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
International Journal of Human-Computer Studies
Examining the technology acceptance model using physician acceptance of telemedicine technology
Journal of Management Information Systems - Special section: Strategic and competitive information systems
Teach Yourself VISUALLY Microsoft Office 2007 (Teach Yourself Visually)
Teach Yourself VISUALLY Microsoft Office 2007 (Teach Yourself Visually)
Tomorrow's Technology and You, Complete (8th Edition)
Tomorrow's Technology and You, Complete (8th Edition)
The acceptance and use of a virtual learning environment in China
Computers & Education
The role of perceived resources in online learning adoption
Computers & Education
Factors affecting e-collaboration technology use among management students
Computers & Education
Modelling technology acceptance in education: A study of pre-service teachers
Computers & Education
Information Systems Research
An investigation of Big Five and narrow personality traits in relation to Internet usage
Computers in Human Behavior
The acceptance and use of computer based assessment
Computers & Education
Computer based assessment: Gender differences in perceptions and acceptance
Computers in Human Behavior
Temporal learning analytics for computer based testing
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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Researchers in the Information Systems (IS) field have put considerable effort on identifying how personality affects technology acceptance. This study is a further step towards this direction within the context of Computer Based Assessment (CBA). Particularly, it investigates how the five personality factors affect the most important variables regarding CBA's acceptance. For this purpose, 117 participants were required to complete a survey questionnaire. The questionnaire included the Big Five Inventory (BFI) questions in order to measure the five personality traits, and 23 items regarding student's perceptions. Partial Least Squares (PLS) was used to test the measurement and the structural model. Results underline that Neuroticism has significant negative effect on Perceived Usefulness and on Goal Expectancy, Agreeableness determines Social Influence and Perceived Ease of Use, Conscientiousness defines Perceived Ease of Use, while Extroversion and Openness explain Perceived Importance. Important implications of these results are discussed.