Continuance model of formative computer-based assessment (CBA): Considering the effects of self-regulation and social in
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Continuance model of formative computer‑based assessment (CBA): Considering the effects of self‑regulation and social influence Jian‑Wei Lin1
© Springer-Verlag GmbH Germany, part of Springer Nature 2019
Abstract Since continuance usage of e-learning can truly provide learning benefits, many studies have developed e-learning continuance models. A computer-based assessment (CBA) is often used for online formative assessment and thus is performed many times in a course (basically one formative assessment for one chapter/unit.). However, some students are unable to sustain and persist in a series of formative CBA activities. This study focused on developing a formative CBA continuance model. The study first investigated the moderating effect of “self-regulation” on continuance intention to continuance usage. Additionally, the study also considered the direct effect of “social influence” on continuance intention. The experiment lasted one semester and was performed in a college-level course taken by 152 undergraduates in Taiwan. During the experiment, five-time (formative) CBAs were conducted before the midterm and an additional set of five-time (formative) CBAs were conducted before the final term, so that actual CBA continuance usage of students could be observed. The results show that “self-regulation” significantly moderates the relationship between continuance intention and continuance usage. Additionally, “social influence” is a dominant determinant to continuance intention of using CBA. The proposed model also has high explanatory power. Finally, some implications of practical application and future research are also given. Keywords Computer-based assessment (CBA) · Continuance model · Self-regulation · Moderating effect · Modeling · Quantitative research
1 Background The initial acceptance of a new technology is just the first step toward overall success in using the technology [21]. While initial acceptance of an information system (IS) is an important first step toward realizing IS success, long-term viability of an IS and its eventual success depend on its continued use rather than first-time use [5, 19, 20]. Thus, Bhattacherjee [5] further developed the IS continuance model to explain a user’s intention to continue using an information system, as shown in Fig. 1. The IS continuance model was based on expectation–confirmation theory (ECT) [36], which is widely used in the consumer behavior literature to study consumer satisfaction and post-purchase behavior (e.g., repurchase, complaining). Within the IS continuance model, the degree to which the user’s expectations about * Jian‑Wei Lin [email protected] 1
Department of International Business, Chien Hsin University of Science and Technology, Taoyuan, Taiwan
the IS are confirmed determines the level of satisfaction and perceived usefulness. Satisfaction mainly depends on confirmation and perceived usefulness, whereas continuance intention mainly depends on satisfaction and perceived usefulness. Similarly, e-learning environments can provid
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