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Abstract

This research examines asynchronous participatory examinations, a new technology-mediated assessment strategy especially suitable for online courses. The participatory exam innovation utilizes information technology to support engaging students in the entire examination lifecycle, including creating and solving problems, and grading solutions. These learning processes enable students to not only gain new knowledge but also to strengthen their assessment skills. A five-semester field study in the U.S., supplemented by a small scale replication in Austria, investigated how participatory exams can facilitate higher-order learning and what explains students’ acceptance of the innovation. An extended version of the Technology Acceptance Model (TAM), adapted to the educational context, predicts acceptance based on three key constructs: “perceived enjoyment,” “perceived learning,” and “recommendation for use.” The study results support the premises that participants perceive learning from all stages of the cooperative exam process, and that the innovation acceptance is a function of both intrinsic motivations (e.g., enjoyment of the experience) and extrinsic motivations (e.g., perception that one has learned from the process).

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