Students’ acceptance of mobile-based assessment

Nur Adillawati Kosim Saputri,Dadang Lukman Hakim,Ade Gafar Abdullah

doi:10.21067/mpej.v5i1.4575

Nur Adillawati Kosim Saputri, Dadang Lukman Hakim + Show 1 more

Open Access

https://doi.org/10.21067/mpej.v5i1.4575

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Abstract

The effective development of a Mobile-Based Assessment (MBA) depends on students’ acceptance. The aim of this paper was to examine the determinant factor of students’ behavioral intention to use mobile-based assessment. Data were collected from 105 second grade students of a vocational high school through an online survey questionnaire. Partial Least Squares (PLS) was used to test the measurement and the structural model. Results showed Perceived Ease of Use as the strongest direct predictor of Behavioral Intention to Use, followed by Perceived Usefulness. Content and Mobile Self-Efficacy only has an indirect effect. These four variables explain 51.3 percent of the variance of Behavioral Intention to Use.

Highlights

Assessment is an important process in education as students’ learning is measured through it (Joosten-ten Brinke et al, 2007)
This study adopted the Mobile Based Assessment Acceptance Model (MBAAM) and the hypotheses aims to examine the effect of several variables, such as Content (C), Mobile Self-Efficacy (MSE), Perceived Ease of Use (PEOU), Perceived Usefulness (PU) and Behavioral Intention to Use (BIU)
R2 of Behavioral Intention to Use and Perceived Usefulness considered as large variance since it is higher than 0.26 and R2 of Perceived Ease of Use considered as medium variance since it is higher than 0.13 but below 0.26

Summary

Introduction

Assessment is an important process in education as students’ learning is measured through it (Joosten-ten Brinke et al, 2007). As students’ frequent use of smartphone and the internet is increasing rapidly, Mobile-Based Assessment appears to be an alternative to traditional assessment practices. Mobile-Based Assessment (MBA) is an assessment that is delivered through wireless technologies and mobile devices (Nikou & Economides, 2017a). There are a lot of educational researchers who tend to work on the impact of Mobile-Based Assessment or the acceptance of it with the purpose to define the variables that might explain the acceptance issue. Mobile-Based Assessment have a positive impact on student motivation Mobile-Based Assessment have a positive impact on student motivation (Alioon & Delialioğlu, 2019; Bogdanović et al, 2014; C.-M. Chen & Chen, 2009), learning performance (Dalby & Swan, 2018; Fuad et al, 2018; Kuo-hung et al, 2016; Roschelle et al, 2010) and attitude (Chou et al, 2017; Chu et al, 2010; Wang, 2015)

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