An empirical study of the behavioral factors affecting students’ perception on adopting electronic assessment system

Abstract

Electronic assessment (e-assessment) system inevitably plays a role in the educational environment as one of the means available to measure students learning outcomes. There are large numbers of cases that prove the establishment of an e-assessment system did not bring the promised benefits for students. Meanwhile, many studies focused on technical difficulties of development rather than incorporating the behavioral aspects. This all amounted to create a gap in understanding of e-assessment system adoption from student's point of view. Thus, the main concern in this research would be to identify all the behavioral issues of adopting an e-assessment system from students’ point of view. Alas, encapsulate identified constructs into one model that resolve all the behavioral problems, and at last, investigating the existence of statistical relationship among the proposed constructs. In that sense, the first step would be to recognize real-world problems that students are facing in their practices. The behavioral model has been proposed on the basis of the behavioral essence of the unified theory of acceptance and use of technology. For the model evaluation, the research conducts a survey on 380 students from Open University Malaysia (OUM) who had prior experience with e-assessment system. The results show that the entireties of hypothesis were significantly validated except in the case of habit toward usage intention. Moreover, the statistical findings of this research can create a well-established ground for future research, as well as, developing of e-assessment system for university level students.