Factors that influence behavioral intention to use mobile-based assessment: a STEM teachers' perspective

Stavros A. Nikou, Anastasios A. Economides

Research output: Contribution to journalArticlepeer-review

57 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)587-600
Number of pages14
JournalBritish Journal of Educational Technology
Issue number2
Early online date5 Feb 2018
Publication statusPublished - 31 Mar 2019


  • digital devices
  • teaching
  • societies and institutions


Dive into the research topics of 'Factors that influence behavioral intention to use mobile-based assessment: a STEM teachers' perspective'. Together they form a unique fingerprint.

Cite this