A comprehensive model explaining teachers' intentions to use mobile-based assessment

This study was conducted to understand pre-service and in-service teachers' intentions to use mobile-based assessment in classes by integrating theory of planned behaviour, technology acceptance model, and self-determination theory into one conceptual framework. Data were analysed using the str...

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Bibliographic Details
Published in:Interactive learning environments 2024-09, Vol.32 (8), p.4063-4087
Main Authors: Ateş, Hüseyin, Yilmaz, Rabia Meryem
Format: Article
Language:English
Subjects:
Educational evaluation
Educational technology
in-service teachers
mobile-based assessment
Pre-service teachers
Preservice teachers
self-determination theory
Teachers
Technology Acceptance Model
Technology assessment
Theory of planned behavior
theory of planned behaviour
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Summary:This study was conducted to understand pre-service and in-service teachers' intentions to use mobile-based assessment in classes by integrating theory of planned behaviour, technology acceptance model, and self-determination theory into one conceptual framework. Data were analysed using the structural equation model (SEM). Results of SEM from a sample of 522 pre-service teachers and 279 in-service teachers revealed that, compared to existing theories, the proposed model has a better acceptable level of explanatory power for intention to use mobile-based assessment. Results also showed that all the hypothesis relationship among constructs within the model was supported. In addition, the study identified the prominent mediating role of perceived usefulness, perceived ease of use, and attitude and moderating impact of gender on intention to use mobile-based assessment. All in all, the study provides useful implications for policymakers, teacher educators, and school administrators as well as suggestions for future researchers.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2023.2194928