Effects of familiarity with digital assessment in online education

References

• Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256. https://doi.org/10.1016/j.chb.2015.11.036
   Web of Science ®Google Scholar
• Afacan Adanır, D. G., İsmailova, A. P. D. R., Omuraliev, P. D. A., & Muhametjanova, A. P. D. G. (2020). Learners’ perceptions of online exams: A comparative study in Turkey and Kyrgyzstan. The International Review of Research in Open and Distributed Learning, 21(3), 1–17. https://doi.org/10.19173/irrodl.v21i3.4679
   Web of Science ®Google Scholar
• Ardid, M., Gómez-Tejedor, J. A., Meseguer-Dueñas, J. M., Riera, J., & Vidaurre, A. (2015). Online exams for blended assessment. Study of different application methodologies. Computers & Education, 81, 296–303. https://doi.org/10.1016/j.compedu.2014.10.010
   Web of Science ®Google Scholar
• Attia, M. A. (2014). Postgraduate students’ perceptions toward online assessment: The case of the faculty of education, Umm Al-Qura university. In E. N. H. Alromi, S. Alshumrani, & A.W. Wiseman (Eds.), Education for a knowledge society in Arabian Gulf countries (Vol. 24, pp. 151–173). Emerald. https://doi.org/10.1108/S1479-367920140000024015
   Google Scholar
• Backman, J. (2019). Students’ experiences of cheating in the online exam environment [Bachelor’s thesis]. Laurea University of Applied Sciences. Open Repository Theseus. https://www.theseus.fi/bitstream/handle/10024/167963/Thesis.pdf?sequence=2&isAllowed=y
   Google Scholar
• Bawarith, R., Abdullah, D., Anas, D., & Dr, P. (2017). E-exam cheating detection system. International Journal of Advanced Computer Science and Applications, 8(4), 176–181. https://doi.org/10.14569/IJACSA.2017.080425
   Google Scholar
• Benson, T. (2019). Digital innovation evaluation: User perceptions of innovation readiness, digital confidence, innovation adoption, user experience and behaviour change. BMJ Health & Care Informatics, 26(1). Advance online publication. https://doi.org/10.1136/bmjhci-2019-000018
   PubMedGoogle Scholar
• Böhmer, C., Feldmann, N., & Ibsen, M. (2018). E-exams in engineering education—Online testing of engineering competencies: Experiences and lessons learned. 2018 IEEE Global Engineering Education Conference (pp. 571–576). https://doi.org/10.1109/EDUCON.2018.8363281
   Google Scholar
• Brown, G. T. L., & Harris, L. R. (2018). Methods in feedback research. In A. Lipnevich & J. Smith (Eds.), The Cambridge handbook of instructional feedback (Cambridge handbooks in psychology) (pp. 97–120). Cambridge University Press. https://doi.org/10.1017/9781316832134.007
   Google Scholar
• Budge, K. (2011). A desire for the personal: Student perceptions of electronic feedback. International Journal of Teaching and Learning in Higher Education, 23(3), 342–349. https://www.isetl.org/ijtlhe/pdf/IJTLHE1067.pdf
   Google Scholar
• Butler-Henderson, K., & Crawford, J. (2020). A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity. Computers & Education, 159, 104024. https://doi.org/10.1016/j.compedu.2020.104024
   PubMed Web of Science ®Google Scholar
• Cakiroglu, U., Erdogdu, F., Kokoc, M., & Atabay, M. (2017). Students’ preferences in online assessment process: Influences on academic performances. Turkish Online Journal of Distance Education, 18(1), 132–132. https://doi.org/10.17718/tojde.285721
   Google Scholar
• Casaló, L., Flavián, C., & Guinalíu, M. (2008). The role of perceived usability, reputation, satisfaction and consumer familiarity on the website loyalty formation process. Computers in Human Behavior, 24(2), 325–345. https://doi.org/10.1016/j.chb.2007.01.017
   Web of Science ®Google Scholar
• Conrad, D., & Witthaus, G. (2021). Reimagining and reexamining assessment in online learning. Distance Education, 42(2), 179–183. https://doi.org/10.1080/01587919.2021.1915117
   Web of Science ®Google Scholar
