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.

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Maqableh, M. , Masa’deh, R. and Mohammed, A. (2015) The Acceptance and Use of Computer Based Assessment in Higher Education. Journal of Software Engineering and Applications, 8, 557-574. doi: 10.4236/jsea.2015.810053.

Conflicts of Interest

The authors declare no conflicts of interest.

References

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