Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Abstract

Teachers' role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and mathematics (STEM) teachers' intention to use mobile‐based assessments in the teaching practice. The study proposes the teachers' acceptance mobile‐based assessment (TAMBA) model which extends the technology acceptance model by introducing individual, social, institutional and instructional design factors. An appropriate questionnaire was developed and answered by 161 STEM teachers from 32 European countries. Their responses were analyzed using structural equation modeling. The proposed TAMBA model explains about 50% of the variance in teachers' intention to adopt mobile‐based assessment. Perceived Ease of Use was found to be the most important determinant in teachers' intention to use mobile‐based assessment. Facilitating Conditions and Output Quality were the most influential external variables in the model. The study findings revealed that focusing on mobile assessment quality design as well as on institutional support are important factors for STEM teachers in order to accept mobile‐based assessments in schools.

Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

“…The conclusion that can be drawn from these results is that, for a successful implementation of m-learning for STEM learning in rural areas, resources need to be provided. Based on the current findings, the following suggestions can be made to mobile developers and instructional designers and the Department of Basic Education (DBE), in line with Li et al [13] and Nikou et al [14] who studied learners' and teachers' acceptance of m-learning. Mobile developers should make m-learning platforms user-friendly and contain as much learning material and assessments as possible.…”

“…As a consequence of Davis' [11] assessment, it could be argued that successful implementation of m-learning in high schools of developing countries requires investigation of all stakeholders' attitudes. A plethora of studies has been conducted to identify factors that affect the acceptance of mobile learning [12][13][14][15]. However, a key issue is whether academics have adopted an adequately broad approach when investigating the attitudes of the main players in a high school instructional setting [16].…”

“…However, a key issue is whether academics have adopted an adequately broad approach when investigating the attitudes of the main players in a high school instructional setting [16]. Most of these m-learning acceptance studies have concentrated on teachers [14,17] and learners [13,17]. Little is known about the parents' attitude towards m-learning, especially in rural areas of developing countries.…”

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

“…While most previous studies approached this research question using TAM (e.g. Mei et al, 2018;Nikou & Economides, 2019;Teo et al, 2019;Wong, 2016), UTAUT2 (Venkatesh et al, 2012) has a more comprehensive theoretical lens, but has not been used in the context of MOOCs. Hedonic motivation and price value are two newly included antecedents of UTAUT2 that match the entertaining and knowledge sharing features of MOOCs (Hew & Cheung, 2014;Laaser & Toloza, 2017;Li & Li, 2016).…”

“…Among these studies, TAM is the mostly adopted theoretical model. Furthermore, facilitating conditions has frequently been integrated into TAM, as it is a key driver of technology use (Mei, Brown, & Teo, 2018;Nikou & Economides, 2019;Teo, Sang, Mei, & Hoi, 2019;Wong, 2016). Relatively few studies have examined teachers' acceptance from the perspective of UTAUT, while UTAUT2 has not been a focus at all in the extant literature.…”