Achievement Emotions in Paper-Based Exams vs. Computer-Based Exams: The Case of a Private Saudi University

Reem AlSufayan, Dina Abdel Salam El-Dakhs

Source Title: International Journal of Online Pedagogy and Course Design (IJOPCD)13(1)

ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781668479728|DOI: 10.4018/IJOPCD.322084

MLA

AlSufayan, Reem, and Dina Abdel Salam El-Dakhs. "Achievement Emotions in Paper-Based Exams vs. Computer-Based Exams: The Case of a Private Saudi University." IJOPCD vol.13, no.1 2023: pp.1-21. https://doi.org/10.4018/IJOPCD.322084

APA

AlSufayan, R. & El-Dakhs, D. A. (2023). Achievement Emotions in Paper-Based Exams vs. Computer-Based Exams: The Case of a Private Saudi University. International Journal of Online Pedagogy and Course Design (IJOPCD), 13(1), 1-21. https://doi.org/10.4018/IJOPCD.322084

Chicago

AlSufayan, Reem, and Dina Abdel Salam El-Dakhs. "Achievement Emotions in Paper-Based Exams vs. Computer-Based Exams: The Case of a Private Saudi University," International Journal of Online Pedagogy and Course Design (IJOPCD) 13, no.1: 1-21. https://doi.org/10.4018/IJOPCD.322084

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Abstract

This study investigates the emotional experiences of undergraduate students when taking computer-based compared to traditional paper-based exams. The authors surveyed 144 students and conducted in-depth written interviews with 44 of them to gain a comprehensive understanding of their emotions and experiences. The findings revealed that students generally feel more positive emotions, such as enjoyment, hope, and pride during computer-based exams. Conversely, they experienced less anger, anxiety, and hopelessness compared to paper-based exams. However, they observed no significant differences in feelings of relief and shame between the two exam modes. The interview responses provided valuable insights into the reasons behind these emotions. Students found computer-based testing to be more efficient, user-friendly for language editing, and appreciated the auto-grading features. However, technical concerns were identified as a major challenge in this format. On the other hand, paper-based exams allowed students to avoid technical problems, draft their answers, and express ideas more effectively. Despite these advantages, students reported disliking the lengthiness of the written responses, the difficulty of editing, and the pressure of maintaining legible handwriting. Overall, this study sheds light on the emotional experiences of students in different exam formats, helping educators make informed decisions to optimize testing environments.