• Ćukušić, M., Garača, Ž., & Jadrić, M. (2014). Online self-assessment and students’ success in higher education institutions. Computers & Education, 72, 100–109. https://doi.org/10.1016/j.compedu.2013.10.018
   Web of Science ®Google Scholar
• Das, G. S. (2007). Student perception of globalization: Results from a survey. Global Business Review, 8(1), 1–11. https://doi.org/10.1177/097215090600800101
   Google Scholar
• Deepamala, M. A., & Shivraj, K. S. (2019). Self-perception of information literacy skills and confidence level in use of information by women faculty members: An analysis. Asian Journal of Information Science and Technology, 9(S1), 104–107. https://doi.org/10.51983/ajist-2019.9.S1.212
   Google Scholar
• Domínguez Figaredo, D., Gil Jaurena, I., & Morentin Encina, J. (2022). The impact of rapid adoption of online assessment on students’ performance and perceptions: Evidence from a distance learning university. Electronic Journal of e-Learning, 20(3), 224–241. https://doi.org/10.34190/ejel.20.3.2399
   Web of Science ®Google Scholar
• D'Souza, K. A., & Siegfeldt, D. V. (2017). A conceptual framework for detecting cheating in online and take-home exams. Decision Sciences Journal of Innovative Education, 15(4), 370–391. https://doi.org/10.1111/dsji.12140
   Google Scholar
• Elmehdi, H. M., & Ibrahem, A. M. (2019). Online summative assessment and its impact on students’ academic performance, perception and attitude towards online exams: University of Sharjah study case. In M. Mateev & P. Poutziouris (Eds.), Creative business and social innovations for a sustainable future. Advances in science, technology & innovation (IEREK Interdisciplinary Series for Sustainable Development). Springer. https://doi.org/10.1007/978-3-030-01662-3_24
   Google Scholar
• FitzPatrick, K. A., Finn, K. E., & Campisi, J. (2011). Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum. Advances in Physiology Education, 35(3), 280–289. https://doi.org/10.1152/advan.00036.2011
   PubMed Web of Science ®Google Scholar
• Gokulkumari, G., Al-Hussain, T., Akmal, S., & Singh, P. (2022). Analysis of e-exam practices in higher education institutions of KSA: Learners’ perspectives. Advances in Engineering Software, 173, 103195. https://doi.org/10.1016/j.advengsoft.2022.103195
   Web of Science ®Google Scholar
• Greiff, S., Niepel, C., Scherer, R., & Martin, R. (2016). Understanding students’ performance in a computer-based assessment of complex problem solving: An analysis of behavioral data from computer-generated log files. Computers in Human Behavior, 61, 36–46. https://doi.org/10.1016/j.chb.2016.02.095
   Web of Science ®Google Scholar
• Guillén-Gámez, F. D., Mayorga-Fernández, M. J., & Ramos, M. (2020). Examining the use self-perceived by university teachers about ICT resources: Measurement and comparative analysis in a one-way ANOVA design. Contemporary Educational Technology, 13(1), ep282. https://doi.org/10.30935/cedtech/8707
   Google Scholar
• Han, S., & Yi, Y. J. (2018). How does the smartphone usage of college students affect academic performance? Journal of Computer Assisted Learning, 35(1), 13–22. https://doi.org/10.1111/jcal.12306
   Web of Science ®Google Scholar
• Hasan, B., & Ahmed, M. U. (2007). Effects of interface style on user perceptions and behavioral intention to use computer systems. Computers in Human Behavior, 23(6), 3025–3037. https://doi.org/10.1016/j.chb.2006.08.016
   Web of Science ®Google Scholar
• Ilgaz, H., & Adanır, G. A. (2020). Providing online exams for online learners: Does it really matter for them? Education and Information Technologies, 25(2), 1255–1269. https://doi.org/10.1007/s10639-019-10020-6
   Web of Science ®Google Scholar
• Joosten, T., & Cusatis, R. (2020). Online learning readiness. American Journal of Distance Education, 34(3), 180–193. https://doi.org/10.1080/08923647.2020.1726167
   Web of Science ®Google Scholar
