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The electronic assessment, or e-assessment, is one of the most important topics to address, especially considering the transformations that higher education is undergoing in the digital age. In this study, we examine the effect of e-assessment on students’ cognitive engagement. By employing a quantitative approach, we conducted a survey using questionnaires to gather data from 41 students in the Faculty of Arts and Humanities at Hassan II University in Casablanca and 105 students’ teachers from the El Jadida regional center for education and training. The main aim of this study is to demonstrate the influence of e-assessment on students’ cognitive engagement. The participants were divided into two groups: the first group included 41 students from the Faculty of Arts and Humanities, with 20 students participating in the traditional paper-based assessment and 21 students undergoing e-assessment through the Kahoot platform. The second group comprises 105 trainee teacher students from the regional center for education and training professions in El Jadida, with 65 students undergoing paper assessment and 40 students undergoing e-assessments. Our questionnaire assessed the impact of e-assessment on participants’ cognitive engagement. The Cronbach’s alpha value was 0.959 for the first group and 0.982 for the second group. According to the results of the study, e-assessment influences cognitive engagement. However, students subjected to traditional paper-based evaluations show less commitment and involvement in courses.
Laaziz et al. (Tue,) studied this question.
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