Factors that Influence Behavioral Intention to Use Mobile-based Assessment: A STEM Teachers' Perspective


A teacher's or institution's implementation of mobile-based assessment (MBA) practices lies at the core of this research article. The authors' contend that mobile devices have a considerable potential in learning and assessment. As the century turns, the "Bring Your Own Device" (BYOD) movement has seen exponential growth in education. This study focuses on a population of teachers' whose curriculum delivery of Science, Technology, Engineering and Mathematics (STEM) and the teachers' behavioral intentions to use (BIU) mobile devices within the classroom for assessement are examined.



Teachers’ role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and mathematics (STEM) teachers’ intention to use mobile- based assessments in the teaching practice. The study proposes the teachers’ acceptance mobile-based assessment (TAMBA) model which extends the technology acceptance model by introducing individual, social, institutional and instructional design factors. An appropriate questionnaire was developed and answered by 161 STEM teachers from 32 European countries. Their responses were analyzed using structural equation modeling. The proposed TAMBA model explains about 50% of the variance in teachers’ intention to adopt mobile-based assessment. Perceived Ease of Use was found to be the most important determinant in teachers’ intention to use mobile-based assessment. Facilitating Conditions and Output Quality were the most influential external variables in the model. The study findings revealed that focusing on mobile assessment quality design as well as on institutional support are important factors for STEM teachers in order to accept mobile-based assessments in schools.

Nikou, S. A., & Economides, A. A. (2019). Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers' perspective. British Journal of Educational Technology, 50(2), 587-600. doi:10.1111/bjet.12609