• Karim, N. A., & Shukur, Z. (2016). Proposed features of an online examination interface design and its optimal values. Computers in Human Behavior, 64, 414–422. https://doi.org/10.1016/j.chb.2016.07.013
   Web of Science ®Google Scholar
• Kim, H. J., Hong, A. J., & Song, H. D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1). Advance online publication. https://doi.org/10.1186/s41239-019-0152-3
   Google Scholar
• Kitmitto, S., George, B., Park, B. J., Bertling, J., & Almonte, D. (2018). Developing new indices to measure digital technology access and familiarity. NAEP Validity Studies (NVS). https://www.air.org/sites/default/files/2021-06/Developing-New-Indices-to-Measure-Digital-Technology-Access-and-Familiarity-October-2018.pdf
   Google Scholar
• Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R., & Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students’ perspectives. Open Praxis, 10(3), 221–235. https://doi.org/10.5944/openpraxis.10.3.873
   Web of Science ®Google Scholar
• Kolhar, M., Alameen, A., & Gharsseldien, Z. M. (2018). An online lab examination management system (OLEMS) to avoid malpractice. Science and Engineering Ethics, 24(4), 1367–1369. https://doi.org/10.1007/s11948-017-9889-z
   PubMed Web of Science ®Google Scholar
• Krienert, J. L., Walsh, J. A., & Cannon, K. D. (2022). Changes in the tradecraft of cheating: Technological advances in academic dishonesty. College Teaching, 70(3), 309–318. https://doi.org/10.1080/87567555.2021.1940813
   Google Scholar
• Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of educational technology (2nd ed.). Routledge.
   Google Scholar
• Lazar, I. M., Panisoara, G., & Panisoara, I. O. (2020). Digital technology adoption scale in the blended learning context in higher education: Development, validation and testing of a specific tool. PLOS One, 15(7), e0235957. https://doi.org/10.1371/journal.pone.0235957
   PubMed Web of Science ®Google Scholar
• Lee, C., Yeung, A. S., & Cheung, K. W. (2019). Learner perceptions versus technology usage: A study of adolescent English learners in Hong Kong secondary schools. Computers & Education, 133, 13–26. https://doi.org/10.1016/j.compedu.2019.01.005
   Web of Science ®Google Scholar
• Loewenthal, K., & Lewis, C. A. (2001). An introduction to psychological tests and scales (2nd ed.). Psychology Press. https://doi.org/10.4324/9781315782980
   Google Scholar
• Marius, P., Marius, M., Dan, S., Emilian, C., & Dana, G. (2016). Medical students’ acceptance of online assessment systems. Acta Medica Marisiensis, 62(1), 30–32. https://doi.org/10.1515/amma-2015-0110
   Google Scholar
• Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of readiness for online learning: Importance and confidence. Online Learning, 24(2), 38–58. https://doi.org/10.24059/olj.v24i2.2053
   Web of Science ®Google Scholar
• Matthíasdóttir, Á., & Arnalds, H. (2016). E-assessment: Students’ point of view. CompSysTech ‘16: Proceedings of the 17th International Conference on Computer Systems and Technologies 2016 (pp. 369–374). https://doi.org/10.1145/2983468.2983497
   Google Scholar
• Muzaffar, A. W., Tahir, M., Anwar, M. W., Chaudry, Q., Mir, S. R., & Rasheed, Y. (2021). A systematic review of online exams solutions in e-learning: Techniques, tools, and global adoption. IEEE Access, 9, 32689–32712. https://doi.org/10.1109/ACCESS.2021.3060192
   Web of Science ®Google Scholar
• Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1
   Web of Science ®Google Scholar
• Pagram, J., Cooper, M., Jin, H., & Campbell, A. (2018). Tales from the exam room: Trialing an e-exam system for computer education and design and technology students. Education Sciences, 8(4), 188. https://doi.org/10.3390/educsci8040188
   Web of Science ®Google Scholar
• Papanastasiou, E. C., Zembylas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? The USA results from PISA. Journal of Science Education and Technology, 12(3), 325–332. https://doi.org/10.1023/A:1025093225753
