In collaboration with Payame Noor University and Iranian Electronic Learning Association

Document Type : scientific-research

Authors

1 Assistant professor, member of the academic staff of the Department of Educational Sciences, Faculty of Literature and Humanities, Shahid Bahonar University, Kerman

2 Mastersof the Department of Educational Sciences, Faculty of Literature and Humanities, Shahid Bahonar University, Kerman

3 Associate Professor, member of the academic staff of the Department of Educational Sciences, Faculty of Literature and Humanities, Shahid Bahonar University, Kerman

10.30473/idej.2023.67054.1141

Abstract

Abstract
The present study investigated the relationship between technology acceptance, electronic assessment (e-assessment) methods and the satisfaction of students at Shahid Bahonar University of Kerman, Iran, using a descriptive-correlational design. The research population consisted of all the students (n = 14096) studying at Shahid Bahonar University of Kerman in the academic year 2021-2023. A sample of 387 students was selected using quota sampling. The data were collected using the Technology Acceptance Questionnaire (Teo, 2009) and two researcher-made satisfaction and e-assessment questionnaires, whose validity and reliability were estimated as 0.96 and 0.88, respectively. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM). The proposed model was evaluated using a two-step approach (Anderson & Gerbing, 1988). The Baron and Kenny (1986) approach and Sobel’s test (1982) were used to test the mediating relationships in the proposed model and their significance. The results showed a positive and significant relationship between e-assessment and student satisfaction (β=0.78). There was also a positive and significant relationship between the degree of technology acceptance and student satisfaction (β=0.16), but no significant relationship was found between e-assessment and the degree of technology acceptance among the students (β=0.01). These findings imply that technology acceptance cannot play a mediating role in the relationship between e-assessment and student satisfaction at Shahid Bahonar University of Kerman. However, satisfaction acted as a mediating variable in the relationship between technology acceptance and the assessment method.
Keywords: E-assessment, Technology Acceptance, Student Satisfaction, Students, University.

Keywords

Main Subjects

Article Title [Persian]

رابطه بین شیوه ارزشیابی الکترونیکی با پذیرش فناوری و رضایتمندی دانشجویان

Authors [Persian]

  • مهرانگیز علی نژاد 1
  • محبوبه مسافری 2
  • اصغر سلطانی 3

1 عضو هیات علمی گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان

2 کارشناسی ارشد گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، شهید دانشگاه باهنر کرمان

3 دانشیار، عضو هیئت علمی گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان

Abstract [Persian]

پژوهش حاضر با هدف بررسی رابطه پذیرش فناوری با شیوه ارزشیابی الکترونیکی و رضایتمندی دانشجویان دانشگاه شهید باهنر کرمان انجام شده‌است. روش پژوهش توصیفی و از نوع همبستگی بود. جامعه آماری پژوهش شامل کلیة دانشجویان مشغول به تحصیل در دانشگاه شهید باهنر کرمان در سال تحصیلی 1401_1400 به تعداد 14096 نفر بود که از این میان، نمونهای به حجم 387 نفر با استفاده از نمونهگیری سهمیهای انتخاب شدند. ابزار گردآوری دادههای پژوهش شامل پرسشنامه پذیرش فناوری تئو (2009) و دو پرسشنامه محققساخته رضایتمندی و ارزشیابی الکترونیکی بود، که روایی و پایایی آنها به ترتیب 96/0 و 88/0 تعیین شد. تجزیه و تحلیل داده‌های پژوهش در سطح آمار توصیفی و روش الگویابی معادلات ساختاری (SEM) انجام گرفت. به منظور ارزیابی الگوی پیشنهادی، رویکرد دو مرحله‌ای آندرسون و گربینگ (1988) استفاده شد. برای آزمودن رابطه‌های میانجی در الگوی پیشنهادی و معنی‌داری آنها نیز از روش بارون و کنی (1986) و آزمون سوبل (1982) استفاده شد. نتایج نشان داد که بین شیوه ارزشیابی الکترونیکی و رضایتمندی دانشجویان رابطة مثبت و معناداری وجود داشت (78/0= ). همچنین بین میزان پذیرش فناوری با رضایتمندی دانشجویان دانشگاه شهید باهنر کرمان رابطة مثبت و معنادار برقرار بود (16/0= )، اما رابطة بین ارزشیابی الکترونیکی و میزان پذیرش فناوری دانشجویان، معنادار نبود (01/0= ). بر اساس این یافتهها، پذیرش فناوری نمی‌تواند در رابطة بین شیوه ارزشیابی الکترونیکی با رضایتمندی دانشجویان دانشگاه شهید باهنر کرمان نقش میانجی را ایفا کند. اما در رابطة بین پذیرش فناوری و شیوة ارزشیابی، رضایتمندی از تحصیل نقش میانجی را ایفا میکند.

