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The current study examines students’ coping process of a forced technological intervention in academic outcome assessment in a higher education setting. A mixed-method approach was used to study 246 post-graduate students’ post-usage behaviour of electronic tablet-PC exams and examined their end-user satisfaction. This is an empirical study grounded in the Coping Model of User Adaptation (CMUA). Respondents of the study comprise of post-graduate students, who were exposed to an innovative digital device for writing descriptive exams as a substitute to the conventional paper-mode exam. Data were analyzed using SPSS and Nvivo. Findings indicate that problem-focused coping has a significant influence on end-user satisfaction, and on the contrary emotion-focused coping is insignificant among the students. The study offers insights into those institutions, which are aspiring to advance with similar interventions in academic outcome assessment. The study contributes to the literature on technostress, coping strategy, and end-user satisfaction of ICT.

End-user satisfaction of technology-enabled assessment in higher education: A coping theory perspective