Factors That Influence the Performance of Computer-Based Assessments: An Extension of the Technology Acceptance Model

Abstract

This paper introduces an exploratory research program on computer-based training and assessment used in different types of hybrid classes to determine efficacy and applicability for training and education. Our objective was to develop and perform an initial test of a new model on the influence of individual and technical characteristics on learning outcomes through their effect on in-class lectures and outside-class computer training phases of knowledge and skills acquisition and testing. The overall research question addressed the factors that influence the performance of computer-based assessments. Thirty-six questions were posed to over 400 students with direct and current experience using computer-based training and computer-based assessments for course credit. The findings suggest there is a strong potential for student as well as corporate benefits in training using traditional lectures and computer-based training and assessment tools. The revised TAM model used in this study was found to be a valid model for investigation and can be useful in understanding some of the factors that can enhance the performance of computer-based assessments.

• TAM model
• computer-based training
• computer-based assessments
• training
• educational technology
• hybrid classes