The Acceptance and Use of Computer Based Assessment in Higher Education

Mahmoud Maqableh,Ra’Ed Moh’D Taisir Masa’Deh,Ashraf Bany Mohammed

doi:10.4236/jsea.2015.810053

Mahmoud Maqableh, Ra’Ed Moh’D Taisir Masa’Deh + Show 1 more

Open Access

https://doi.org/10.4236/jsea.2015.810053

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Abstract

Computer Based Assessment (CBA) is being a very popular method to evaluate students’ performance at the university level. This research aims to examine the constructs that affect students’ intention to use the CBA. The proposed model is based on previous technology models such as Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and Unified Theory of Acceptance and Usage of Technology (TAUT). The proposed CBA model is based on nine variables: Goal Expectancy, Social Influence, Facilitating Conditions, Computer Self Efficacy, Content, Perceived Usefulness, Perceived Ease of Use, Perceived Playfulness, and Behavioral Intention. Data were collected using a survey questionnaire from 546 participants who had used the computer based exam system at the University of Jordan. Results indicate that Perceived Playfulness has a direct effect on CBA use. Perceived Ease of Use, Perceived Usefulness, Computer Self Efficacy, Social Influence, Facilitating Conditions, Content and Goal Expectancy have only indirect effects. The study concludes that a system is more likely to be used by students if it is playful and CBA is more likely to be playful when it is easy to use and useful. Finally, the studied acceptance model for computer based assessment explains approximately only 10% of the variance of behavioral intention to use CBA.

Highlights

Student assessment is a very essential element in any learning model
Perceived Ease of Use is positively impacted by Computer Self Efficacy and Facilitating Conditions as shown by the study
Our research results demonstrate that Perceived Playfulness has a direct effect on Behavioral Intention to Use Computer Based Assessment (CBA), which aligns with [4] [48] [54] [29] [30]

Summary

Introduction

Instructors evaluate students and learning output to direct and motivate them based on their achievement [1] [2]. There are two main types of students’ assessment: Summative and Formative. There are two main types of assessments systems: Paper Based System (PBS) and Computer Based System (CBS). PBS is being disassociated gradually from learning practices because of continuous dissemination of Information and Communications Technology (ICT) [2]. CBS is being replacing the PBS due to the popularity of ICT. Students prefer CBS instead of PBS as they believe that it would be exciting, interactive, secure, precise, smooth and credible [4]

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