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04.12.2019 | Long Paper

Continuance model of formative computer-based assessment (CBA): Considering the effects of self-regulation and social influence

verfasst von: Jian-Wei Lin

Erschienen in: Universal Access in the Information Society | Ausgabe 4/2020

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Abstract

Since continuance usage of e-learning can truly provide learning benefits, many studies have developed e-learning continuance models. A computer-based assessment (CBA) is often used for online formative assessment and thus is performed many times in a course (basically one formative assessment for one chapter/unit.). However, some students are unable to sustain and persist in a series of formative CBA activities. This study focused on developing a formative CBA continuance model. The study first investigated the moderating effect of “self-regulation” on continuance intention to continuance usage. Additionally, the study also considered the direct effect of “social influence” on continuance intention. The experiment lasted one semester and was performed in a college-level course taken by 152 undergraduates in Taiwan. During the experiment, five-time (formative) CBAs were conducted before the midterm and an additional set of five-time (formative) CBAs were conducted before the final term, so that actual CBA continuance usage of students could be observed. The results show that “self-regulation” significantly moderates the relationship between continuance intention and continuance usage. Additionally, “social influence” is a dominant determinant to continuance intention of using CBA. The proposed model also has high explanatory power. Finally, some implications of practical application and future research are also given.

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Titel: Continuance model of formative computer-based assessment (CBA): Considering the effects of self-regulation and social influence
verfasst von: Jian-Wei Lin
Publikationsdatum: 04.12.2019
Verlag: Springer Berlin Heidelberg
Erschienen in: Universal Access in the Information Society / Ausgabe 4/2020
Print ISSN: 1615-5289
Elektronische ISSN: 1615-5297
DOI: https://doi.org/10.1007/s10209-019-00701-x

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