A model for acceptance of mobile based assessment among Jordanian students based on their intentions

A model for acceptance of mobile based assessment among Jordanian students based on their intentions

<p>Studies have shown that, despite its many advantages, the use of mobile based assessment</p><p>(MBA) in educational institutions has some limitations. As such, this study was carried out to</p><p>propose an acceptance model to...

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Main Author: Alrefooh Ali Mamduh Ghanem
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Language:eng
Published: 2020
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Alrefooh Ali Mamduh Ghanem
A model for acceptance of mobile based assessment among Jordanian students based on their intentions
description <p>Studies have shown that, despite its many advantages, the use of mobile based assessment</p><p>(MBA) in educational institutions has some limitations. As such, this study was carried out to</p><p>propose an acceptance model to determine factors that might influence students</p><p>acceptance of mobile based assessment based on the Technology Acceptance Model (TAM),</p><p>which is a highly valid technology acceptance model. Essentially, the proposed model</p><p>consists of six constructs, namely intention, usefulness, ease of use, enjoyment, content</p><p>assessment, and navigation system. A panel consisting of 21 experts used the Delphi</p><p>method to validate the proposed model. Also, a sample study consisting of 90</p><p>undergraduates were given survey questionnaires to collect data for further analysis using the</p><p>Structural Equation Modeling method. The findings showed usefulness, ease of use, and</p><p>enjoyment had significant relationships with students intention to use such an</p><p>assessment. Likewise, content assessment had significant relationships with usefulness,</p><p>ease of use, and enjoyment. The findings also showed the navigation system had significant</p><p>relationships with ease of use and enjoyment. Overall, these findings suggest </p><p>that motivational factors, including content assessment and navigation system, play</p><p> an important role in influencing students acceptance of mobile based </p><p>assessment. In summation, these findings can serve as a guideline to help all the stakeholders to</p><p>take into account all the above factors for the successful implementation of mobile based</p><p>assessment in educational institutions. Further studies can be carried out by focusing</p><p>on other important psychological factors, such as trust and anxiety.</p><p></p>
format thesis
qualification_name
qualification_level Doctorate
author Alrefooh Ali Mamduh Ghanem
author_facet Alrefooh Ali Mamduh Ghanem
author_sort Alrefooh Ali Mamduh Ghanem
title A model for acceptance of mobile based assessment among Jordanian students based on their intentions
title_short A model for acceptance of mobile based assessment among Jordanian students based on their intentions
title_full A model for acceptance of mobile based assessment among Jordanian students based on their intentions
title_fullStr A model for acceptance of mobile based assessment among Jordanian students based on their intentions
title_full_unstemmed A model for acceptance of mobile based assessment among Jordanian students based on their intentions
title_sort model for acceptance of mobile based assessment among jordanian students based on their intentions
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Seni, Komputeran dan Industri Kreatif
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=7069
_version_ 1747833350764101632
spelling oai:ir.upsi.edu.my:70692022-05-18 A model for acceptance of mobile based assessment among Jordanian students based on their intentions 2020 Alrefooh Ali Mamduh Ghanem <p>Studies have shown that, despite its many advantages, the use of mobile based assessment</p><p>(MBA) in educational institutions has some limitations. As such, this study was carried out to</p><p>propose an acceptance model to determine factors that might influence students</p><p>acceptance of mobile based assessment based on the Technology Acceptance Model (TAM),</p><p>which is a highly valid technology acceptance model. Essentially, the proposed model</p><p>consists of six constructs, namely intention, usefulness, ease of use, enjoyment, content</p><p>assessment, and navigation system. A panel consisting of 21 experts used the Delphi</p><p>method to validate the proposed model. Also, a sample study consisting of 90</p><p>undergraduates were given survey questionnaires to collect data for further analysis using the</p><p>Structural Equation Modeling method. The findings showed usefulness, ease of use, and</p><p>enjoyment had significant relationships with students intention to use such an</p><p>assessment. Likewise, content assessment had significant relationships with usefulness,</p><p>ease of use, and enjoyment. The findings also showed the navigation system had significant</p><p>relationships with ease of use and enjoyment. Overall, these findings suggest </p><p>that motivational factors, including content assessment and navigation system, play</p><p> an important role in influencing students acceptance of mobile based </p><p>assessment. In summation, these findings can serve as a guideline to help all the stakeholders to</p><p>take into account all the above factors for the successful implementation of mobile based</p><p>assessment in educational institutions. Further studies can be carried out by focusing</p><p>on other important psychological factors, such as trust and anxiety.</p><p></p> 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=7069 https://ir.upsi.edu.my/detailsg.php?det=7069 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Seni, Komputeran dan Industri Kreatif <p>Abu-Al-Aish, A., & Love, S. (2013). Factors influencing students acceptance of m- learning: An investigation in higher education. The International Review of Research in Open and Distributed Learning, 14(5).</p><p></p><p>Al-Emran, M., & Salloum, S. A. (2017). Students' Attitudes Towards the Use of Mobile Technologies in e-Evaluation. iJIM, 11(5), 195-202.</p><p></p><p>Al-Emran, M., Elsherif, H. M., & Shaalan, K. 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