Behaviour and Information Technology (Behav Inform Tech)
Information technology is more than just traditional computers: it includes telecommunications, office systems, industrial automation, robotics and even consumer products. Behaviour and Information Technology (BIT) deals with the human aspects of this technology and reports original research and development on the design, use and impact of information technology in all its forms. Its strictly refereed papers come from a variety of disciplines, including psychology, cognitive science, computer science, ergonomics, sociology, management education and training. BIT attracts a wide, international readership, from researchers and system designers to personnel specialists and planners. The current impact factor is 0.338. Members of the Ergonomics Society, BCS HCI Group, and the ACM SIGCHI are eligible for a privileged discount rate.
Journal Impact: 2.08*
Journal impact history
|2016 Journal impact||Available summer 2017|
|2015 Journal impact||2.08|
|2014 Journal impact||2.08|
|2013 Journal impact||1.23|
|2012 Journal impact||0.84|
|2002 Journal impact||0.71|
|2001 Journal impact||1.37|
|2000 Journal impact||0.91|
Journal impact over time
|Website||Behaviour & Information Technology website|
|Other titles||Behaviour & information technology (Online), Behaviour and information technology, Behavior and information technology|
|Material type||Document, Periodical, Internet resource|
|Document type||Internet Resource, Computer File, Journal / Magazine / Newspaper|
Publications in this journal
- [Show abstract] [Hide abstract] ABSTRACT: Digital technologies offer tremendous opportunities to develop flexible and personalised e-learning environments which are capable of delivering high-quality services. The success of these e-learning environments is linked to their ability to elicit subjective experiences of presence, through which e-learners feel individually ‘placed’ within a true, humanised education environment. We built an integrated model that situates cognitive processes (the e-learner’s perceived control, focused attention, mental imagery) and emotion at the core of presence formation, and considers the moderating role of gender. We tested the model with a large sample of students at a personalised e-learning environment. The results indicate that cognitive and emotional processes, all unleashed by external stimuli coming from the personalised e-learning environment, activate presence and that gender has a crucial moderating role for emotion-presence predictions.
- [Show abstract] [Hide abstract] ABSTRACT: This work seeks to identify key features and characteristics for the design of icons that can support the tasks of information seekers in academic document triage interfaces. Such icons are meant to act as visual links to the specific elements or sections in an academic document. We suggest that icons in triage interfaces are better able to communicate information, provide feedback and enable faster user interactions than text, particularly in mobile-based interfaces. Through investigation of visualisation and perception processes, we are able to propose five primary icon categories, the two most dominant being iconic and symbolic: iconic representations mostly apply to graphically and spatially distinct document elements (i.e. Title, Abstract, Tables and Figures), externalising the elements’ surface propositions. Symbolic representations are largely associated with elements of greater semantic value (Introduction, Conclusion, Full text and Author), drawing upon the elements’ deep propositions.
- [Show abstract] [Hide abstract] ABSTRACT: The almost unlimited access to educational information plethora came with a drawback: finding meaningful material is not a straightforward task anymore. Recommender algorithms can be used to make smart decisions in complex information systems and help the users decide upon useful materials; therefore, they become a promising area in academia and industry. The current paper presents a survey on educational recommender systems (RS): a set of analysis criteria are exposed and the technological specifications and challenges of each analysed system are provided, in the context of the main trends in the development of RS. Also, an ontology-based educational recommendation mechanism is proposed and its application to lifelong learning is highlighted, proving that RS can successfully support new learning paradigms.
- [Show abstract] [Hide abstract] ABSTRACT: With the maturity of the social network service (SNS) market, the increasing sophistication of its customer or user base, and the growing intensity of competition, SNS success has now become a pressing issue. Understanding the antecedents of continuance intention is the first step to assure the success of an SNS. This study proposed a model to examine the key drivers of users’ intention to continue using SNSs from negative standpoints. The developed research model was empirically validated using the responses from a field survey of 236 Asian undergraduates. The results revealed that normative pressure and fatigue are the main determinants of the users’ intention to continue using SNSs. Moreover, the findings showed that satisfaction is a major determinant of fatigue, whereas negative critical incidents are crucial predictors of satisfaction. The negative critical incidents experienced when undergraduates use services include rumour dissemination, advertising interference, and low ease of use. The implications of the present findings for research and managerial practice were analysed and discussed.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.