testing ensures quality. Students preview their creation to verify all elements function properly before incorporating final peer feedback and publishing their completed tours in the UniSA STQRY app.
This component of the assessment contributes 40% to the total mark. Evaluators grade each app using a rubric that includes criteria on the experience, archives used, the narrative provided, its relevance to the intended audience, and citations and attributions.
Task 4: Reflective Discussion
Learning solidifies through reflection. Each student meets individually with their online tutor to discuss their creative process, challenges faced, decisions made, and lessons learned while creating their tour.
Feedback guides future growth. Tutors provide detailed insights using a standardized marking guide, helping students analyze strengths and weaknesses in their final product and apply these lessons to future projects.
This component of the assessment contributes 15% to the total mark.
The Impact of STQRY Mobile Tour Assessments
Results speak volumes. This innovative approach delivers multiple benefits extending far beyond preventing academic misconduct.
Students Engage Deeply
By creating functional mobile tours with personalized archival content, they connect classroom concepts to real-world applications in ways traditional assignments rarely achieve. One student shared, "It was interesting to learn about location-based mobile archives and make one." This hands-on experience transforms abstract concepts into practical skills.
Feedback Has Been Enthusiastic
Many students report transformative learning experiences, with one noting, "I am very happy to say that I really enjoyed the course and my whole perception of archives has changed. I really liked the way the assessments were structured too so that we were able to receive feedback and continually improve the quality of the mobile tour."
Career Horizons Expand
Students discover new professional possibilities they hadn't considered before. As one participant explained, "The course introduced us to possibilities of different career options within the GLAM sector, which is something I would never have previously considered." The practical nature of the assessment helps them envision direct applications for their skills.
Learning Feels Authentic
Rather than completing work solely for a grade, students create something they could proudly show potential employers or include in professional portfolios. "A really enjoyable course that shows how digital media can be used within the GLAM sector," remarked another student, highlighting the real-world relevance of their work.
The Teaching Approach Receives Praise Too
One student emphasized, "The amazing teaching staff and the contents, it was amazing to learn about a different side of the digital world than what I am used to." This appreciation for both the instructors and course design demonstrates how well-structured assessments can transform student perceptions of traditionally dry subjects like archives into engaging, career-relevant learning experiences.
You can view the 2023 students’ tours and examples here or download the UniSA Pedagogy GO app in the App Store or Google Play.
Start Building Meaningful Student Experiences with STQRY
UniSA’s approach shows how place-based mobile tours can do more than just enhance learning—they also foster academic integrity and build real-world skills that students carry across disciplines. When universities adopt innovative tools like stqry, they empower students to create original, meaningful work that feels relevant beyond the classroom.
If you want to bring mobile tours into your course design, reach out to the STQRY team to explore how easy it is to get started.