Rethinking computer-based examinations in higher education: psychological, technical, and pedagogical challenges from students’ learning experience and future directions

Abstract

The swift adoption of computer-based examinations (CBEs) in higher education has revolutionized assessment methods; nonetheless, there is a lack of thorough research investigating the psychological, technical, and pedagogical experiences of students using these systems. This research explores the various challenges associated with CBEs at Yarmouk University and assesses their influence on students’ learning experiences.
A cross-sectional quantitative survey was conducted among 545 undergraduate students from various academic fields during the first semester of the 2025–2026 academic year. Both descriptive and inferential analyses were performed to evaluate students’ perceptions. Research shows a moderate level of acceptance for CBEs, but notable worries remain. The main source of stress was found to be technical reliability, often overshadowing worries about educational content. The one-way navigation aspect was recognized as a significant obstacle, which restricted students’ ability to review answers and added to cognitive strain and hasty decision-making. Furthermore, a significant gap in feedback was noted, as students mostly viewed the system as a tool for grading rather than a resource for ongoing learning. The research finds that successful digital assessment necessitates not just operational effectiveness but also adaptable design, alignment with pedagogical goals, and valuable feedback systems. Practical implications involve rethinking navigation elements, improving technical support, and offering focused training for faculty.