Keywords [Persian]

  • "ارزشیابی الکترونیکی"
  • "پذیرش فناوری"
  • "رضایتمندی دانشجویان"
  • "دانشجو"
  • "دانشگاه"
  • References

    • Abareshi, A. & Hoseyni, Y. (2012). Structural equation modeling. Tehran: Jameshenasan. (in Persian)
    • Abbasi Kasani, H., Shams Mourkani, GH., Seraji, F. & Rezaeezadeh, M. (2020). Learners Assessment tools in e-learning. Roshd -e- Fanavari, 16(61): 23-33. (in Persian)
    • Abu-Shanab, E., & ‏Hammouri, Q. (2018). Exploring Factors Affecting Users' Satisfaction Toward E-Learning Systems. International Journal of Information and Communication Technology Education: An Official Publication of the Information Resources Management Association 14(1): 44-57.
    • Al-Azawei, A., & Lundqvist, K. (2015). Learner Differences in Perceived Satisfaction of an Online Learning: An Extension to the Technology Acceptance Model in an Arabic Sample. Electronic Journal of e-Learning, (13)5: 408-426.
    • Amiri, Gh. & Nasirzonouzi, A. (2016). A review of individual and organizational models of information technology acceptance. The 4th International Conference on Modern Researches in Management, Economics and Accounting, Berlin, Germany. (in Persian)
    • Aziz Aljawdah, M., Poursalimi, M. & Legziyan, M. (2017). Investigating the impact of the mediation role of student satisfaction on the relationship between educational quality, service quality, and the adoption of e-learning among Karbala University students. International Journal of Economic Perspectives, 11(3): 250-264. (in Persian)
    • Elsalem, L., & et al. (2020). Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences. Annals of Medicine and Surgery, (60): 271–279.
    • Fahmi, A. (2017). CSFs Alignment identification between online instruction and course technology based on the MDA model of learner–centered perspective in student satisfaction (case study: Payame Noor University students of Tehran). Master's thesis, Payame Noor University of Tehran. (in Persian)
    • Farsi, Z., Aliyari, Sh, Ahmadi, Y., Afaghi, E. & Sajadi, S. (2021). Satisfaction with the Quality of Education and Virtual Education during the Covid-19 Pandemic in Nursing Students of Aja University of Medical Sciences in 2020. Journal of Military Medicine, 23(2): 174-185. (in Persian)
    • Ganji Arjenaki, B. (2017). Surveying the quality of electronic tests in student satisfaction. Education Strategies in Medical Sciences, 10(3): 180-188. (in Persian)
    • Hoon Han, J., & Ji Sa, H. (2021). Acceptance of and satisfaction with online educational classes through the technology acceptance model (TAM): the COVID-19 situation in Korea. Asia Pacific Education Review, 1-13.
    • Joughin, G. (2019). Assessment, Learning, and Judgement in Higher Education: A Critical Review in Learning in Higher Education Australia, Springer.
    • Karibyan, A., & Sabnis, G. (2021). Students' perceptions of computer-based testing using ExamSoft. Currents in Pharmacy Teaching and Learning, (13)8: 935-944.
    • Karimi, V. & Amini, N. (2023). Methods of academic evaluation in E-learning and its consequences on academic procrastination. Information and Communication Technology in Educational Sciences, 12(3): 45-62. (in Persian)
    • Mansourzadeh, M., Mahmoodi, F. & Habibi, H. (2017). Investigating the effective factors on acceptance of ICT among students based on technology acceptance Model 3. Education Strategies in Medical Sciences, 9(5): 357-370. (in Persian)
    • Mar'atus, Sh., & Sutirman, S. (2020). How Technology Acceptance Model (TAM) Factors of Electronic Learning Influence Education Service Quality through Students' Satisfaction. TEM Journal, (9)3: 1221-1226.
    • Mensah, I. K., & Luo, C. (2021). Exploring Factors Determining Chinese College Students' Satisfaction With E-Government Services: The Technology Acceptance Model (TAM) Approach. Information Resources Management Journal (IRMJ), (34)3: 1-20.
    • Moosavi, S., Gholamnejad, H., Hassan Shiri, F., Ghofrani Kelishami, F. & Raoufi, SH. (2023). Challenges of virtual education during the COVID-19 pandemic: A qualitative research. Iran Journal of Nursing, 35(1): 94-105. (in Persian)
    • Movahedi, M., Ahmadvand. A., Aliyari, Sh. & Namjooyan, F. (2015). The Role of Effective Individual, Organizational, and Managerial Factors on Adopting Information Technology in Iranian State Organizations. Journal of Research in Human Resources Management, 7(3): 1-27. (in Persian)
