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.

本研究研究了学生在高等教育环境中对学术成果评估中的强制性技术干预的应对过程。混合方法用于研究246名研究生的电子平板电脑考试使用后行为，并检查了他们的最终用户满意度。这是一项基于用户适应应对模型（CMUA）的实证研究。研究对象包括研究生，他们接触了创新的数字设备以编写描述性考试，以代替传统的纸笔考试。使用SPSS和Nvivo分析数据。结果表明，以问题为中心的应对对最终用户的满意度有很大影响，相反，以情绪为中心的应对在学生中微不足道。这项研究提供了对那些希望通过学术成果评估中的类似干预措施前进的机构的见解。该研究为有关技术压力，应对策略和最终用户对ICT的满意度的文献做出了贡献。