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This study investigates how ABCD technologies can improve learning assessments in higher education. The objective is to research how students perceive things, plan their behavior, and how ABCD technologies affect individual learning, academic integrity, co-learning, and trust in the assessment. Through a quantitative research design, survey responses were gathered from university students, and statistical tests, such as correlation and regression, were used to establish relationships between Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Behavioral Intention (BI) towards ABCD adoption. The results showed that there was no significant relationship between PU, PEU, and BI, which suggests that students' attitudes, institutional policies, faculty support, and infrastructure matter more in adoption than institutional policies, faculty support, and infrastructure. While students recognize ABCD's efficiency and security benefits, fairness, ease of use, and engagement issues limit their adoption of these technologies. The research adds to Technology Acceptance Model (TAM) and Constructivist Learning Theory (CLT) by emphasizing external drivers of technology adoption. The limitations are based on self-reported data and one institutional sample. It is suggested that universities invest in faculty development, infrastructure, and policy-making to facilitate effective and ethical use of ABCD technologies in higher education.