This study assessed how students' perceptions of online quizzes and the use of three electronic devices to solve them affected their performance. A sample of 208 students enrolled in an introductory accounting course at the Universitat Autònoma de Barcelona completed online quizzes as part of their evaluation and filled in a questionnaire on their perceptions of such quizzes and the electronic devices they used to do them on. Their scores were collected both for the online quizzes and their examinations, and the data were then analysed using a partial least square structural equation model. Findings suggest that a positive perception of online quizzes positively affected students' examination scores, but not their scores for the online quizzes. The findings also indicate that, while positive perceptions of computers and tablet PCs for doing online quizzes did not affect students' examination scores, those who reported positive perceptions of the use of mobile phones for online quizzes obtained significantly lower examination scores than their peers. Finally, perception of the use of any electronic device did not affect students' scores for online quizzes. Implications for instructors, faculty administrators, and students are provided based on the results. Implications for practice or policy: (1) Students should be aware of the benefits of using online quizzes to test their knowledge, rather than to learn course content; (2) Instructors should clearly explain the purpose of self-assessment to students; and (3) Instructors should integrate learning activities with complementary learning resources for mobile phones.