Computer based assessment: Gender differences in perceptions and acceptance

• Published in: Computers in human behavior Vol. 27; no. 6; pp. 2108 - 2122
• Main Authors: Terzis, Vasileios, Economides, Anastasios A.
• Format: Journal Article
• Language: English
• Published: Kidlington Elsevier Ltd 01.11.2011; Elsevier
• Subjects: Acceptance; Acceptance tests; Assessments; Behavioural; Biological and medical sciences; Computer Based Assessment Acceptance Model; Computer simulation; Educational psychology; Fundamental and applied biological sciences. Psychology; Gender differences; Mathematical models; Perceived Ease of Use; Perceived Playfulness; Perceived Usefulness; Perception; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopedagogics. Didactics; Students; Perceived Ease of Use; Gender differences; Perceived Playfulness; Computer Based Assessment Acceptance Model; Perceived Usefulness; Human; Acceptance; Social perception; Sex; Psychometrics; Gender; Computer Based Assessment Acceptance; Test administration; Model; Computer aid
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2011.06.005

► Gender differences regarding computer based assessment’s acceptance are examined. ► Perceived Ease of Use and Perceived Playfulness are the most important variables for women. ► Perceived Playfulness and Perceived Usefulness are the most important constructs for men. ► This model explains approximately 50% of the variance of behavioural intention for each gender. This study identifies the constructs that affect male and female students’ behavioural intention to use a computer based assessment (CBA). It extends the Computer Based Assessment Acceptance Model (CBAAM) ( Terzis & Economides, 2011) by taking into consideration the genders. An appropriate survey questionnaire was completed by 56 male and 117 female students. Results indicate that both genders are more likely to use the CBA if it is playful and its content is clear and relative to the course. Men are also motivated by their perceptions regarding how much useful the CBA is. Also, their attitude towards the CBA is influenced by their social environment. On the other side, women are more likely to use the CBA if it is easy to use and stimulates their efforts for better final exam preparation. The CBAAM incorporating genders explains approximately 50% of the variance of behavioural intention for each gender. These findings are useful for researchers and practitioners in order to understand better the different constructs that affect each gender regarding the acceptance of a CBA system.