Evaluating Student Perceptions of Smart E-assessment Systems in Hong Kong Higher Education

Aug 30, 2026

Upload by Dozel

This study explores Hong Kong higher education students’ perceptions of E-assessment systems, focusing on factors shaping acceptance of E-examinations over traditional formats. Quantitative analysis of 107 respondents shows significant positive correlations between diverse pre-exam guidance (e.g., tutorials) and key system features (e.g., usability), and between these features and effective E-examination feedback (e.g., instant feedback) and identity monitoring techniques (e.g., webcam surveillance). Prior experience strengthens guidance value, while monitoring identity aligns with perceived advantages. Findings support E-assessment optimization through robust guidance, intuitive design, and reliable monitoring, and suggest broader demographic studies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Literature

Definition and Purpose of Educational Assessment

Types of Assessments

Evaluating Student Perceptions of Smart E-assessment Systems in Hong Kong Higher Education Hon Keung YAU City University of HongKong, Department of System Engineering, Kowloon Tong, Kowloon, HongKong. [honkyau@cityu.edu.hk](honkyau@cityu.edu.hk) Choi Ho Man City University of HongKong, Department of System Engineering, Kowloon Tong, Kowloon, HongKong. [homanchoi8-c@my.cityu.edu.hk](homanchoi8-c@my.cityu.edu.hk) Abstract This study explores Hong Kong higher education students’ perceptions of E-assessment systems, focusing on factors shaping acceptance of E-examinations over traditional formats. Quantitative analysis of 107 respondents reveals significant positive correlations between diverse pre-exam guidance (e.g., tutorials) and key system features (e.g., usability, user friendly), and between these features and effective E-examination feedback (e.g., instants feedback) and identity monitoring techniques (e.g., webcam surveillance) . E-examinations’ advantages also correlate with enhanced monitoring identity. Prior experience boosts guidance value. These findings urge institutions to refine E-assessment with robust guidance, intuitive design, and reliable monitoring to enhance engagement, integrity, and satisfaction. Limited sample diversity suggests broader demographic studies. Results inform E-assessment optimization across contexts. Keywords: E-assessment; Importance of diverse guidance; Key E-assessment system features; E-exams versus traditional exams; E-exam feedback; Monitoring techniques. 1. Introduction Educational assessment has dramatically evolved from traditional pen-and-paper methods to technology-driven approaches, thanks to advancements in digital technology. This shift has led to more dynamic and interactive assessment formats. As institutions increasingly adopt e-assessment systems, it is essential to understand their impact on student engagement and learning. Technology integration allows for rapid, automated results and immediate feedback, significantly enhancing the evaluation process (Kiryakova, 2021) . Numerous studies have explored students' perceptions of E-assessment, highlighting a range of insights and experiences (Crisp et al., 2016; Iahad et al., 2004; Khan et al., 2021; Kumar & Owston, 2015; Kundu & Bej, 2021; Kiryakova, 2021; Pham, 2022; Rostaminezhad, 2019) . However, there is a notable gap in research regarding Hong Kong higher education students' perceptions of e-assessment systems. Given that the e-learning landscape has changed significantly over the past decade, it is essential to conduct a study on E-assessment in today's higher education context.The research will address the following questions: 1. How do demographic differences and personal characteristics, such as university or institution, major, year of study, and prior experience, affect students' perceptions of E-assessment in higher education? 2. What are the students’ perceptions regarding the importance of providing various types of guidance before Eexaminations? 3. What are the students’ perceptions regarding the essential features of an effective E-assessment system? 4. What are the students’ perceptions regarding the feedback students prefer to receive from E-examinations? 5. What are the students’ perceptions regarding E-examinations compare to traditional examinations? 6. What are the students’ perceptions regarding techniques used for monitoring and verifying identity during Eexaminations? 7. What are the students’ perceptions regarding the idea of E-examinations becoming a standard format in higher education, and what features do they feel are missing from current E-assessment systems? To narrow the research's focus, the study will also compare perceptions based on various factors, such as differences between fields of study(Major), year of study, and prior experience with e-assessments. This focused strategy will offer helpful insights into how these factors influence the way students

FAQs

Which factors influence students’ acceptance of E-examinations in Hong Kong higher education?

The study finds acceptance is shaped by diverse pre-exam guidance and by system features such as usability. These factors relate to how students view feedback and monitoring-related aspects of E-examinations.

How does prior experience with e-assessments affect students’ perceptions?

Prior experience increases the perceived value of guidance. It also supports stronger recognition of system benefits connected to effective E-exam support.

What E-assessment system features and monitoring techniques matter to students?

Students value features linked to effective feedback, including instant feedback. The study also reports perceptions associated with identity monitoring approaches such as webcam surveillance.

Aug 30, 2026

Upload by Dozel