Exploring the factors affecting the adoption of e-assessments among the computer and information science programmes in a Higher Education Institution in the Middle East (HEIME)

Abstract

The rapid development of Information and Communication Technology (ICT) opened up new possibilities for teaching and assessment practices in higher education. This has encouraged educational institutions worldwide to change assessment format from paper-based to computer-based assessments. In the higher education context, teachers’ behavioural intention to adopt e-assessments is affected by a number of factors. The literature in the field of e-assessment adoption suggests that there is a need to better understand and conceptualise e-assessment adoption and the range of behavioural factors influencing e-assessment adoption decision-making in higher education. This study aims to address that need. The study employed an exploratory sequential approach with mixed methods. It utilised both qualitative and quantitative research methodologies to meet the research aim: to investigate the e-assessment adoption process and related experiences and evaluations as reported by Computer and Information Science (CIS) teachers at a higher education institution in the UAE. The investigation was performed via proposing, designing, testing and developing a conceptual model for e-assessment adoption, building on the chosen most relevant ICT innovation adoption models (TRA1, TPB2, TAM3, and UTAUT4), commonly known in the field of CIS. The study found that the CIS teachers’ behavioural intention to adopt e-assessments depends primarily on the technology-assessment fit, the perceived usefulness, and the social influence. It was also discovered that the perceived self-efficacy has a negative impact on computer anxiety, and at the same time, it has a positive impact on perceived ease-of-use. Furthermore, it was found that the perceived ease-of-use and the facilitating conditions have a positive impact on behavioural intention. However, the impact of those two factors is not as significant as the other factors (technology-assessment fit, perceived usefulness, and social influence). _______________________________________________________________ 1 Theory of Reasoned Action Model (Fishbein & Ajzen, 1975) 2 Theory of Planned Behaviour Model (Ajzen, 2002) 3 Technology Acceptance Model I and II (Davis, 1989) 4 Unified Theory of Acceptance and Use of Technology Model (Venkatesh, Morris, Davis, and Davis (2003)