Implementation of automated classroom assessment in higher education using the technology acceptance model
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. Th...
Saved in:
| Main Authors: | , , , , , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-04-01
|
| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00481-y |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850181106489360384 |
|---|---|
| author | 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 |
| author_facet | 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 |
| author_sort | Faith Sylvester Orim |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-0b8f01bb3e6d4b7ba2c9cf63f45aad41 |
| institution | OA Journals |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-0b8f01bb3e6d4b7ba2c9cf63f45aad412025-08-20T02:17:58ZengSpringerDiscover Education2731-55252025-04-014112210.1007/s44217-025-00481-yImplementation of automated classroom assessment in higher education using the technology acceptance modelFaith Sylvester Orim0Usani Joseph Ofem1Imelda Barong Edam-Agbor2Nsan Njar Nsan3John Arikpo Okri4Patience Ekpang5Blessing Ogunjimi6Isu Michael Egbe7James Omaji Ukatu8Cecilia Undie Angrey9Moses Agba Undie10Oluwaseun Akin-Fakorede11Dymphina Abua12Peace Asukwo13Department of Library and Information Science, University of CalabarDepartment of Educational Foundations, Alex Ekwueme Federal UniversityDepartment of Library and Information Science, University of CalabarDepartment of Educational Management, University of CalabarDepartment of Science Education, University of CalabarDepartment of Library and Information Science, University of CalabarDepartment of Library and Information Science, University of CalabarDepartment of Library and Information Science, University of CalabarDepartment of Criminology, Alex Ekwueme Federal UniversityDepartment of Library and Information Science, University of CalabarDepartment of Library and Information Science, University of CalabarDepartment of Library and Information Science, University of CalabarDepartment of Library and Information Science, University of CalabarDepartment of Library and Information Science, University of CalabarAbstract 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.https://doi.org/10.1007/s44217-025-00481-yAutomated assessmentTechnology acceptanceEase of useArtificial intelligencePerceived usefulnessAnd subjective norms |
| spellingShingle | 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 Implementation of automated classroom assessment in higher education using the technology acceptance model Discover Education Automated assessment Technology acceptance Ease of use Artificial intelligence Perceived usefulness And subjective norms |
| title | Implementation of automated classroom assessment in higher education using the technology acceptance model |
| title_full | Implementation of automated classroom assessment in higher education using the technology acceptance model |
| title_fullStr | Implementation of automated classroom assessment in higher education using the technology acceptance model |
| title_full_unstemmed | Implementation of automated classroom assessment in higher education using the technology acceptance model |
| title_short | Implementation of automated classroom assessment in higher education using the technology acceptance model |
| title_sort | implementation of automated classroom assessment in higher education using the technology acceptance model |
| topic | Automated assessment Technology acceptance Ease of use Artificial intelligence Perceived usefulness And subjective norms |
| url | https://doi.org/10.1007/s44217-025-00481-y |
| work_keys_str_mv | AT faithsylvesterorim implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT usanijosephofem implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT imeldabarongedamagbor implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT nsannjarnsan implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT johnarikpookri implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT patienceekpang implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT blessingogunjimi implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT isumichaelegbe implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT jamesomajiukatu implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT ceciliaundieangrey implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT mosesagbaundie implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT oluwaseunakinfakorede implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT dymphinaabua implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel AT peaceasukwo implementationofautomatedclassroomassessmentinhighereducationusingthetechnologyacceptancemodel |