Factors Affecting Instructors' Adoption of Learning Management Systems: A Theoretical Framework
The user’s acceptance of Computer Based Assessment (CBA) Systems is examined with the help of the Computer Based Assessment Acceptance Model (CBAAM) in the two different cultures of Greece and Mexico. The study was conducted by delivering the same CBA system to students of identical courses in Greece and Mexico. The research data were analyzed using Partial Least Squares (PLS). The results indicate that the CBAAM is valid for both countries in overall. However, there are some cultural differences. Greek students’ behavioral intention is triggered mainly by Perceived Playfulness and Perceived Ease of Use, while Mexican students’ behavioral intention is caused by Perceived Playfulness and Perceived Usefulness. This study is a first step towards a cross-cultural analysis regarding CBA’s acceptance and use.