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<!DOCTYPE html> <html lang="en"> <head><script type='text/javascript' src='//cdnjs.cloudflare.com/ajax/libs/yui/3.6.0/yui/yui-min.js'></script><script type='text/javascript' src='//ajax.googleapis.com/ajax/libs/jquery/1.10.2/jquery.min.js'></script><script type='text/javascript' src='https://assets.adobedtm.com/4a848ae9611a/d0e96722185b/launch-d525bb0064d8.min.js'></script><script type='text/javascript' src=/assets/nr_browser_production.js></script>  <meta charset="utf-8"> <meta name="viewport" content="width=device-width"> <title> "The Role of Technological and Motivational Factors on Students’ Satisf" by Mohammad I. Merhi and Alex Meisami </title>  <meta itemprop="name" content="The Role of Technological and Motivational Factors on Students’ Satisfaction with E-learning Assessments Platforms"> <meta property="og:title" content="The Role of Technological and Motivational Factors on Students’ Satisfaction with E-learning Assessments Platforms"> <meta name="twitter:title" content="The Role of Technological and Motivational Factors on Students’ Satisfaction with E-learning Assessments Platforms"> <meta property="article:author" content="Mohammad I. Merhi"> <meta name="author" content="Mohammad I. Merhi"> <meta property="article:author" content="Alex Meisami"> <meta name="author" content="Alex Meisami"> <meta name="robots" content="noodp, noydir"> <meta name="description" content="Background: This study is one of a few papers that investigates students’ satisfaction with web-based assessment platforms. We examined the intermediate role of the Self-Determination Theory (SDT) by examining the antecedents of its factors, competence and autonomy, and their indirect influence on satisfaction. Previous research examined the direct impact of competence and autonomy on attitudinal factors. We uncovered the indirect role of individual, technological, and motivational factors on students’ satisfaction with web-based assessment platforms. Methods: Primary data, using questionnaires, were collected from 305 students familiar with web-based assessment. PLS-SEM was used to evaluate the hypotheses presented in the research model. Results: The results indicated that platform quality and engagement directly influence satisfaction. Competence, technology self-efficacy, and autonomy impact engagement. Response affects the platform quality which in turn impacts autonomy. Finally, autonomy influences technology self-efficacy. In summary, we found that engagement mediates the relationships between technological and motivational factors and satisfaction. Conclusion: This study fills a void in the literature regarding the factors contributing to students’ satisfaction with web-based assessment platforms. This paper examined how technology-related factors and students’ self-perceived thoughts and feelings impact their satisfaction with web-based assessment platforms. We discovered that the SDT factors, competence and autonomy, indirectly influence attitudinal factors. We also found that the systems’ response and quality and students’ self-efficacy are crucial factors. These results are important for practitioners all over the world especially in Pacific Asia since publishers are targeting this region."> <meta itemprop="description" content="Background: This study is one of a few papers that investigates students’ satisfaction with web-based assessment platforms. We examined the intermediate role of the Self-Determination Theory (SDT) by examining the antecedents of its factors, competence and autonomy, and their indirect influence on satisfaction. Previous research examined the direct impact of competence and autonomy on attitudinal factors. We uncovered the indirect role of individual, technological, and motivational factors on students’ satisfaction with web-based assessment platforms. Methods: Primary data, using questionnaires, were collected from 305 students familiar with web-based assessment. PLS-SEM was used to evaluate the hypotheses presented in the research model. Results: The results indicated that platform quality and engagement directly influence satisfaction. Competence, technology self-efficacy, and autonomy impact engagement. Response affects the platform quality which in turn impacts autonomy. Finally, autonomy influences technology self-efficacy. In summary, we found that engagement mediates the relationships between technological and motivational factors and satisfaction. Conclusion: This study fills a void in the literature regarding the factors contributing to students’ satisfaction with web-based assessment platforms. This paper examined how technology-related factors and students’ self-perceived thoughts and feelings impact their satisfaction with web-based assessment platforms. We discovered that the SDT factors, competence and autonomy, indirectly influence attitudinal factors. We also found that the systems’ response and quality and students’ self-efficacy are crucial factors. These results are important for practitioners all over the world especially in Pacific Asia since publishers are targeting this region."