User acceptance model of computer-based assessment
Moderating effect and intention-behavior effect
Bibliographic Data
| ID | 19514513 |
|---|---|
| Authors | Jian-Wei Lin, Jian‐Wei Lin (0000-0002-9510-240X, Chien Hsin University of Science and Technology), Yung-Cheng Lai (Chien Hsin University of Science and Technology) |
| Year | 2019 |
| Volume | 35 |
| Issue | 1 |
| Publication date | 2019-03-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australasian Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 1449-3098 • E-ISSN: 1449-5554 |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ) |
| DOI | 10.14742/ajet.4684 |
| OpenAlex | W2916431016 |
| Language | EN |
| Citations received | 4 |
| References cited | 5 |
Computer-based assessment (CBA) is an important area of e-learning research. Most studies of CBA technology add new constructs to existing user acceptance models and rarely consider the moderating effects and intention-behavior effects. Notably, within an e-learning environment, the self-regulation (SR) levels (i.e. high or low) substantially influence individual learning behavior and performance while intention-behavior effects are not guaranteed. This study investigates the moderating effects of SR levels on the relationships between the factors (including the intention-behavior relationship) of CBA acceptance model, which was based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The main findings are that, firstly, both the perceived performance expectancy and social influence significantly affect CBA behavioral intention in all students regardless of their SR level. Secondly, compared to effort expectancy in high-SR students, effort expectancy in low-SR students has a significantly larger effect on CBA behavioral intention. Finally, the behavioral intention significantly predicts CBA use behavior for the high-SR students but not for the low-SR students
Expectancy theory · Human–computer interaction · Social influence · Technology Acceptance Model · Unified theory of acceptance and use of technology · Usability · Applied Psychology · Computer Science · Impact of Technology on Adolescents · Online and Blended Learning · Psychology · Social Psychology · Technology Adoption and User Behaviour
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Mobile-based assessment
Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario
Self-control and accommodation in close relationships
Formative assessment and self-regulated learning
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2024 (3) |
| Highly cited | No |