Computer-based testing in higher education: a phenomenology investigation into undergraduate students’ perspectives through the technology acceptance model

The findings have two key implications. First, universities should implement structured digital literacy training to ensure all students can navigate CBT effectively, reducing anxiety and improving confidence. Second, assessment policies should be refined to enhance fairness by incorporating diverse question formats and addressing inconsistencies in difficulty levels. We argue that addressing these concerns will improve student trust and engagement with CBT. Finally, we proposed a framework for AI-assisted qualitative data analysis as a contribution to the literature, among others.