An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities

Nuha Alruwais; Gary Wills; Mike Wald

doi:doi:10.11648/j.edu.20180702.11

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An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities

Nuha Alruwais, Gary Wills, Mike Wald

Published in Education Journal (Volume 7, Issue 2)

Received: 22 May 2018 Accepted: 6 June 2018 Published: 29 June 2018

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Abstract

E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics’ intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics’ behavioural intention to accept E-assessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept E-assessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.

Published in	Education Journal (Volume 7, Issue 2)
DOI	10.11648/j.edu.20180702.11
Page(s)	23-36
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

E-Assessment, E-Exam, Electronic Exam, Online Exam, Online Assessment

References

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[2]	N. Alruwais, G. Wills, and M. Wald, “Validating Factors That Impact the Acceptance and Use of e-Assessment among Academics in Saudi Universities,” IJAEDU- Int. E-Journal Adv. Educ., vol. 2, no. 4, pp. 132–140, 2016.
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APA Style

Nuha Alruwais, Gary Wills, Mike Wald. (2018). An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities. Education Journal, 7(2), 23-36. https://doi.org/10.11648/j.edu.20180702.11

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ACS Style

Nuha Alruwais; Gary Wills; Mike Wald. An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities. Educ. J. 2018, 7(2), 23-36. doi: 10.11648/j.edu.20180702.11

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AMA Style

Nuha Alruwais, Gary Wills, Mike Wald. An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities. Educ J. 2018;7(2):23-36. doi: 10.11648/j.edu.20180702.11

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@article{10.11648/j.edu.20180702.11,
  author = {Nuha Alruwais and Gary Wills and Mike Wald},
  title = {An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities},
  journal = {Education Journal},
  volume = {7},
  number = {2},
  pages = {23-36},
  doi = {10.11648/j.edu.20180702.11},
  url = {https://doi.org/10.11648/j.edu.20180702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20180702.11},
  abstract = {E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics’ intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics’ behavioural intention to accept E-assessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept E-assessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.},
 year = {2018}
}

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TY  - JOUR
T1  - An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities
AU  - Nuha Alruwais
AU  - Gary Wills
AU  - Mike Wald
Y1  - 2018/06/29
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T2  - Education Journal
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JO  - Education Journal
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PB  - Science Publishing Group
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AB  - E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics’ intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics’ behavioural intention to accept E-assessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept E-assessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.
VL  - 7
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Author Information

Nuha Alruwais

Electronics and Computer Science, University of Southampton, Southampton, UK
Gary Wills

Electronics and Computer Science, University of Southampton, Southampton, UK
Mike Wald

Electronics and Computer Science, University of Southampton, Southampton, UK

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Nuha Alruwais, Gary Wills, Mike Wald. (2018). An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities. Education Journal, 7(2), 23-36. https://doi.org/10.11648/j.edu.20180702.11

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ACS Style

Nuha Alruwais; Gary Wills; Mike Wald. An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities. Educ. J. 2018, 7(2), 23-36. doi: 10.11648/j.edu.20180702.11

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AMA Style

Nuha Alruwais, Gary Wills, Mike Wald. An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities. Educ J. 2018;7(2):23-36. doi: 10.11648/j.edu.20180702.11

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@article{10.11648/j.edu.20180702.11,
  author = {Nuha Alruwais and Gary Wills and Mike Wald},
  title = {An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities},
  journal = {Education Journal},
  volume = {7},
  number = {2},
  pages = {23-36},
  doi = {10.11648/j.edu.20180702.11},
  url = {https://doi.org/10.11648/j.edu.20180702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20180702.11},
  abstract = {E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics’ intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics’ behavioural intention to accept E-assessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept E-assessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities
AU  - Nuha Alruwais
AU  - Gary Wills
AU  - Mike Wald
Y1  - 2018/06/29
PY  - 2018
N1  - https://doi.org/10.11648/j.edu.20180702.11
DO  - 10.11648/j.edu.20180702.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 23
EP  - 36
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20180702.11
AB  - E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics’ intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics’ behavioural intention to accept E-assessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept E-assessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.
VL  - 7
IS  - 2
ER  -

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