Computer-based course evaluation: an extended technology acceptance model

Abstract

This study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation.