Assessment of Educational Technology

Assessment studies have long been prominent in all aspects of educational psychology. Its emphases have covered but have not been limited to improvement in the quality of teaching, learning, research, and the pursuit of research productivity. Contemporary psychologists have conducted numerous assessment investigations that apply computer-based analytical tools such as structural equation modeling, hierarchical linear modeling, the Rasch model, partial least squares, item response theory, Generative AI, and computerized adaptive testing. However, despite a decade of practice, assessment studies have rarely taken place in the arena of educational technology as an effective resource for education. As such, we anticipate that applying these analytical tools in this arena would result in meaningful measurements that could potentially be generalized and used in other situations. Thus, the series Assessment of Educational Technology (AET) offers an interdisciplinary and problem-centered approach to assessment of educational technology to improve the quality of technological measurements in teaching, learning and research in the age of Generative AI. The Assessment of Educational Technology series proposes two types of approaches: the theoretical approach and the methodological approach. The theoretical approach is to develop the theory or model where the research ideas will be logically integrated within a framework. The methodological approach is to validate the theory or model to confirm whether the ideas have been appropriately and logically incorporated within a structure that can provide expected outcomes. Applying theoretical and methodological approaches, in relation to this domain, three models, namely, the Technology Adoption and Gratification (TAG) Model, the Technology Satisfaction Model (TSM) and the Online Database Adoption and Satisfaction (ODAS) Model, have been developed and validated. These models have been frequently applied by researchers around the world.