Student Diversity and E-Exam Acceptance in Higher Education
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| Title: | Student Diversity and E-Exam Acceptance in Higher Education |
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| Language: | English |
| Authors: | Froehlich, Laura (ORCID |
| Source: | Journal of Computer Assisted Learning. Aug 2023 39(4):1196-1210. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Student Diversity, Student Attitudes, Computer Assisted Testing, Student Characteristics, Age Differences, Gender Differences, Second Language Learning, Computer Attitudes, Test Anxiety, Case Studies, Anxiety, Test Format, Correlation, Comparative Analysis, Educational Experience |
| DOI: | 10.1111/jcal.12794 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: The use of e-exams in higher education is increasing. However, the role of student diversity in the acceptance of e-exams is an under-researched topic. In the current study, we considered student diversity in terms of three sociodemographic characteristics (age, gender, and second language) and three dispositional student characteristics (computer anxiety, test anxiety, and technology openness). Objectives: The main objective of this study was to investigate the relationship between student diversity and acceptance of e-exams. Methods: Our research combined cross-sectional analyses (N = 1639) with data from a natural experiment on the introduction of e-exams versus the established paper-pencil exams (N = 626) and used both self-report and institutional data. Sociodemographic and dispositional characteristics were indirectly related to pre-exam acceptance via expectancy variables from the Technology Acceptance Model framework. Results and Conclusions: Comparisons of post-exam acceptance showed that practical experience with the e-exam led to a significant increase in e-exam acceptance, and that students with low openness toward technology particularly benefited from this effect. Students' exam performance (i.e., grades) was unrelated to the exam format or their pre-exam acceptance of the e-exam format, and this was true across students' sociodemographic and dispositional characteristics. Takeaway: Student diversity plays a role in e-exam acceptance, but its influence is mitigated by first-hand experience with e-exams. The practical implications for higher education institutions aiming to implement e-exams are discussed. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/kxfpy |
| Entry Date: | 2023 |
| Accession Number: | EJ1384343 |
| Database: | ERIC |
| Abstract: | Background: The use of e-exams in higher education is increasing. However, the role of student diversity in the acceptance of e-exams is an under-researched topic. In the current study, we considered student diversity in terms of three sociodemographic characteristics (age, gender, and second language) and three dispositional student characteristics (computer anxiety, test anxiety, and technology openness). Objectives: The main objective of this study was to investigate the relationship between student diversity and acceptance of e-exams. Methods: Our research combined cross-sectional analyses (N = 1639) with data from a natural experiment on the introduction of e-exams versus the established paper-pencil exams (N = 626) and used both self-report and institutional data. Sociodemographic and dispositional characteristics were indirectly related to pre-exam acceptance via expectancy variables from the Technology Acceptance Model framework. Results and Conclusions: Comparisons of post-exam acceptance showed that practical experience with the e-exam led to a significant increase in e-exam acceptance, and that students with low openness toward technology particularly benefited from this effect. Students' exam performance (i.e., grades) was unrelated to the exam format or their pre-exam acceptance of the e-exam format, and this was true across students' sociodemographic and dispositional characteristics. Takeaway: Student diversity plays a role in e-exam acceptance, but its influence is mitigated by first-hand experience with e-exams. The practical implications for higher education institutions aiming to implement e-exams are discussed. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1111/jcal.12794 |
