Volume 8, Issue 3 (Fall 2021)                   DSME 2021, 8(3): 42-50 | Back to browse issues page

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Gholami T, khani jeihooni A, Ramezani M, ghasemi A, khaleghi A A, alinezhad N. Design, Implementation and Evaluation of Azmer Online Quiz Application Based on Technology Acceptance Model (TAM): A pilot study. DSME 2021; 8 (3) :42-50
URL: http://dsme.hums.ac.ir/article-1-273-en.html
fasa university of medical sciences
Abstract:   (1672 Views)
Introduction: Acceptance and intention to use the mobile device in the  student evaluation is an interesting topic in education. Although there are significant studies of mobile learning acceptance and mobile-based assessment (MBA), there is little research on app design and driving factors that influence students' intention to use mobile technology for assessment purposes. The purpose of this study was to design and execute an evaluation application and provide empirical evidence on the adoption of a Mobile Based Assessment (MBA) based on the Technology Acceptance Model.
Methods: The Quizzes for Mental Health and Addiction and Occupational Health of Public Health major Entries 94 and 95 (35 students) were held using the app. Content, technology, ease of use, usefulness, usefulness, cognitive feedback, and attitude were used to evaluate students' behavioral intention. Pearson correlation test was used for data analysis in Spss22 software.
Results: Results showed that different TAM constructs such as perceived usefulness (p = 0.009, r = 0.415), ease of use perceived (p = 0.043, r = 0.379), attitude (0.038). P = 0, r = 0/351), cognitive feedback (p = 0/035, r = 0/358), technology (p = 0/023, r = 0/336) has a direct correlation with behavioral intention but the content is not Behavioral intention was not correlated (p = 0.610, r = 0.089).
Conclusion: Performing evaluation using the Azmehr application can give administrators, educators, and students more confidence in doing it correctly, cheaper, more accurately and faster.
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Type of Study: Orginal | Subject: Special
Received: 2019/11/11 | Accepted: 2021/10/10 | Published: 2021/12/1

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