The Acceptance and Use of Computer Based Assessment

Autor/inn/en	Terzis, Vasileios; Economides, Anastasios A.
Titel	The Acceptance and Use of Computer Based Assessment
Quelle	In: Computers & Education, 56 (2011) 4, S.1032-1044 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.11.017
Schlagwörter	Self Efficacy; Computer Assisted Testing; Computer Uses in Education; Intention; Least Squares Statistics; Information Science; Social Influences; Models; Information Technology; Data Collection; Behavior; Introductory Courses; College Students + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Computernutzung; Informationswissenschaft; Sozialer Einfluss; Analogiemodell; Informationstechnologie; Data capture; Datensammlung; Einführungskurs; Collegestudent
Abstract	The effective development of a computer based assessment (CBA) depends on students' acceptance. The purpose of this study is to build a model that demonstrates the constructs that affect students' behavioral intention to use a CBA. The proposed model, Computer Based Assessment Acceptance Model (CBAAM) is based on previous models of technology acceptance such as Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and the Unified Theory of Acceptance and Usage of Technology (UTAUT). Constructs from previous models were used such as Perceived Usefulness, Perceived Ease of Use, Computer Self Efficacy, Social Influence, Facilitating Conditions and Perceived Playfulness. Additionally, two new variables, Content and Goal Expectancy, were added to the proposed research model. Data were collected from 173 participants in an introductory informatics course using a survey questionnaire. Partial Least Squares (PLS) was used to test the measurement and the structural model. Results indicate that Perceived Ease of Use and Perceived Playfulness have a direct effect on CBA use. Perceived Usefulness, Computer Self Efficacy, Social Influence, Facilitating Conditions, Content and Goal Expectancy have only indirect effects. These eight variables explain approximately 50% of the variance of Behavioural Intention. (Contains 5 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10