Table of Contents
Abstract
The E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model was formulated to support a study investigating how two distinct formative assessment (FA) tools, namely computer-based assessment (CBA) and game-based assessment (GBA), impact students’ learning perception, behavioral intention, and ultimate learning achievement throughout an academic term. The items proposed for this measure were adapted from previously established research. The final instrument was administered to a sample of university students located in Taiwan. The study reported findings related to the measure’s factor structure, its reliability, and its validity.
Keywords
Behavioral Intentions, Computer-Based Assessments, Game-Based Assessments, E-Learning Technology Incentives, Performance Expectancy, Effort Expectancy, Social Influence, Perceived Playfulness, User Acceptance, Educational Measures, Human Computer Interaction, Social Influences, Student Attitudes, Electronic Learning, Computerized Assessment, Formative Assessment, Human Computer Interaction Measures, Digital Game-Based Learning, Technology Acceptance
Authors
Lin, Jian-Wei; Tsai, Chia-Wen; Hsu, Chu-Ching
Purpose
The purpose of this measurement model is to assess how formative assessment tools (i.e., computer-based assessment and game-based assessment) affect students’ learning perception, behavioral intention, use behavior, and learning achievement at the early stage (before the mid-term) and at the late stage (before the final term).
Construct
E-Learning Technology Incentives; Computer-Based and Game-Based Assessments; Behavioral Intentions
Validity
Construct validity was established through factor analysis, with the results supporting the structural validity of the measurement model.
Reliability
Internal consistency was evaluated, and the Cronbach’s alpha ranged from 0.76-0.76 among the constructs.
Factor Analysis
A factor analysis was conducted to confirm the construct validity of the scales. The findings indicated that the factor loadings for all items were in excess of 0.7, which demonstrates that the individual items possess acceptable validity.
Instrument
Test Type
This is an original instrument, classified as an Inventory/Questionnaire.
Format
Items are rated using a 5-point Likert-type scale.
Language Available
The instrument is available in English.
Population Group
Human; Male; Female
Age Group
Adulthood (18 yrs & older); Young Adulthood (18-29 yrs)
Population Details
The study was conducted in Taiwan with university students as respondents.
Test Methodology
The development and evaluation of this instrument involved analyses of Test Validity, Construct Validity, Test Reliability, Internal Consistency, Factor Analysis, and the creation of a Measurement Model.
Keywords
Behavioral Intentions, Computer-Based Assessments, Game-Based Assessments, E-Learning Technology Incentives, Performance Expectancy, Effort Expectancy, Social Influence, Perceived Playfulness, User Acceptance, Educational Measures, Human Computer Interaction, Social Influences, Student Attitudes, Electronic Learning, Computerized Assessment, Formative Assessment, Human Computer Interaction Measures, Digital Game-Based Learning, Technology Acceptance
Authors
Author ORCID Identifier and Affiliation
Lin, Jian-Wei: Chien Hsin University of Science and Technology, Department of International Business
Tsai, Chia-Wen: Ming Chuan University, Department of Information Management; ORCID: http://orcid.org/0000-0002-6698-7747
Hsu, Chu-Ching: Chien Hsin University of Science and Technology, Department of Applied Foreign Languages
Email addresses
Lin, Jian-Wei: [email protected]
Correspondence Address
Lin, Jian-Wei: [email protected]
Permissions & Fee and Test Year
Permissions: Contact Publisher
Commercial: No
Fee: No
Test Year: 2023
reference’s
Lin, J.-W., Tsai, C.-W., & Hsu, C.-C. (2023). A comparison of computer-based and game-based formative assessments: A long-term experiment. Interactive Learning Environments, 31(2), 938–954. https://doi.org/10.1080/10494820.2020.1815219
Items of the E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model
This measure includes 15 items, and the test items are available. They can be found in the source reference publication by Lin, Tsai, & Hsu (2023), specifically within Table 1 on page 945. The items are organized under five primary constructs: Performance expectancy (PE), Effort expectancy (EE), Social influence (SI), Perceived playfulness (PP), and Behavioural Intention.
This instrument measures several constructs using the items listed below. All items are rated on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).
| Constructs | Item Code | Operational definition | Sources of Literature |
| Performance expectancy (PE) | PE1 | I find that the system facilitates my understanding of learning content. | Terzis and Economides (2011), Venkatesh et al. (2003) |
| PE2 | Using the system facilitates to memorise of learning content. | ||
| PE3 | Using the system enables me to achieve a high academic performance. | ||
| Effort expectancy (EE) | EE1 | Learning to operate the system is easy for me. | Terzis and Economides (2011), Venkatesh et al. (2003) |
| EE2 | I can easily become skilful at using the system. | ||
| EE3 | The system has a clear and friendly user interface. | ||
| Social influence (SI) | SI1 | Classmates who are important to me affect my use of the system. | Lin and Lai (2013), Venkatesh et al. (2003) |
| SI2 | People who influence my behaviour think that I should use CBA. | ||
| Perceived playfulness (PP) | SI3 | My university generally supports the use of CBA. | Lee et al. (2009), Moon and Kim (2001) |
| PP1 | When using the system, I was interesting and exciting. | ||
| PP2 | When using the system, I was focusing. | ||
| PP3 | Using the system is funny. | ||
| Behavioural Intention (BI) | BI1 | I like the system for learning in class. | Terzis and Economides (2011) |
| BI2 | I hope we can use the system in the following classes. | ||
| BI3 | I hope we can use the system for learning in others classes. |
Note. All items are measured on a 5-point Likert scale ranging from 5 (strongly agree) to 1 (strongly disagree).
Cite this article
Mohammed looti (2026). E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model Inventory. PSYCHOLOGICAL SCALES. Retrieved from https://scales.arabpsychology.com/s/e-learning-technology-incentive-factors-and-behavioral-intentions-toward-computer-based-and-game-based-assessment-model-inventory/
Mohammed looti. "E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model Inventory." PSYCHOLOGICAL SCALES, 6 Apr. 2026, https://scales.arabpsychology.com/s/e-learning-technology-incentive-factors-and-behavioral-intentions-toward-computer-based-and-game-based-assessment-model-inventory/.
Mohammed looti. "E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model Inventory." PSYCHOLOGICAL SCALES, 2026. https://scales.arabpsychology.com/s/e-learning-technology-incentive-factors-and-behavioral-intentions-toward-computer-based-and-game-based-assessment-model-inventory/.
Mohammed looti (2026) 'E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model Inventory', PSYCHOLOGICAL SCALES. Available at: https://scales.arabpsychology.com/s/e-learning-technology-incentive-factors-and-behavioral-intentions-toward-computer-based-and-game-based-assessment-model-inventory/.
[1] Mohammed looti, "E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model Inventory," PSYCHOLOGICAL SCALES, vol. X, no. Y, ص Z-Z, April, 2026.
Mohammed looti. E-Learning Technology Incentive Factors and Behavioral Intentions Toward Computer-Based and Game-Based Assessment–Model Inventory. PSYCHOLOGICAL SCALES. 2026;vol(issue):pages.