<![CDATA[The rapid expansion of digital education has driven the adoption of gamified assessment platforms to enhance student engagement and participation. This study evaluates students' acceptance of Zep Quiz as a digital assessment tool by applying the Technology Acceptance Model (TAM). Utilizing a quantitative, cross-sectional design, data were gathered from a purposive sample of 9 digital business students who are village administrative officer using a structured 15-item questionnaire. Instrument quality was confirmed via validity (r > 0.666) and reliability (α = 0.945) tests. Multiple and curve-estimation regression analyses were employed to evaluate the structural hypotheses. The results indicate that both Perceived Usefulness (p = 0.041) and Perceived Ease of Use (p = 0.044) exert positive and significant effects on Behavioral Intention, explaining 47.2% and 46.3% of the variance, respectively. However, Perceived Ease of Use did not significantly influence Perceived Usefulness (p = 0.934). These findings show that while ease of use and usefulness independently drive students to adopt a platform, adult learners judge instructional value separately from platform simplicity.]]>
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