Skip to main content
SpringerLink
Log in

College Students’ Blended Online Examination Acceptance During the COVID-19 Epidemic

  • Conference paper
  • First Online:
Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education

Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 249))

  • 288 Accesses

Abstract

To meet the assessments requirements during the COVID-19 epidemic, many schools adopted the large-scale blended online examination, in which teachers invigilate through online video and students answer questions with pen and paper. Exploring the factors that influence students’ acceptance of the blended online examination will help the exam service understand the characteristics of students’ adoption and provide better support for staffs. It will help teachers and parents to assist students to take the blended examination and maintain the traditional exam atmosphere that will facilitate students’ learning performance and effectiveness. In this study, a questionnaire survey and structural equation method were adopted to explore the influence of perceived ease of use, perceived usefulness, social presence, place presence, and social influence on learners’ acceptance of blended online examination. Data analysis of 760 college students who underwent a blended online examination showed that perceived ease of use had a significant negative direct impact on exam acceptability and overall had a significant negative impact. Perceived usefulness, social presence, and social influence have significant positive effects on exam acceptability and social presence and social influence also have significant positive effects indirectly by influencing perceived usefulness. Finally, the limitations of this study are discussed, and the implications and future direction are put forward.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Myyry, L., Joutsenvirta, T.: Open-book, open-web online examinations: developing examination practices to support university students’ learning and self-efficacy. Active Learn. High. Educ. (2015)

    Google Scholar 

  2. Stowell, J.R., Bennett, D.: Effects of online testing on student exam performance and test anxiety. J. Educ. Comput. Res. 42(2), 161–171 (2010)

    Article  Google Scholar 

  3. Davis, F.D., Bagozzi, R.P., Warshaw, P.R.: User acceptance of computer technology: a comparison of two theoretical models. Manage. Sci. 35(8), 982–1003 (1989)

    Article  Google Scholar 

  4. Canziani, B., MacSween, S.: Consumer acceptance of voice-activated smart home devices for product information seeking and online ordering. Comput. Hum. Behav. 119, 15 (2021)

    Article  Google Scholar 

  5. Al-Emran, M.: Evaluating the use of smartwatches for learning purposes through the integration of the technology acceptance model and task-technology fit. Int. J. Hum.-Comput. Interact. (2021)

    Google Scholar 

  6. Shin, N.: Online learner’s ‘flow’ experience: an empirical study. Br. J. Edu. Technol. 37(5), 705–720 (2010)

    Article  Google Scholar 

  7. Webster, J., Hackley, P.: Teaching effectiveness in technology-mediated distance learning. Acad. Manage. J. (1997)

    Google Scholar 

  8. Akour, H.: Determinants of Mobile Learning Acceptance: an Empirical Investigation in Higher Education. ProQuest LLC, Ann Arbor, MI. http://www.proquest.com/en-US/products/dissertations/individuals.shtml (2009)

  9. Joo, Y.J., Lim, K.Y., Kim, E.K.: Online university students’ satisfaction and persistence: examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Comput. Educ. 57(2), 1654–1664 (2011)

    Article  Google Scholar 

  10. Parker, E.B., Short, J., Williams, E., Christie, B.: The social psychology of telecommunication. Contemp. Sociol. 7(1), 32 (1978)

    Google Scholar 

  11. Akyol, Z., Garrison, D.R.: The development of a community of inquiry over time in an online course: understanding the progression and integration of social, cognitive and teaching presence. J. Asynchron. Learn. Netw. 12(3), 3–22 (2008)

    Google Scholar 

  12. Garrison, D.R., Anderson, T.: E-Learning in the 21st Century: A Framework for Research and Practice. Routledge (2003)

    Google Scholar 

  13. Gunawardena, C.N.: Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. Am. J. Dist. Educ. 11(3) (1997)

    Google Scholar 

  14. Palloff, R.M., Pratt, K.: Building online learning communities. Technol. Pedagog. Educ. 14(3), 353–369 (2007)

    Google Scholar 

  15. Cobb, S.C.: Social presence, satisfaction, and perceived learning of RN-to-BSN students in web-based nursing courses. Nurs. Educ. Perspect. (Natl. League Nurs.) 32(2), 115–119 (2011)

