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\nVietnamese Teachers’ Acceptance to Use E-Assessment Tools in Teaching: An Empirical Study Using PLS-SEM  \nThuy Thi Tang 1*  \n 0000-0002-0557-8245  \nThuy Nga Nguyen 1  \n 0000-0003-3391-1313  \nHuong Thi Thu Tran 1  \n 0000-0002-4504-0351  \n1 VNU University of Education, Hanoi, VIETNAM  \n* Corresponding author: [thuytang@vnu.edu.vn](thuytang@vnu.edu.vn)  \nCitation: Tang, T. T., Nguyen, T. N., & Tran, H. T. T. (2022) . Vietnamese Teachers’ Acceptance to Use E-Assessment Tools in Teaching: An Empirical Study Using PLS-SEM. Contemporary Educational Technology, 14(3), ep375 .  \n[https://doi.org/10.30935/cedtech/12106](https://doi.org/10.30935/cedtech/12106)  \nARTICLE INFO ABSTRACT  \n\n| Received: 16 Oct 2021\u003Cbr>Accepted: 13 May 2022 | The purpose of this study is to examine factors that influence teachers’ intentions to use technology in assessments using the technology acceptance model (TAM) as a framework. An online survey was utilized to collect data, and 360 teachers participated in the survey. This study used partial least squares-structural equation modelling (PLS-SEM) to test the hypotheses to verify the effects of variables on teachers’ intention of e-assessment use. The model consists of four constructs: computer self-efficacy (CE), perceived ease of use (PEOU), perceived usefulness (PU), and frequent use of e-assessment tools (FoUAT) . The findings revealed a significant influence path from CE to PEOU, FoUAT, and behavior intention. In addition, PEOU is a critical factor that positively impacts both PU and teachers’ behavior intentions. In contrast to our expectation, frequency of use was statistically insignificant and had no impact on teachers’intention to use (IU) e-assessment tools. The total of these four variables corresponded to 71.4% of the variance of user intention. These results confirm that TAM is an effective model to explain teachers’ technology acceptance to use e-assessment tools for their teaching.\u003Cbr>Keywords: computer self-efficacy, e-assessment tools, PLS-SEM, technology acceptance model |\n| --- | --- |\n| INTRODUCTION |  |\n\nIn the modern era, every aspect of our life is strongly affected by technology, particularly its integration into users’ private and professional life. Users’ acceptance or rejection of technological applications indifferent fields, including education, has garnered much attention from researchers (Granic & Marangunic, 2019; Marangunic & Granic, 2015) . Although there have been many research models in this field, the technology acceptance model (TAM), introduced by Davis (1989), became one of the most critical models related to the factors affecting the adoption by users in using technology. In addition, the importance of applying technology in teaching and learning activities has been emphasized (Davis, 2011; Davis et al., 2011; Scherer et al., 2019). Among these activities, assessment is one of the key factors in educational practice.  \nE-assessment, with alternative names of electronic assessment, computer-based assessment, digital assessment, or online assessment (Kundu & Bej, 2020), consists of the whole process from the design of tasks to archiving results. It can be used for formative or summative purposes (Appiah & Van Toner, 2018) . Schools can decide to use already-built assessment tools merged into a learning management system (LMS) or use separated assessment tools (Conole & Warburton, 2005) . While Moodle can be used in both summative and formative assessment, other applications such as Google Forms, Quizizz, Mentimeter, Powtoon, or Kahoot  \nare preferred in formative assessment. Using those applications may create games, quizzes, discussions, surveys, and assessments for their students. To meet their specific needs, the education institutions and teachers can customize these open resource tools (Appiah & Van Toner, 2018) .  \nBeing aligned with global trends, ","cbCaivXCvojOQNWd","https://ap.wps.com/l/cbCaivXCvojOQNWd","pdf",372984,11,"English","# Abstract\n# Introduction\n## Technology acceptance model and e-assessment\n## E-assessment tools in education\n## Context of Vietnamese education and COVID-19\n## Research gap","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"The study investigates factors that influence teachers’ intentions to use technology for e-assessment, guided by the TAM framework.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"An online survey collected data from 360 teachers, and PLS-SEM was used to test the hypotheses about effects of key variables.\"},{\"question\":\"Which factors significantly affect teachers’ intention to use e-assessment tools?\",\"answer\":\"Computer self-efficacy significantly influences perceived ease of use and related intentions, and perceived ease of use positively impacts perceived usefulness and teachers’ behavior intentions.\"},{\"question\":\"Does frequent use of e-assessment tools affect teachers’ intention?\",\"answer\":\"No. Frequency of use is statistically insignificant and has no impact on teachers’ intention to use e-assessment tools.\"}]","Vietnamese Teachers’ Acceptance to Use E-Assessment Tools in Teaching - An Empirical Study Using PLS-SEM | PDF",1792090137,28]