The effect of instant emotions on behavioral intention to use a computer based assessment system

Instant emotions affect our daily activities including learning procedures. This study examines which emotions influence learner's behavioral intention to use a Computer Based Assessment (CBA). We used Facereader during a self - assessment test to measure learner's instant emotions (Happy,...

Full description

Saved in:
Bibliographic Details
Main Authors: Moridis, Christos N., Terzis, Vasileios, Economides, Anastasios A.
Format: Conference Proceeding
Language:English
Subjects:
Affect Recognition
Affective Learning
Computational modeling
Computer Based Assessment
Computers
Conferences
Data analysis
Emotion recognition
Emotions
Engineering education
Reliability
Technology Acceptance
Online Access:Request full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Instant emotions affect our daily activities including learning procedures. This study examines which emotions influence learner's behavioral intention to use a Computer Based Assessment (CBA). We used Facereader during a self - assessment test to measure learner's instant emotions (Happy, Surprise, Angry, Fear, Disgust, Sad and Neutral) through facial expressions. In addition we used the Computer Based Assessment Acceptance Model (CBAAM) to evaluate the constructs that influence learners' behavioral intention to use a CBA. More specifically, this research aims at investigating the moderating effect of instant emotions on Behavioral Intention to Use a CBA system and the direct paths of the most important determinants such as Perceived Playfulness, Perceived Usefulness, Perceived Ease of Use, Perceived Content and Perceived Importance. An appropriate survey questionnaire was completed by 117 students. Results demonstrate that Emotions moderate the most important direct effects on Behavioral Intention to Use a CBA system and they play an important role in CBA's acceptance. Important implications of these results are discussed.
ISSN:2165-9567
DOI:10.1109/EDUCON.2017.7943040