Exploring the Factors Affecting the Adoption of E-Assessments among the
      Computer and Information Science Programmes in a Higher Education
      Institution in the Middle East (HEIME)
Creators: name: Al Hashlamoun, Nafeth
Publisher: name: Lancaster University
Year: 2017
Subjects: Technology Acceptance
Technology Acceptance Models
E-Assessments
Moderating Factors
Factor Analysis
Technology Adoption
Technology assessment
Computer-Based Assessments
Computer-Assisted Assessments
Technology Assessment Fit
Structural Equation Modelling
Higher Education
Mixed Methods Phenomenological Research
Partial Least Squares Regression

description: The rapid development of Information and Communication Technology (ICT)
      opened up new possibilities for teaching and assessment practices in
      higher education. This has encouraged educational institutions worldwide
      to change assessment format from paper-based to computer-based
      assessments. In the higher education context, teachers’ behavioural
      intention to adopt e-assessments is affected by a number of factors. The
      literature in the field of e-assessment adoption suggests that there is a
      need to better understand and conceptualise e-assessment adoption and the
      range of behavioural factors influencing e-assessment adoption
      decision-making in higher education. This study aims to address that need.
      
      The study employed an exploratory sequential approach with mixed methods.
      It utilised both qualitative and quantitative research methodologies to
      meet the research aim: to investigate the e-assessment adoption process
      and related experiences and evaluations as reported by Computer and
      Information Science (CIS) teachers at a higher education institution in
      the UAE. The investigation was performed via proposing, designing, testing
      and developing a conceptual model for e-assessment adoption, building on
      the chosen most relevant ICT innovation adoption models
      (TRA<sup>1</sup>, TPB<sup>2</sup>,
      TAM<sup>3</sup>, and UTAUT<sup>4</sup>), commonly
      known in the field of CIS.
      
      
      The study found that the CIS teachers’ behavioural intention to adopt
      e-assessments depends primarily on the technology-assessment fit, the
      perceived usefulness, and the social influence. It was also discovered
      that the perceived self-efficacy has a negative impact on computer
      anxiety, and at the same time, it has a positive impact on perceived
      ease-of-use. Furthermore, it was found that the perceived ease-of-use and
      the facilitating conditions have a positive impact on behavioural
      intention. However, the impact of those two factors is not as significant
      as the other factors (technology-assessment fit, perceived usefulness, and
      social influence).
      
      
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      <sup>1</sup> Theory of Reasoned Action Model (Fishbein
      &amp; Ajzen, 1975)
      
      <sup>2</sup> Theory of Planned Behaviour Model (Ajzen, 2002)
      
      <sup>3</sup> Technology Acceptance Model I and II (Davis,
      1989)
      
      <sup>4</sup> Unified Theory of Acceptance and Use of
      Technology Model (Venkatesh, Morris, Davis, and Davis (2003)