Barriers to the Adoption of Technology in Learning and Assessment of Undergraduate Architecture Students

Abstract

The current study examines the barriers to the adoption of technology in learning and assessment of architectural courses in an architectural programme approved by the Council of Architecture, India. This research identifies and validates five barriers namely technological barriers, interaction barriers, evaluation constraints, time risks, and psychological barriers. Data was collected through a self-administered and structured questionnaire targeting 311 students pursuing an undergraduate programme in reputable architecture schools of two popular private universities in north India. CFA (Confirmatory Factor Analysis) was applied to calculate validity and composite reliability. To examine the hypothesized relationships, path analysis was carried out using Structural Equation Modelling (SEM). The findings of the paper revealed that the time risk emerged as the strongest barrier followed by the interaction and technology risk respectively. In contrast, evaluation risk had the least influence on the intention to adopt online teaching and assessment and surprisingly, psychological risk had insignificant relationship. This research aims to understand hindrance factors in the adoption and assessment of online learning in the wake of COVID-19. It provides valuable insights for architecture schools to overcome these barriers and adopt online teaching learning effectively.