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Enhancing the Acceptance of Computers by Housewives
Abstract
Our purpose is to develop a learning environment that helps housewives improve their computer skills and thus become more comfortable with using them. We interviewed 30 housewives, asked how they used computers, and how they felt about computers. We found that some excessively relied on their husbands, and could not use the computers by themselves. We also discovered that many were burdened by feelings of computer anxiety in daily use.
... Based on the study findings, we found that the women's computer attitudes were influenced by their computer training, including reducing anxiety and their perceptions of usefulness, and increasing liking. In the discussion of changing women's computer attitudes, some researchers (e.g., Hilbert, 2011; Nakatani & Miyamoto, 2006) argue that working women have better attitudes, but this was not supported in the current study. The factors that influenced the attitudes of our participants were age, education level, nationality, and PC ownership. ...
In the "Digital Divide" research, adult women have generally been found to be the weakest group when compared with others. There is thus a need to provide this particular group with computer literacy training, and to give them opportunities to learn about using computers. In such training, women not only need to learn computer skills, but also a positive attitude. This study gathered qualitative and quantitative data from 175 women who attended computer literacy training, to analyze their attitudes towards computers and to identify differences in their attitudes. The data were collected from questionnaires, interviews and class observations. It was found that only women with lower educational levels had feelings of high anxiety prior to the training. However, other characteristics influenced their attitudes during the training, including age, education, nationality, and PC ownership. Factors influencing the differences in their attitudes were the difficulties of data input, physiological limitations, cultural differences, computer access and learning opportunities. Suggestions for future computer training programs for adult women are proposed.
One of the most sweeping changes ever in the ecology of human cognition may be taking place today. People are beginning to learn and use very powerful and sophisticated information processing technology as a matter of daily life. From the perspective of human history, this could be a transitional point dividing a period when machines merely helped us do things from a period when machines will seriously help us think about things. But if this is so, we are indeed still very much within the transition. For most people, computers have more possibility than they have real practical utility.
The present study was an attempt to investigate the computer attitudes for education and the computer anxiety of in-service teachers and their correlates. Two scales, Computer Anxiety Scale (CAS) and Computer Attitude for Education Scale (CAES), were developed and administered to 675 in-service teachers. By factor analysis, CAS was divided into two subscales named “personal level anxiety” and “social level anxiety”, and CAES was also divided into three subscales as “human factors of education”,“literacy education”,“improvement of educational method and individualization”. The correlations between “social level anxiety” and three subscales of CAES were higher than the correlations between “personal level anxiety” and these subscales. The results of analysis by Quantification theory Type I were as follows: Gender and factors related to computer experiences were significant predictors of every subscale of CAS and CAES; Age was related to “personal level anxiety” but not to “social level anxiety”; Administrators were found to be more positive than teachers only in the CAES cases; There were differences between types of schools in several subscales of both CAS and CAES, though.
The purpose of this study was to analyze decision-making process in help-seeking behavior with the information monitoring method. Four simulated situations were prepared in which help became necessary. Eight categories of further situational information were explained, and 67 subjects were asked to indicate which categories of information they would like to see before actually seeking others' help in each of the four situations. The number and categories of information requested, together with their order, were recorded. Also, questions were asked concerning the difficulty, hesitation, and confidence they had felt during the task, and ratings were made regarding how adequate the eight information categories and how real the four situations were. Results suggested that (1) only two steps were taken before a help-seeking decision was made in every situation, and (2) it was made in a fairly fixed pattern in term of the help's possible cost and probable attributions of why it became necessary.
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