Abstract

The effective development of a computer based assessment (CBA) depends on students’ acceptance. The purpose of this study is to build a model that demonstrates the constructs that affect students’ behavioral intention to use a CBA. The proposed model, Computer Based Assessment Acceptance Model (CBAAM) is based on previous models of technology acceptance such as Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and the Unified Theory of Acceptance and Usage of Technology (UTAUT). Constructs from previous models were used such as Perceived Usefulness, Perceived Ease of Use, Computer Self Efficacy, Social Influence, Facilitating Conditions and Perceived Playfulness. Additionally, two new variables, Content and Goal Expectancy, were added to the proposed research model. Data were collected from 173 participants in an introductory informatics course using a survey questionnaire. Partial Least Squares (PLS) was used to test the measurement and the structural model. Results indicate that Perceived Ease of Use and Perceived Playfulness have a direct effect on CBA use. Perceived Usefulness, Computer Self Efficacy, Social Influence, Facilitating Conditions, Content and Goal Expectancy have only indirect effects. These eight variables explain approximately 50% of the variance of Behavioural Intention.

Citation

Terzis, V. & Economides, A.A. (2011). The acceptance and use of computer based assessment. Computers & Education, 56(4), 1032-1044. Elsevier Ltd. Retrieved March 22, 2023 from https://www.learntechlib.org/p/50820/.

Keywords

• behavior
• College Students
• Computer Assisted Testing
• Computer Based Assessment
• Computer Uses in Education
• Data Collection
• information science
• information technology
• Intention
• Introductory Courses
• Least Squares Statistics
• models
• Perceived Ease of Use
• Perceived Playfulness
• self assessment
• Self Efficacy
• Social Influences
• Technology Acceptance