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Validating factors that impact the acceptance and use of e-assessment among academics in Saudi universities

Validating factors that impact the acceptance and use of e-assessment among academics in Saudi universities
Validating factors that impact the acceptance and use of e-assessment among academics in Saudi universities
As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment developed to address some of the limitations and problems of a paper-test. In last the 10 years, E-assessment has improved in developed countries such as UK. In contrast, in Saudi Arabia, one of the developing countries, less attention is still paid to accept and use of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. This paper aims to investigate the factors that has an effect on academics use of E-assessment in Saudi universities. Last study by Alruwais et al. [1] has developed the Model of Acceptance and Usage of E-assessment (MAUE) that has derived from the Decomposed Theory of Planned Behaviour model (DTPB), other theories and models, which investigate the user acceptance and use of ICT, and other related studies. The model consists of the following factors: attitude (perceived ease to use, perceived usefulness, and compatibility), subjective norm (peer influence and superior influence) and perceived behavioural control factors (self-efficacy, resource facilitating conditions, and IT support). Age and gender are also included to the proposed model as moderating factors. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. However, experts suggested removing gender and keeping age as a moderating factor. Furthermore, the experts recommended adding awareness of E-assessment as a sub-factor under the attitude factor and including the availability of a security system in the resource facilitating conditions sub-factor.
2010-3689
1-8
Alruwais, Nuha
87f93efb-238d-4ae9-b179-86be0fe25674
Wills, Gary
3a594558-6921-4e82-8098-38cd8d4e8aa0
Wald, Mike
90577cfd-35ae-4e4a-9422-5acffecd89d5
Alruwais, Nuha
87f93efb-238d-4ae9-b179-86be0fe25674
Wills, Gary
3a594558-6921-4e82-8098-38cd8d4e8aa0
Wald, Mike
90577cfd-35ae-4e4a-9422-5acffecd89d5

Alruwais, Nuha, Wills, Gary and Wald, Mike (2016) Validating factors that impact the acceptance and use of e-assessment among academics in Saudi universities. International Journal of Information and Education Technology, 7 (10), 1-8.

Record type: Article

Abstract

As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment developed to address some of the limitations and problems of a paper-test. In last the 10 years, E-assessment has improved in developed countries such as UK. In contrast, in Saudi Arabia, one of the developing countries, less attention is still paid to accept and use of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. This paper aims to investigate the factors that has an effect on academics use of E-assessment in Saudi universities. Last study by Alruwais et al. [1] has developed the Model of Acceptance and Usage of E-assessment (MAUE) that has derived from the Decomposed Theory of Planned Behaviour model (DTPB), other theories and models, which investigate the user acceptance and use of ICT, and other related studies. The model consists of the following factors: attitude (perceived ease to use, perceived usefulness, and compatibility), subjective norm (peer influence and superior influence) and perceived behavioural control factors (self-efficacy, resource facilitating conditions, and IT support). Age and gender are also included to the proposed model as moderating factors. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. However, experts suggested removing gender and keeping age as a moderating factor. Furthermore, the experts recommended adding awareness of E-assessment as a sub-factor under the attitude factor and including the availability of a security system in the resource facilitating conditions sub-factor.

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VALIDATING FACTORS THAT IMPACT THE ACCEPTANCE AND USE OF E-ASSESSMENT AMONG ACADEMICS IN SAUDI UNIVERSITIES- IJIET.pdf - Accepted Manuscript
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More information

Accepted/In Press date: 20 October 2016
Published date: 16 December 2016
Organisations: Electronic & Software Systems

Identifiers

Local EPrints ID: 404514
URI: https://eprints.soton.ac.uk/id/eprint/404514
ISSN: 2010-3689
PURE UUID: e94f78b4-eb0f-4fb2-a7b0-597cb4d95744
ORCID for Gary Wills: ORCID iD orcid.org/0000-0001-5771-4088

Catalogue record

Date deposited: 11 Jan 2017 11:15
Last modified: 06 Jun 2018 13:03

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Contributors

Author: Nuha Alruwais
Author: Gary Wills ORCID iD
Author: Mike Wald

University divisions

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