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.