Enhancement of mobile-based teaching assessment using mobility mediation to facilitate self-determination theory and technology acceptance model
The rapid growth of technology has ushered new applications which replace traditional methods. These include e-learning, e-health, etc. Mobile-Based Teaching Assessment (MBTA) has thus emerged as an alternative method for teaching assessment. The adoption of MBTA is driving by user’s acceptance t...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2018
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/68924/1/FSKTM%202018%2035%20IR.pdf |
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| Summary: | The rapid growth of technology has ushered new applications which replace traditional
methods. These include e-learning, e-health, etc. Mobile-Based Teaching Assessment
(MBTA) has thus emerged as an alternative method for teaching assessment. The
adoption of MBTA is driving by user’s acceptance to apply teaching assessment through
technology. However, the objective of this research is to develop a model which
explores the impact of mobility mediation to facilitate the theories of Self-Determination
Theory and Technology Acceptance Model in the context of Mobile-Based Teaching
Assessment. The study uses Partial Least Squares (PLS). The data were collected among
members of the Universiti Putra Malaysia from One-hundred and forty students,
lecturers and academic support using convenient sampling method. The results show
that Perceived Mobility has a significant positive impact on the intention to use MBTA.
The result suggested that 87% of the variation of user's intention to use MBTA is
explained by the mobility mediation, while the evidence proved that TAM and SDT had
pronounced the adoption of mobile-based teaching assessment (MBTA) in context of the
academic arena. These findings highlight the significance of the proposed model. |
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