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- Title
Vietnamese Teachers' Acceptance to Use E-Assessment Tools in Teaching: An Empirical Study Using PLS-SEM.
- Authors
Thuy Thi Tang; Thuy Nga Nguyen; Huong Thi Thu Tran
- Abstract
The purpose of this study is to examine factors that influence teachers' intentions to use technology in assessments using the technology acceptance model (TAM) as a framework. An online survey was utilized to collect data, and 360 teachers participated in the survey. This study used partial least squares-structural equation modelling (PLS-SEM) to test the hypotheses to verify the effects of variables on teachers' intention of e-assessment use. The model consists of four constructs: computer self-efficacy (CE), perceived ease of use (PEOU), perceived usefulness (PU), and frequent use of e-assessment tools (FoUAT). The findings revealed a significant influence path from CE to PEOU, FoUAT, and behavior intention. In addition, PEOU is a critical factor that positively impacts both PU and teachers' behavior intentions. In contrast to our expectation, frequency of use was statistically insignificant and had no impact on teachers' intention to use (IU) e-assessment tools. The total of these four variables corresponded to 71.4% of the variance of user intention. These results confirm that TAM is an effective model to explain teachers' technology acceptance to use e-assessment tools for their teaching.
- Subjects
TECHNOLOGY Acceptance Model; EMPIRICAL research; TEACHERS; TECHNOLOGY assessment; TEACHER influence
- Publication
Contemporary Educational Technology, 2022, Vol 14, Issue 3, p1
- ISSN
1309-517X
- Publication type
Article
- DOI
10.30935/cedtech/12106