    Google Scholar 

  16. Kang, M., Kang, J.: Investigating the relationships of social presence, satisfaction and learning achievement in the blended learning environment. EMBO J. 16(23), 6985–6995 (2008)

    Google Scholar 

  17. Ogonowski, A., Montandon, A., Botha, E., Reyneke, M.: Should new online stores invest in social presence elements? The effect of social presence on initial trust formation. J. Retail. Consum. Serv. 21(4), 482–491 (2014)

    Article  Google Scholar 

  18. Biocca, F., Harms, C., Burgoon, J.: Toward a more robust theory and measure of social presence: review and suggested criteria. Presence 12(5), 456–480 (2003)

    Article  Google Scholar 

  19. Sheridan, T.B.: Musings on telepresence and virtual presence. Presence Teleop. Virt. Environ. 1(1), 120–125 (1992)

    Google Scholar 

  20. Bulu, S.T.: Place presence, social presence, co-presence, and satisfaction in virtual worlds. Comput. Educ. 58(1), 154–161 (2012)

    Google Scholar 

  21. Hossain, A., Quaresma, R., Rahman, H.: Investigating factors influencing the physicians’ adoption of electronic health record (EHR) in healthcare system of Bangladesh: an empirical study. Int. J. Inf. Manage. 44, 76–87 (2019)

    Article  Google Scholar 

  22. Wu, B., Zhang, C.: Empirical study on continuance intentions towards E-learning 2.0 systems. Behav. Inf. Technol. 33(10–12), 1027–1038 (2014)

    Google Scholar 

  23. Wu, B., Chen, X.: Continuance intention to use MOOCs: integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Comput. Hum. Behav. 67, 221–232 (2016)

    Google Scholar 

  24. Davis, F.D.: Perceived usefulness, perceived ease of use, and user acceptance of information technology. Manag. Inf. Syst. Q. 13(3), 319–340 (1989)

    Article  Google Scholar 

  25. Shea, P., Bidjerano, T.: Learning presence: towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Comput. Educ. 55(4), 1721–1731 (2010)

    Article  Google Scholar 

  26. Slater, M., McCarthy, J., Maringelli, F.: The influence of body movement on subjective presence in virtual environments. Hum. Factors (2016)

    Google Scholar 

  27. Zainab, A.M., Kiran, K., Karim, N.H.A., Sukmawati, M.: UTAUT’s performance consistency: empirical evidence from a library management system. Malays. J. Libr. Inf. Sci. 23(1), 17–32 (2018)

    Google Scholar 

  28. Lin, W.-S., Wang, C.-H.: Antecedences to continued intentions of adopting e-learning system in blended learning instruction: a contingency framework based on models of information system success and task-technology fit. Comput. Educ. 58(1), 88–99 (2012)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, Hubei University, Wuhan, China

    Xin-yu Jiang & Meng-jun Liu

  2. School of Information Management, Victoria University of Wellington, Wellington, New Zealand

    Tiong-Thye Goh

Authors
  1. Xin-yu Jiang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tiong-Thye Goh
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Meng-jun Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Meng-jun Liu .

Editor information

Editors and Affiliations

  1. Department of Communication and Art/DigiMedia, University of Aveiro, Aveiro, Portugal

    Óscar Mealha

  2. Department of Computer Science, University Politehnica of Bucharest, Bucharest, Romania

    Mihai Dascalu

  3. Department of Engineering Computer Science and Mathematics, University of L’Aquila, L’Aquila, Italy

    Tania Di Mascio

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Jiang, Xy., Goh, TT., Liu, Mj. (2022). College Students’ Blended Online Examination Acceptance During the COVID-19 Epidemic. In: Mealha, Ó., Dascalu, M., Di Mascio, T. (eds) Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education. Smart Innovation, Systems and Technologies, vol 249. Springer, Singapore. https://doi.org/10.1007/978-981-16-3930-2_11

Download citation

Publish with us

Policies and ethics

Search

Navigation