Does online assessments support of students in higher education? The moderating role of IT experience

Purpose The advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background. Design/methodology/approach Data were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling. Findings The findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment. Originality/value This study offered new insights into the intention to use online assessment among diverse student's background.