Assessing the Impact of Computer-Based Assessment on Higher Education: Student Perceptions and Challenges.

In an era where technology permeates every facet of our daily lives, education has undergone a profound transformation. The introduction of Computer-Based Assessment (CBA) has revolutionized assessment methods in higher education institutions (HEIs). Leveraging the research of Terzis and Economides, pioneers in the field, who have developed the Computer-Based Assessment Acceptance Model (CBAAM), synthesizing constructs from established models like the Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM), and Unified Theory of Acceptance and Usage of Technology (UTAUT). This study, "Assessing the Impact of Computer-Based Assessment on Higher Education: Student Perceptions and Challenges," seeks to examine how students have embraced this innovative approach. To achieve this, university students actively participated, and data was collected through a comprehensive survey questionnaire completed by a sample of 255 students. The research reveals a predominantly positive perception among students regarding the use of CBA. However, students acknowledge the existence of challenges with CBA. These findings have significant implications for university administrators, emphasizing the need for meticulous development of CBA systems to mitigate the inherent challenges. This research provides an in-depth discussion of the study's results, offering valuable insights into the ongoing discourse on the effective integration of technology in education.