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. Gefälligkeitsübersetzung: Determinanten der Absicht von Hochschullehrern, technologiegestützte Prüfungen zu nutzen.
Quelle	In: Education and information technologies, (2022) 28, S. 6485-6513Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1360-2357; 1573-7608
DOI	10.1007/s10639-022-11435-4
Schlagwörter	Angst; Einstellung (Psy); Handlung; Selbstwirksamkeit; Verhalten; Akzeptanz; Soziale Norm; Soziale Wahrnehmung; Computernutzung; Planung; Prüfung; Digitaltechnik; Technologie; Berufliche Qualifikation
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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1