View in EDS

Implementation of Automated Classroom Assessment in Higher Education Using the Technology Acceptance Model

Saved in:
Bibliographic Details
Title: Implementation of Automated Classroom Assessment in Higher Education Using the Technology Acceptance Model
Language: English
Authors: Faith Sylvester Orim, Usani Joseph Ofem, Imelda Barong Edam-Agbor, Nsan Njar Nsan, John Arikpo Okri, Patience Ekpang, Blessing Ogunjimi, Isu Michael Egbe, James Omaji Ukatu, Cecilia Undie Angrey, Moses Agba Undie, Oluwaseun Akin-Fakorede, Dymphina Abua, Peace Asukwo
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, College Faculty, Computer Assisted Testing, Technology Integration, Teacher Attitudes, Usability, Value Judgment, Behavior Standards, Social Influences, Influence of Technology, Computer Attitudes
DOI: 10.1007/s44217-025-00481-y
ISSN: 2731-5525
Abstract: The current educational landscape is flooded with new technological tools, especially with the arrival of artificial intelligence, which is applicable at all levels of instructional practices. However, the application of technology in assessment in higher education has been understudied. This study focused on filling this research gap by examining the mediation effect of perceived usefulness and subjective norms on the linkage between ease of use and automated classroom assessment from a multi-dimensional perspective. Cross-sectional survey data were collected from 5401 academic staff who responded to both physical and electronic copies of the instrument. The study instrument psychometric properties were established using exploratory and confirmatory factor analysis and covariance structural equation model was used to test the hypothesis. The findings of the study revealed that ease of use, perceived usefulness, and subjective norms have a significant direct effect on the use of automated classroom assessment. The mediation of perceived usefulness and subjective norms in the linkage between ease of use and automated assessment was significant. The implications of the findings were discussed in the study.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468165
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1468165
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Implementation of Automated Classroom Assessment in Higher Education Using the Technology Acceptance Model
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Faith+Sylvester+Orim%22">Faith Sylvester Orim</searchLink><br /><searchLink fieldCode="AR" term="%22Usani+Joseph+Ofem%22">Usani Joseph Ofem</searchLink><br /><searchLink fieldCode="AR" term="%22Imelda+Barong+Edam-Agbor%22">Imelda Barong Edam-Agbor</searchLink><br /><searchLink fieldCode="AR" term="%22Nsan+Njar+Nsan%22">Nsan Njar Nsan</searchLink><br /><searchLink fieldCode="AR" term="%22John+Arikpo+Okri%22">John Arikpo Okri</searchLink><br /><searchLink fieldCode="AR" term="%22Patience+Ekpang%22">Patience Ekpang</searchLink><br /><searchLink fieldCode="AR" term="%22Blessing+Ogunjimi%22">Blessing Ogunjimi</searchLink><br /><searchLink fieldCode="AR" term="%22Isu+Michael+Egbe%22">Isu Michael Egbe</searchLink><br /><searchLink fieldCode="AR" term="%22James+Omaji+Ukatu%22">James Omaji Ukatu</searchLink><br /><searchLink fieldCode="AR" term="%22Cecilia+Undie+Angrey%22">Cecilia Undie Angrey</searchLink><br /><searchLink fieldCode="AR" term="%22Moses+Agba+Undie%22">Moses Agba Undie</searchLink><br /><searchLink fieldCode="AR" term="%22Oluwaseun+Akin-Fakorede%22">Oluwaseun Akin-Fakorede</searchLink><br /><searchLink fieldCode="AR" term="%22Dymphina+Abua%22">Dymphina Abua</searchLink><br /><searchLink fieldCode="AR" term="%22Peace+Asukwo%22">Peace Asukwo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Discover+Education%22"><i>Discover Education</i></searchLink>. 2025 4.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Standards%22">Behavior Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s44217-025-00481-y
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2731-5525
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current educational landscape is flooded with new technological tools, especially with the arrival of artificial intelligence, which is applicable at all levels of instructional practices. However, the application of technology in assessment in higher education has been understudied. This study focused on filling this research gap by examining the mediation effect of perceived usefulness and subjective norms on the linkage between ease of use and automated classroom assessment from a multi-dimensional perspective. Cross-sectional survey data were collected from 5401 academic staff who responded to both physical and electronic copies of the instrument. The study instrument psychometric properties were established using exploratory and confirmatory factor analysis and covariance structural equation model was used to test the hypothesis. The findings of the study revealed that ease of use, perceived usefulness, and subjective norms have a significant direct effect on the use of automated classroom assessment. The mediation of perceived usefulness and subjective norms in the linkage between ease of use and automated assessment was significant. The implications of the findings were discussed in the study.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1468165
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468165
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s44217-025-00481-y
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Behavior Standards
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Influence of Technology
        Type: general
      – SubjectFull: Computer Attitudes
        Type: general
    Titles:
      – TitleFull: Implementation of Automated Classroom Assessment in Higher Education Using the Technology Acceptance Model
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Faith Sylvester Orim
      – PersonEntity:
          Name:
            NameFull: Usani Joseph Ofem
      – PersonEntity:
          Name:
            NameFull: Imelda Barong Edam-Agbor
      – PersonEntity:
          Name:
            NameFull: Nsan Njar Nsan
      – PersonEntity:
          Name:
            NameFull: John Arikpo Okri
      – PersonEntity:
          Name:
            NameFull: Patience Ekpang
      – PersonEntity:
          Name:
            NameFull: Blessing Ogunjimi
      – PersonEntity:
          Name:
            NameFull: Isu Michael Egbe
      – PersonEntity:
          Name:
            NameFull: James Omaji Ukatu
      – PersonEntity:
          Name:
            NameFull: Cecilia Undie Angrey
      – PersonEntity:
          Name:
            NameFull: Moses Agba Undie
      – PersonEntity:
          Name:
            NameFull: Oluwaseun Akin-Fakorede
      – PersonEntity:
          Name:
            NameFull: Dymphina Abua
      – PersonEntity:
          Name:
            NameFull: Peace Asukwo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2731-5525
          Numbering:
            – Type: volume
              Value: 4
          Titles:
            – TitleFull: Discover Education
              Type: main
ResultId 1