Student diversity and e‐exam acceptance in higher education

Background The use of e-exams in higher education is increasing. However, the role student diversity acceptance an under-researched topic. In current study, we considered terms three sociodemographic characteristics (age, gender, and second language) dispositional (computer anxiety, test technology openness). Objectives main objective this study was to investigate relationship between e-exams. Methods Our research combined cross-sectional analyses (N = 1639) with data from a natural experiment on introduction versus established paper-pencil exams 626) used both self-report institutional data. Sociodemographic were indirectly related pre-exam via expectancy variables Technology Acceptance Model framework. Results Conclusions Comparisons post-exam showed that practical experience e-exam led significant increase acceptance, students low openness toward particularly benefited effect. Students' exam performance (i.e., grades) unrelated format or their format, true across students' characteristics. Takeaway Student plays but its influence mitigated by first-hand implications for institutions aiming implement are discussed.