The perceived ease of use and usefulness of secure software that enables laptop exams is examined. The technology acceptance model (TAM) is used to link faculty and administrative support with perceptions of ease of use and usefulness. Data for the empirical examination were collected by a survey of business students in a required laptop program. The quantitative technique uses a structural equation model. Results indicate that measures of faculty support impact both ease of use and perceived usefulness. In turn, attitudes toward using the system and degree of system use are influenced. Interestingly, technical support for the secure software had no meaningful impacts in the model. We draw upon the findings to describe specific actions by faculty that can improve student experience with laptop exams and identify other actions that appear to have no effect
