Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance

Abstract

Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students’ acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students’ learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Mixed methods research: A popular educational research design in which both quantitative and qualitative data are collected. The purpose of collecting both types of data is to get a deeper understanding of the phenomenon being studied and to triangulate data to have more confidence in the findings.

Additional information

Notes on contributors

Meixun Zheng

Meixun Zheng, PhD, is an Assistant Professor and Senior Instructional and Faculty Developer at the Arthur A. Dugoni School of Dentistry, University of the Pacific. Dr Zheng conducts research on digital pedagogies and faculty development. She has coauthored several peer-reviewed publications and presented extensively at national conferences.

Daniel Bender

Daniel Bender, EdD, is an Assistant Dean for Academic Affairs and Assistant Professor at the Arthur A. Dugoni School of Dentistry, University of the Pacific. Dr Bender’s research interest lies in educational leadership, instructional innovation, and faculty development in dental education. He has coauthored several peer-reviewed publications and presented extensively at national conferences.