The measurement of end-user computing satisfaction
MIS Quarterly
The psychological origins of perceived usefulness and ease-of-use
Information and Management
Computer-based assessment: a versatile educational tool
Computers & Education
Extending the TAM for a World-Wide-Web context
Information and Management
Assessment of learner satisfaction with asynchronous electronic learning systems
Information and Management
International Journal of Human-Computer Studies - Special issue on HCI and MIS
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies
Information and Management
Examining the technology acceptance model using physician acceptance of telemedicine technology
Journal of Management Information Systems - Special section: Strategic and competitive information systems
Modeling assessment for re-use of traditional and new types of assessment
Computers in Human Behavior
Determinants of accepting wireless mobile data services in China
Information and Management
The acceptance and use of a virtual learning environment in China
Computers & Education
The design and evaluation of a computerized adaptive test on mobile devices
Computers & Education
The role of perceived resources in online learning adoption
Computers & Education
Factors affecting e-collaboration technology use among management students
Computers & Education
TAM-based success modeling in ERP
Interacting with Computers
Modelling technology acceptance in education: A study of pre-service teachers
Computers & Education
Mood Recognition during Online Self-Assessment Tests
IEEE Transactions on Learning Technologies
Biometric and Intelligent Self-Assessment of Student Progress system
Computers & Education
Computer based assessment: Gender differences in perceptions and acceptance
Computers in Human Behavior
Effects of feedback in a computer-based assessment for learning
Computers & Education
Implementing computer-based assessment - A web-based mock examination changes attitudes
Computers & Education
Using Signals for appropriate feedback: Perceptions and practices
Computers & Education
Computers in Human Behavior
Computer Self-Efficacy: A Meta-Analysis
Journal of Organizational and End User Computing
Temporal learning analytics for computer based testing
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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The effective development of a computer based assessment (CBA) depends on students' acceptance. The purpose of this study is to build a model that demonstrates the constructs that affect students' behavioral intention to use a CBA. The proposed model, Computer Based Assessment Acceptance Model (CBAAM) is based on previous models of technology acceptance such as Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and the Unified Theory of Acceptance and Usage of Technology (UTAUT). Constructs from previous models were used such as Perceived Usefulness, Perceived Ease of Use, Computer Self Efficacy, Social Influence, Facilitating Conditions and Perceived Playfulness. Additionally, two new variables, Content and Goal Expectancy, were added to the proposed research model. Data were collected from 173 participants in an introductory informatics course using a survey questionnaire. Partial Least Squares (PLS) was used to test the measurement and the structural model. Results indicate that Perceived Ease of Use and Perceived Playfulness have a direct effect on CBA use. Perceived Usefulness, Computer Self Efficacy, Social Influence, Facilitating Conditions, Content and Goal Expectancy have only indirect effects. These eight variables explain approximately 50% of the variance of Behavioural Intention.