   Google Scholar
• Pavanelli, R. (2018). The flipped classroom: A mixed methods study of academic performance and student perception in EAP writing context. International Journal of Language and Linguistics, 5(2), 16–26. https://doi.org/10.30845/ijll.v5n2a2
   Google Scholar
• Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333–341. https://doi.org/10.1016/j.chb.2016.02.074
   Web of Science ®Google Scholar
• Rios, J. A., & Liu, O. L. (2017). Online proctored versus unproctored low-stakes internet test administration: Is there differential test-taking behavior and performance? American Journal of Distance Education, 31(4), 1–14. https://doi.org/10.1080/08923647.2017.1258628
   Google Scholar
• Roscoe, R. D., Wilson, J., Johnson, A. C., & Mayra, C. R. (2017). Presentation, expectations, and experience: Sources of student perceptions of automated writing evaluation. Computers in Human Behavior, 70, 207–221. https://doi.org/10.1016/j.chb.2016.12.076
   Web of Science ®Google Scholar
• Schmidt, S. M., Ralph, D. L., & Buskirk, B. (2009). Utilizing online exams: A case study. Journal of College Teaching & Learning, 6(8). Advance online publication. https://doi.org/10.19030/tlc.v6i8.1108
   Google Scholar
• Shin, W. S., & Kang, M. (2015). The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement. The International Review of Research in Open and Distributed Learning, 16(3), 110–130. https://doi.org/10.19173/irrodl.v16i3.1984
   Web of Science ®Google Scholar
• Smith, J., & Lipnevich, A. (2018). Instructional feedback: analysis, synthesis, and extrapolation. In (Eds.), The Cambridge handbook of instructional feedback (Cambridge handbooks in psychology) (pp. 591–603). Cambridge University Press. https://doi.org/10.1017/9781316832134.029
   Google Scholar
• Soto Rodríguez, E. A., Fernández Vilas, A., & Díaz Redondo, R. P. (2021). Impact of computer-based assessments on the science’s ranks of secondary students. Applied Sciences, 11(13), 6169. https://doi.org/10.3390/app11136169
   Google Scholar
• Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067–2077. https://doi.org/10.1016/j.chb.2011.08.005
   Web of Science ®Google Scholar
• UNESCO (2021). COVID-19: Reopening and reimagining universities, survey on higher education through the UNESCO National Commissions (ED/E30/HED/2021/01). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000378174
   Google Scholar
• Van der Kleij, F. M., & Lipnevich, A. A. (2021). Student perceptions of assessment feedback: A critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 33(2), 345–373. https://doi.org/10.1007/s11092-020-09331-x
   Web of Science ®Google Scholar
• van Gog, T., Paas, F., & Sweller, J. (2010). Cognitive load theory: Advances in research on worked examples, animations, and cognitive load measurement. Educational Psychology Review, 22(4), 375–378. https://doi.org/10.1007/s10648-010-9145-4
   Web of Science ®Google Scholar
• Weiss, D., Hajjar, E. R., Giordano, C., & Joseph, A. S. (2016). Student perception of academic and professional development during an introductory service-learning experience. Currents in Pharmacy Teaching and Learning, 8(6), 833–839. https://doi.org/10.1016/j.cptl.2016.08.016
   Google Scholar
• Williams, J. B., & Wong, A. (2009). The efficacy of final examinations: A comparative study of closed-book, invigilated exams and open-book, open-web exams. British Journal of Educational Technology, 40(2), 227–236. https://doi.org/10.1111/j.1467-8535.2008.00929.x
   Web of Science ®Google Scholar
• Zhang, T., Xie, Q., Park, B. J., Kim, Y., Broer, M., & Bohrnstedt, G. (2016). Computer familiarity and its relationship to performance in three NAEP digital-based assessments (AIR-NAEP Working Paper #01-2016). American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/AIR-NAEP_01-2016.pdf
   Google Scholar