Learners’ Experience Towards E-Assessment Tools: A Comparative Study on Virtual Reality and Moodle Quiz

Although the integration of virtual world in teaching and learning has been investigated, there is a scarcity of research considering its influence on assessing learners’ understanding and comparing it with traditional e-assessment tools such as that in Moodle quiz. In this research, a virtual reality (VR) game-based e-assessment application was proposed first. Subsequently, the study aims at (1) understanding whether the type of e-assessment method can affect students’ performance, and (2) investigating the difference in learners’ perceptions based on the type of e-assessment technology. A combination of quasi-pre-test and post-test experimental and survey research design methods were adopted. Overall, 32 undergraduate students were assigned to either control (N=17) or experimental (N=15) group. The key findings are (1) no statistical differences in students’ performance were found for both groups, and (2) significant differences between learners who completed the VR game-based e-assessment and those on the control group were found on perceived playfulness and ease of use. The conclusion drawn from the research outcomes is that a VR game-based e-assessment application is a successful approach to enhance learners’ engagement in evaluation sessions, although students may face a lack of experience in its use

Predicting Online Learning Success Based on Learners’ Perceptions: The Integration of the Information System Success Model and the Security Triangle Framework

Although online learning has become ubiquitous worldwide, earlier research has neglected the relationship between its actual use and security concerns. Learners’ lack of security awareness while using learning technologies remains rarely studied. This paper integrates Delone and McLean’s information system success (D&M-ISS) model with the security triangle framework. Data from 2,451 higher education students at different universities and a wide variety of disciplines in Iraq were collected. In addition to the effectiveness of the D&M-ISS factors, the research findings based on the structural equation model suggest that the three constructs of the security triangle framework—namely, confidentiality, integrity, and availability—were significant predictors of students’ use of online learning. This research can thus help academic organizations understand factors that can lead to the successful implementation of online learning and learners’ security awareness