The Acceptance and Use of Computer Based Assessment in Higher Education

Abstract

Computer Based Assessment (CBA) is being a very popular method to evaluate students' performance at the university level. This research aims to examine the constructs that affect students' intention to use the CBA. The proposed model is based on previous technology models such as Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and Unified Theory of Acceptance and Usage of Technology (TAUT). The proposed CBA model is based on nine variables: Goal Expectancy, Social Influence, Facilitating Conditions, Computer Self Efficacy, Content, Perceived Usefulness, Perceived Ease of Use, Perceived Playfulness, and Behavioral Intention. Data were collected using a survey questionnaire from 546 participants who had used the computer based exam system at the University of Jordan. Results indicate that Perceived Playfulness has a direct effect on CBA use. Perceived Ease of Use, Perceived Usefulness, Computer Self Efficacy, Social Influence, Facilitating Conditions, Content and Goal Expectancy have only indirect effects. The study concludes that a system is more likely to be used by students if it is playful and CBA is more likely to be playful when it is easy to use and useful. Finally, the studied acceptance model for computer based assessment explains approximately only 10% of the variance of behavioral intention to use CBA.

User acceptance model of computer-based assessment: moderating effect and intention-behavior effect

“…Since CBA has many advantages and plays an important role in e-learning, many studies have investigated CBA technology acceptance (Acosta-Gonzaga & Walet, 2018;Cigdem & Oncu, 2015;Deutsch et al, 2012;Nikou & Economides, 2017;Maqableh, Masa'deh, & Mohammed, 2015;Terzis & Economides, 2011a, 2011bTerzis, Moridis, & Economides, 2012a, 2012bTerzis, Moridis, Economides, & Mendez, 2013). Most studies of CBA technology acceptance use the technology acceptance model (TAM) or unified theory of acceptance and use of technology (UTAUT), which was initially developed for use in business settings to investigate determinants of information technology acceptance.…”

“…Nistor (2014) further claimed that, when extending technology acceptance models from the business context to the education context, the complexity of acceptance constructs should consider educational contexts (e.g., higher education or lifelong learning; in schools, universities, and organisations) and should reflect both individual factors (e.g., personality or self-efficacy) and social factors (e.g., community, social capital) that are relevant to the learning process. Accordingly, many TAM/UTAUT-based studies added these new related constructs to investigate CBA user acceptance, including different countries (Terzis, Moridis, Economides, & Mendez , 2013), personalities (Terzis et al, 2012b), self-efficacy (Maqableh et al, 2015;Nikou & Economides, 2017;Terzis & Economides, 2011a), and social influence (Acosta-Gonzaga & Walet, 2018;Maqableh et al, 2015;Nikou & Economides, 2017;Terzis & Economides, 2011a). For example, Acosta-Gonzaga and Walet, (2018) extended TAM by including measures of computer self-efficacy and social influence to investigate user acceptance of mathematical CBA.…”

“…Terzis, Moridis, Economides, and Mendez (2013) was based on TAM and UTAUT and considered different countries (i.e., Greece and Mexico) while Terzis et al, (2012b) added personalities as new constructs. Other constructs that have been added to the CBA user acceptance model include perceived playfulness (Maqableh et al, 2015;Terzis & Economides, 2011a), goal expectancy (Maqableh et al, 2015;Terzis & Economides, 2011a;Terzis et al, 2012b), and question content (Cigdem & Oncu, 2015;Maqableh et al, 2015;Nikou & Economides, 2017;Terzis et al, 2012a).…”

Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon

“…Wong and Karin (2015) stated that corporate e-learning in its broad term implies the use of online training to support individual goals along with the enterprise goals. According to the US digital year report, individuals' overall time spent online was among four different online contents including portals, social networking, web-based email's market, and entertainment category and the second largest share of time spent was on SNS Maqableh et al (2015a). It is a way of coping with external changes that make it necessary for companies to offer and facilitate an educational environment.…”

User Experience challenges for designing and evaluating Computer-Based Assessments for children

“…Next, regarding the characteristics of children as a target group, other factors should be examined to help understand the underlying psychological needs, motivations, feelings, and attitudes for the acceptance of CBA [11]. During the last years, numerous information technology acceptance models have been developed [3,18], however, CBA acceptance in the educational field has only been studied recently [4,11,17].…”