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University Digital Educational Environment Assessment Scale (AUDEE-Tch)

University Digital Educational Environment Assessment Scale (AUDEE-Tch) Test

Understand how instructors experience the university’s digital learning environment in about 7 minutes. Get a clear snapshot from 38 questions to pinpoint strengths, pain points, and support needs.

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Questions: 387 minutes

Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.

08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

10,565 views

1,329 completions

1,148 likes

Verified by Daniel Hall

Psychologist with 25 years of experience

Scale Explorer

How the Scales are Structured

example score

6/9

Accessibility (A)

Measures how accessible and easy to use the university’s digital learning environment feels for an instructor.

Low accessibility

Moderate accessibility

High accessibility

0 – 3: Low accessibility | 4 – 6: Moderate accessibility | 7 – 9: High accessibility

A score of 6 indicates moderate perceived accessibility, suggesting the environment is generally usable but may still present some friction or barriers in everyday teaching tasks.

example score

5/9

Dishonest Strategies (DS)

Assesses the tendency to use dishonest strategies when working in the university’s digital educational environment.

Low tendency

Moderate tendency

High tendency

0 – 3: Low tendency | 4 – 6: Moderate tendency | 7 – 9: High tendency

A score of 5 falls in the Moderate tendency range, suggesting some inclination toward dishonest strategies and moderate dissatisfaction with aspects of the digital environment.

example score

4/9

Need for Support in Teaching Activities (NfSiTA)

Measures how strongly an instructor feels they need additional support to teach effectively in the university’s digital learning environment.

Low need for support

Moderate need for support

High need for support

0 – 3: Low need for support | 4 – 6: Moderate need for support | 7 – 9: High need for support

A score of 4 indicates a moderate need for support, suggesting some dissatisfaction or challenges when using the digital environment for teaching.

example score

7/9

Stress During Instruction (SDI)

Measures the level of stress tension an instructor experiences while teaching in the university’s digital educational environment.

Low tension

Moderate tension

High tension

0 – 3: Low tension | 4 – 6: Moderate tension | 7 – 9: High tension

A score of 7 falls in the High tension range, indicating elevated stress tension while teaching in the digital educational environment.

example score

5/9

Interaction Satisfaction and Motivation (ISaM)

Measures the teacher’s satisfaction with communicative interaction and motivation for learning in the digital educational environment.

Low

Moderate

High

0 – 3: Low | 4 – 6: Moderate | 7 – 9: High

A score of 5 indicates a moderate level of satisfaction with interaction and a generally adequate, but not strongly positive, motivation to engage in the digital educational environment.

example score

3/9

Satisfaction With the Learning Process (SWtLP)

Measures the teacher’s satisfaction with the educational process and the perceived practical benefits of the digital learning environment.

Low satisfaction

Moderate satisfaction

High satisfaction

0 – 3: Low satisfaction | 4 – 6: Moderate satisfaction | 7 – 9: High satisfaction

A score of 3 indicates low satisfaction, suggesting the digital environment is currently seen as offering limited practical benefit for supporting the learning process.

example score

5/9

Digital Educational Environment Assessment (DEEA)

Measures an instructor’s overall satisfaction with and acceptance of the university’s digital educational environment.

Low acceptance

Moderate acceptance

High acceptance

0 – 3: Low acceptance | 4 – 6: Moderate acceptance | 7 – 9: High acceptance

A score of 5 indicates a moderate level of satisfaction and acceptance of the digital educational environment, with some aspects working well and others needing improvement.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Faculty and lecturers

46%OF USERS

Instructors take it to rate how usable, supportive, and effective the university’s digital environment is for day-to-day teaching.

Newly hired instructors

32%OF USERS

New staff use it to quickly capture first impressions, pain points, and training needs when starting to teach digitally.

Course coordinators and leads

22%OF USERS

Teaching leaders take it to spot patterns across courses and prioritize improvements that help instructors work more smoothly.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

Scale Results
— Explained Clearly

Your scores across each test scale are translated into plain, usable insights. You won’t just get numbers — you’ll learn how your results impact your daily life, emotional state, and overall well-being.

AI-Powered
Interpretation

You’ll receive a structured, clinically-grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation, without exaggerated language.

Statistical
Comparison

See how your results compare to others. Anonymized platform data is used to create a percentile scale, which identifies whether your results are typical.

Practical
Recommendations

You’ll receive clear, actionable guidance tailored to your profile. These easy-to-implement suggestions focus on coping, self-regulation, and realistic next steps.

AI-Powered
Insights

Get insights on behavioral and thought patterns you might not notice on your own. By uncovering subtle connections between your responses, you’ll better understand what may be driving your current results.

Discuss with
an AI Therapist

Clarify, reflect, and explore your results right away. Talk through your experience, ask questions, and explore meanings in a calm, non-diagnostic dialogue.

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Used in 52+ countries

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Accessibility (A)

Average

3.9

Normal range

2.8 — 5

min.

max.

Majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Dishonest Strategies (DS)

Average

4.5

Normal range

3.1 — 5.9

min.

max.

Majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

The Need for Support in Detention Centers (TNfSiDC)

Average

5.7

Normal range

4.1 — 7.2

min.

max.

Majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Stress Tension in Learning (STiL)

Average

4.5

Normal range

3.3 — 5.7

min.

max.

Majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Satisfaction with interaction and motivation (Swiam)

Average

6.1

Normal range

4.7 — 7.6

min.

max.

Majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Satisfied with the learning process (Swtlp)

Average

4.3

Normal range

2.8 — 5.8

min.

max.

Majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

COS Rating Scale (CRS)

Average

6.7

Normal range

5.3 — 8.1

min.

max.

Majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

What does this assessment measure?

It measures how instructors rate the usability and effectiveness of the university’s digital educational environment. Items cover usability, functionality, available support, and perceived impact on teaching and learning.

Who should complete the assessment?

It is intended for instructors who use the university’s digital platforms for teaching-related tasks. Respondents should base answers on their recent, typical experience.

How long does it take to complete and how many items are included?

Completion typically takes about 7 minutes. The assessment includes 38 items.

How should items be answered?

Select the response option that best matches the current experience with the digital educational environment. Answer all items and avoid leaving blanks when possible.

How are results used?

Scores summarize areas of strength and difficulty as reported by instructors. Results can guide platform improvements and support planning.

WHAT THE TEST MEASURES

About This Assessment

University COS Assessment Scale, AUDEE-Tch Test

University Digital Educational Environment Assessment Scale (AUDEE-Tch) Test - Symptoms and Signs

pedagogy

This instrument is designed to capture instructors’ perceptions of a university’s digital educational environment. The University Digital Educational Environment Assessment Scale (AUDEE-Tch) provides a structured way to evaluate how usable, supportive, and instructionally facilitative institutional digital platforms are from the faculty perspective.

The measure includes 38 items and typically requires about 7 minutes to complete. Items survey common domains of interaction with digital systems, such as perceived interface usability, functional adequacy, availability of support, and the extent to which the environment enables effective teaching and learning processes.

Results from the University Digital Educational Environment Assessment Scale (AUDEE-Tch) can be used to identify perceived strengths and implementation gaps in the digital environment, inform quality improvement efforts, and monitor change over time following platform updates or support interventions. The scale is attributed to T. Anderson, D. R. Garrison, and W. Archer.

Author: D. R. Garrison, T. Anderson, W. Archer

Literature: Davis, F. D. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly. 1989.

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