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Continuance acceptance of computer based assessment through the integration of user's expectations and perceptions
ARTICLE

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Computers & Education Volume 62, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The Information Systems (IS) community has put considerable effort on identifying constructs that may explain the initial/continuance use of computer based learning or assessment systems. This study is a further step toward IS continuance acceptance delivered in Computer Based Assessment (CBA) context. Specifically, it aims at the exploration of continuance acceptance in CBA context and the development of a new approach for continuance use. This approach is applied by measuring user's expectations before the interaction with the system and user's perceptions after the interaction. The sign (±) and the intensity of the difference between pre and post measures is actually the strength that drives users to continuance intention to use. Through these measurements it is possible to estimate student's level of confirmation for each essential determinant of CBA continuance acceptance. Results underline Confirmed Ease of Use and Confirmed Playfulness as the direct determinants of continuance acceptance. Through Confirmed Playfulness important determinants, such as Confirmed Usefulness and Confirmed Content influence Continuance Behavioral Intention. Confirmed Facilitating Conditions and Confirmed Goal determine Confirmed Ease of Use and Confirmed Usefulness respectively. Important implications of these results are discussed.

Citation

Terzis, V., Moridis, C.N. & Economides, A.A. (2013). Continuance acceptance of computer based assessment through the integration of user's expectations and perceptions. Computers & Education, 62(1), 50-61. Elsevier Ltd. Retrieved June 16, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.10.018

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