Determinants of Higher Education Teachers' Intention to Use Technology-Based Exams

Autor/inn/en	Fink, Aron; Spoden, Christian; Frey, Andreas
Titel	Determinants of Higher Education Teachers' Intention to Use Technology-Based Exams
Quelle	In: Education and Information Technologies, 28 (2023) 6, S.6485-6513 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fink, Aron) ORCID (Spoden, Christian) ORCID (Frey, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11435-4
Schlagwörter	College Faculty; Teacher Attitudes; Intention; Computer Assisted Testing; Technology Uses in Education; Models; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Ausland; Deutschland
Abstract	The replacement of existing technology or the introduction of novel technology into the day-to-day routines of higher education institutions is not a trivial task. Currently, many higher education institutions are faced with the challenge of replacing existing procedures for administering written exams with e-exams. To guide this process, this paper proposes the novel technology-based exams acceptance model (TEAM) and empirically evaluates its model structure and usefulness from the perspective of higher education teachers. The model can be used to guide the transition from paper-based exams to e-exams and the implementation of innovative (e.g., adaptive) e-exam formats. The model includes perceived usefulness, computer self-efficacy, computer anxiety, prior experience, facilitating conditions, and subjective norm as predictors of the behavioral intention to use e-exams. To test the model empirically, the responses of 992 teachers at 63 German universities to a standardized online questionnaire were analyzed using structural equation modeling. The model fit was acceptable. With 77% (conventional e-exams) and 82% (adaptive e-exams), a large proportion of the variance of the intention to use these types of exams was explained. With TEAM, a highly predictive model for explaining the behavioral intention to use e-exams is now available. It offers a theoretical basis that can be used for the successful implementation of e-exams in higher education. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01