The rapid digitization in the educational sector has significantly transformed the teaching, learning, and online assessment practices across the globe. With the rise of technological innovation, such as Artificial Intelligence (AI)-based proctoring systems, mainly designed to frame academic integrity during online examinations. The objectives of the present study are to examine the behavioural intentions of key stakeholders across three different groups, including parents, teachers, and students, towards the adoption of AI-based proctoring systems. The study employs a quantitative approach with 464 participants per stakeholder group. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to validate the proposed model and analyze the stakeholder-specific perspectives. The findings of the study highlight that perceived ease of use is a consistent and important factor across all stakeholder groups. Trust and reliability were critical parameters for students and parents, while privacy and fairness emerged as a significant concern exclusively among students. Furthermore, the study's outcome shows that teachers didn't find the AI-based proctoring tools pedagogically useful. Future directions of the study highlights the importance of prioritizing user feedback, promoting transparency in data handling practices, and conducting regular audits to maintain algorithmic fairness and uphold the ethical use of AI-based proctoring systems.
Malhotra et al. (Thu,) studied this question.