Determinants of Artificial Intelligence Adoption in Authentic Online Assessments: Lessons from Malaysia for ASEAN Open and Distance Learning

This study investigates the adoption of artificial intelligence in authentic online assessments among academics in open and distance learning higher education institutions, with particular relevance to the ASEAN region. The integration of artificial intelligence has the potential to transform assessment practices by improving accuracy, enabling personalised feedback, and strengthening the quality of large-scale teaching and learning. Guided by the Theory of Planned Behaviour, the study examined the relationships between attitude and subjective norms, with intention acting as mediator of adoption. A structured survey was distributed to 420 academics, producing 299 valid responses. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that subjective norms exerted a strong positive influence on both intention and adoption, while attitude showed a moderate effect on intention. Intention was confirmed as a significant mediator between psychological and social factors and adoption. These results emphasise the importance of institutional culture, professional collaboration, and peer influence in shaping readiness for technology use in open and distance learning, particularly in large-scale assessment environments. The study suggests that professional development, policy support, and educator engagement are critical to promoting wider adoption of artificial intelligence in authentic online assessments. By positioning artificial intelligence as a driver of innovation, this research contributes to the body of knowledge on technology-enhanced learning and offers practical implications for strengthening the assessment practices across ASEAN open and distance learning institutions.

DOI: https://doi.org/10.64233/SGKA1046