Usage intention model of digital assessment systems

Abstract

This study investigates the behavioral intentions of a younger generation of digital natives to improve individual capabilities through digital transformation. In this regard, 193 high school students are surveyed in Taiwan. We propose a usage intention model for digital assessment systems, in which perceived usefulness and perceived ease-of-use positively affect usage attitude; usage attitude, subjective norm, and self-efficacy also positively affect usage intention. We analyze the relationships among the constructs using PLS-SEM. The results indicate that through the assessment system, perceived usefulness positively affects usage attitude with significant, while perceived ease-of-use has no significant effect on usage attitude. Usage attitude and subjective norm positively affect usage intention with significant; however, self-efficacy has no significant effects on usage intention. Our findings can assist educators and system developers in developing effective promotion strategies for the English vocabulary proficiency assessment system.