> <meta name="twitter:description" content="Background: This study is one of a few papers that investigates students’ satisfaction with web-based assessment platforms. We examined the intermediate role of the Self-Determination Theory (SDT) by examining the antecedents of its factors, competence and autonomy, and their indirect influence on satisfaction. Previous research examined the direct impact of competence and autonomy on attitudinal factors. We uncovered the indirect role of individual, technological, and motivational factors on students’ satisfaction with web-based assessment platforms. Methods: Primary data, using questionnaires, were collected from 305 students familiar with web-based assessment. PLS-SEM was used to evaluate the hypotheses presented in the research model. Results: The results indicated that platform quality and engagement directly influence satisfaction. Competence, technology self-efficacy, and autonomy impact engagement. Response affects the platform quality which in turn impacts autonomy. Finally, autonomy influences technology self-efficacy. In summary, we found that engagement mediates the relationships between technological and motivational factors and satisfaction. Conclusion: This study fills a void in the literature regarding the factors contributing to students’ satisfaction with web-based assessment platforms. This paper examined how technology-related factors and students’ self-perceived thoughts and feelings impact their satisfaction with web-based assessment platforms. We discovered that the SDT factors, competence and autonomy, indirectly influence attitudinal factors. We also found that the systems’ response and quality and students’ self-efficacy are crucial factors. These results are important for practitioners all over the world especially in Pacific Asia since publishers are targeting this region."> <meta property="og:description" content="Background: This study is one of a few papers that investigates students’ satisfaction with web-based assessment platforms. We examined the intermediate role of the Self-Determination Theory (SDT) by examining the antecedents of its factors, competence and autonomy, and their indirect influence on satisfaction. Previous research examined the direct impact of competence and autonomy on attitudinal factors. We uncovered the indirect role of individual, technological, and motivational factors on students’ satisfaction with web-based assessment platforms. Methods: Primary data, using questionnaires, were collected from 305 students familiar with web-based assessment. PLS-SEM was used to evaluate the hypotheses presented in the research model. Results: The results indicated that platform quality and engagement directly influence satisfaction. Competence, technology self-efficacy, and autonomy impact engagement. Response affects the platform quality which in turn impacts autonomy. Finally, autonomy influences technology self-efficacy. In summary, we found that engagement mediates the relationships between technological and motivational factors and satisfaction. Conclusion: This study fills a void in the literature regarding the factors contributing to students’ satisfaction with web-based assessment platforms. This paper examined how technology-related factors and students’ self-perceived thoughts and feelings impact their satisfaction with web-based assessment platforms. We discovered that the SDT factors, competence and autonomy, indirectly influence attitudinal factors. We also found that the systems’ response and quality and students’ self-efficacy are crucial factors. These results are important for practitioners all over the world especially in Pacific Asia since publishers are targeting this region."> <meta name="keywords" content="Students’ Satisfaction, Engagement, Autonomy, Competence, Quality."> <meta name="bepress_citation_journal_title" content="Pacific Asia Journal of the Association for Information Systems"> <meta name="bepress_citation_firstpage" content="4"> <meta name="bepress_citation_author" content="Merhi, Mohammad I."