The effects of Perceived Mobility and Satisfaction on the adoption of Mobile-based Assessment

Mobile-based Assessment is increasingly used in different educational settings. Its successful implementation though depends on user acceptance. While previous research provides evidence on acceptance of mobile learning and computer-based assessment, there are not many studies focusing explicitly on the acceptance of Mobile-based Assessment. This study examines the impact of Perceived Mobility, Satisfaction, Perceived Usefulness and Perceived Ease of Use on students' Behavioral Intention to Use Mobile-based Assessment. 47 secondary school students, using their mobile devices and Quick Response (QR) - coding technology, participated in an outdoor Mobile-based Assessment procedure during their visit in a Botanic Garden. Partial Least Squares (PLS) was used for the data analysis of the recorded students' perceptions about the Mobile-based Assessment. Results show that Perceived Mobility, Satisfaction, Perceived Usefulness and Perceived Ease of Use are all significant determinants of Behavioral Intention to Use mobile-based assessment. Several important implications for designing and implementing mobile-based assessment procedures are discussed.