Students' and faculty's perspectives toward using the multimedia examination format will influence whether digital testing can be implemented successfully or not. This study examined the students' attitudes and anxiety toward taking the multimedia examinations, factors (i.e. gender, major, student classification, and computer experience) that may influence their attitudes, and faculty's attitudes toward creating multimedia tests. Students in two undergraduate courses [a regular course (n = 100), and an online course (n = 97)] participated in this research. The results showed that there was strong support from the students and faculty for using multimedia exams as a primary assessment form. They embraced the interactive technology, and felt the incorporation of rich media in assessment could provide additional support for their learning and teaching. While students from both the regular and online courses found it acceptable to be evaluated using the multimedia format, multimedia testing was accepted more when it was a closer reflection of the instruction. The findings showed that students with more computer experience had lower anxiety and better attitudes toward using the multimedia format. Students entering colleges in recent years were more technologically literate. No significant differences in overall attitude and anxiety scores were found between male and female students, or between liberal arts and natural sciences majors.
- Computerized testing
- Digital testing in undergraduate education
- Multimedia examination
- Technology-based assessment
ASJC Scopus subject areas
- Arts and Humanities (miscellaneous)
- Human-Computer Interaction