    • Noori, R., Hatami, M. & Ebrahimiyan, F. (2018). An Investigation of the Factors Affecting the Adoption of Information Technology and Its Effect on Human Resources. Research in Human Resource Management, 9(4): 127-152. (in Persian)
    • Otarkhani, A. & Delavari, V. (2013). Assessing Students' Satisfaction from Electronic Learning Systems. Journal of Business Management. 11(2): 53-78. (in Persian)
    • Peng, Y., Pei, C., Zheng, Y., Wang, J., Zhang, K., Zheng, Z., & zhu, p. (2020). Knowledge, Attitude, and Practice Associated with COVID-19 among University Students: a Cross-Sectional Survey in China, 13 April 2020, PREPRINT (1).
    • Pirhaji Khozani, L., Shafiee, S. & Shekarriz, J. (2021). Investigating the Effects of Technology Integration, Performance Perception, and Ease of Understanding on Semantic Intention, and Performance Mediated by Behavioral Intention and Student and Teacher Satisfaction (Case Study: Nonprofit Elementary Schools). New educational approaches. 16(1): 97-114. (in Persian)
    • Pourtavakoli Chatroodi, A. (2018). Designing an E-Content Development Model Based on the Factors Affecting Satisfaction with E-Learning. Master's thesis, Shahid Bahonar University of Kerman. (in Persian)
    • Ranjdoust, Sh. (2018). Comparison of Satisfaction with Electronic and Traditional Student's Tests in Tabriz University of Medical Sciences. Teb va Tazkiyeh, 27(1): 38-55. (in Persian)
    • Ramirez-Anormaliza, R., & et al. (2017). Acceptance and use of e-learning systems by undergraduate students of Ecuador: The case of a state university. Intangible Capital, 13(03): 548-581.
    • Rodriguez, O. M., Molina, J.C. F., Alonso, M. A. M., & Gomez, F. G. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy, and Education, 24(2): 267- 277.
    • Sefidi, F., Rajabi zadeh Mirak Abad, S., Anhari, Y. & Ramezani, M. (2023). Investigation into the satisfaction and quality level of online tests from the point of view of Qazvin dental students. Iranian Journal of Medical Education, 22(17): 133-139. (in Persian)
    • Seyedi Raad, Z. & Tajfar, A. (2023). Investigating the effects of quality factors on the benefits of e-learning with the mediating role of perceived satisfaction and perceived usefulness. Technology of Education Journal, 16(1): 191-206. (in Persian)
    • Sharghi, F. (2012). The level of Sahand University students' satisfaction with the virtual curriculum in the educational year 1388-1389. Master's thesis, University of Tabriz. (in Persian)
    • Sheykhpoor, A. & Hatami, A. (2023). Examining virtual education, advantages and disadvantages related to it. First International Conference on Educational Sciences, Psychology, Sport Sciences, and Physical Education. Sari. (in Persian)
    • Shirmohammadi, Y. & Ansaripoor. R. (2017). The effect of technology acceptance factors on the willingness of users to continuously use medical applications with an emphasis on the mediating role of user satisfaction (case study: faculty members and students of Tehran University of Medical Sciences). International Conference on Management, Business & Accounting. Tehran. (in Persian)
    • Sohrabi Yurtchi, B., Mosakhani, M., Shafia, S. & Yazdani, H. (2011). Identifying the Effective Factors on the Formation of the Student's Satisfaction. Journal of Public Administration Perspective, (4): 39-61. (in Persian)
    • Stowell, R., & Lamshed, R. (2011). E-assessment guidelines for the VET sector. Australian Department of Education, Employment and Workplace Relations. (A. F. L. F. a. N. Q).
    • Sumak, B., Hericko, M., & Pusnik, M. (2011). A meta-analysis of e-learning technology acceptance: the role of user types and e-learning technology types. Computers in Human Behavior, 27: 2067-2077.
    • Youssef Alyoussef, I. (2021). E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education. Sustainability 2021, 13(11).
    • Zarabiyan, F. & Ranjbar, GH. (2016). Comparison and evaluation of electronic and traditional tests and evaluation of the level of satisfaction of Payam Noor students with the tests (case study: students of Payam Noor University, Fasa Center). World Conference on Psychology and Educational Sciences, Law and Social Sciences at the Beginning of the Third Millennium. Shiraz. (in Persian).

    Teo, T. (2009). Modeling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312.