Abstract

Background: This study is one of a few papers that investigates students’ satisfaction with web-based assessment platforms. We examined the intermediate role of the Self-Determination Theory (SDT) by examining the antecedents of its factors, competence and autonomy, and their indirect influence on satisfaction. Previous research examined the direct impact of competence and autonomy on attitudinal factors. We uncovered the indirect role of individual, technological, and motivational factors on students’ satisfaction with web-based assessment platforms.

Methods: Primary data, using questionnaires, were collected from 305 students familiar with web-based assessment. PLS-SEM was used to evaluate the hypotheses presented in the research model.

Results: The results indicated that platform quality and engagement directly influence satisfaction. Competence, technology self-efficacy, and autonomy impact engagement. Response affects the platform quality which in turn impacts autonomy. Finally, autonomy influences technology self-efficacy. In summary, we found that engagement mediates the relationships between technological and motivational factors and satisfaction.

Conclusion: This study fills a void in the literature regarding the factors contributing to students’ satisfaction with web-based assessment platforms. This paper examined how technology-related factors and students’ self-perceived thoughts and feelings impact their satisfaction with web-based assessment platforms. We discovered that the SDT factors, competence and autonomy, indirectly influence attitudinal factors. We also found that the systems’ response and quality and students’ self-efficacy are crucial factors. These results are important for practitioners all over the world especially in Pacific Asia since publishers are targeting this region.

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