> <meta name="bepress_citation_author_institution" content="Indiana University South Bend, USA"> <meta name="bepress_citation_author" content="Meisami, Alex"> <meta name="bepress_citation_author_institution" content="Indiana University South Bend, USA"> <meta name="bepress_citation_title" content="The Role of Technological and Motivational Factors on Students’ Satisfaction with E-learning Assessments Platforms"> <meta name="bepress_citation_date" content="2024"> <meta name="bepress_citation_volume" content="16"> <meta 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class="inherit-title"> <a href="https://aisel.aisnet.org/pajais" title="Pacific Asia Journal of the Association for Information Systems" > Pacific Asia Journal of the Association for Information Systems </a> </h1>     <script type="text/javascript" src="/assets/floatbox/floatbox.js"></script>     <div id="sub"> <div id="alpha"><div id='title' class='element'> <h1><a href='https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1317&context=pajais'>The Role of Technological and Motivational Factors on Students’ Satisfaction with E-learning Assessments Platforms</a></h1> </div> <div class='clear'></div> <div id='authors' class='element'> <h2 class='visually-hidden'>Authors</h2> <p class="author"><a href='https://aisel.aisnet.org/do/search/?q=%28author%3A%22Mohammad%20I.%20Merhi%22%20AND%20-bp_author_id%3A%5B%2A%20TO%20%2A%5D%29%20OR%20bp_author_id%3A%28%22c1c9c5bf-8423-45e1-bf4d-520f2794c703%22%29&start=0&context=509156'><strong>Mohammad I. Merhi</strong>, <em>Indiana University South Bend, USA</em></a><a rel="nofollow" href="https://network.bepress.com/api/follow/subscribe?user=ZjJkZDc2MzVlZTExYzU3Nw%3D%3D&institution=NWQ1NzUyN2I3ZmY0OTU5NQ%3D%3D&format=html" data-follow-set="user:ZjJkZDc2MzVlZTExYzU3Nw== institution:NWQ1NzUyN2I3ZmY0OTU5NQ==" title="Follow Mohammad I. Merhi" class="btn followable">Follow</a><br /> <a href='https://aisel.aisnet.org/do/search/?q=%28author%3A%22Alex%20Meisami%22%20AND%20-bp_author_id%3A%5B%2A%20TO%20%2A%5D%29%20OR%20bp_author_id%3A%28%221e5f4957-7898-41c5-bd81-02e5312ce389%22%29&start=0&context=509156'><strong>Alex Meisami</strong>, <em>Indiana University South Bend, USA</em></a><a rel="nofollow" href="https://network.bepress.com/api/follow/subscribe?user=Mjc3YThkOGRlMjYyY2MzMQ%3D%3D&institution=NWQ1NzUyN2I3ZmY0OTU5NQ%3D%3D&format=html" data-follow-set="user:Mjc3YThkOGRlMjYyY2MzMQ== institution:NWQ1NzUyN2I3ZmY0OTU5NQ==" title="Follow Alex Meisami" class="btn followable">Follow</a><br /> </p></div> <div class='clear'></div> <div id='abstract' class='element'> <h2 class='field-heading'>Abstract</h2> <p><strong>Background:</strong> <em>This study is one of a few papers that investigates students’ satisfaction with web-based assessment platforms. We examined the intermediate role of the Self-Determination Theory (SDT) by examining the antecedents of its factors, competence and autonomy, and their indirect influence on satisfaction. Previous research examined the direct impact of competence and autonomy on attitudinal factors. We uncovered the indirect role of individual, technological, and motivational factors on students’ satisfaction with web-based assessment platforms.</em></p> <p><strong>Methods:</strong> <em>Primary data, using questionnaires, were collected from 305 students familiar with web-based assessment. PLS-SEM was used to evaluate the hypotheses presented in the research model.</em></p> <p><strong>Results:</strong> <em>The results indicated that platform quality and engagement directly influence satisfaction. Competence, technology self-efficacy, and autonomy impact engagement. Response affects the platform quality which in turn impacts autonomy. Finally, autonomy influences technology self-efficacy. In summary, we found that engagement mediates the relationships between technological and motivational factors and satisfaction. </em></p> <p><strong>Conclusion: </strong><em>This study fills a void in the literature regarding the factors contributing to students’ satisfaction with web-based assessment platforms. This paper examined how technology-related factors and students’ self-perceived thoughts and feelings impact their satisfaction with web-based assessment platforms. We discovered that the SDT factors, competence and autonomy, indirectly influence attitudinal factors. We also found that the systems’ response and quality and students’ self-efficacy are crucial factors. These results are important for practitioners all over the world especially in Pacific Asia since publishers are targeting this region</em>.<em></em></p> </div> <div class='clear'></div> <div id='recommended_citation' class='element'> <h2 class='field-heading'>Recommended Citation</h2>  <p class="citation"> Merhi, Mohammad I. and Meisami, Alex (2024) "The Role of Technological and Motivational Factors on Students’ Satisfaction with E-learning Assessments Platforms," <em>Pacific Asia Journal of the Association for Information Systems</em>: Vol. 16: Iss. 3, Article 4. <br> DOI: 10.17705/1pais.16304 <br> Available at: https://aisel.aisnet.org/pajais/vol16/iss3/4</p> </div> <div class='clear'></div> <div id='doi' class='element'> <h2 class='field-heading'>DOI</h2> <p>10.17705/1pais.16304</p> </div> <div class='clear'></div> </div> </div> <div id='beta_7-3'>     <div class="aside download-button"> <a id="pdf" class="btn" 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