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Gender, Computer-Assisted Learning, and Anxiety: With a Little Help from a Friend
Abstract
This study examined the effects of learning group gender composition and the use of nonverbal communication by a computer on performance and motivation following a computer-assisted biology lesson. The results showed that before the lesson began, group gender composition influenced self-reports of experience and knowledge about computers and also how subjects arranged their computer desktop. During the lesson, when a computer image of a human face was present on the screen, girls who reported low anxiety performed better and were more motivated to use the program relative to girls who reported high anxiety. In contrast, boys who reported high anxiety performed better and were more motivated to use the program when the tutor was present on the screen relative to boys who reported low anxiety. The implications of these findings for classroom gender organization and for using gender-appropriate educational software are discussed.
... The study found that the female students in the virtual learning reported to use social strategies more frequently than the female learners in the traditional classroom. This finding contradicts to some studies stating that female learners were reluctant to explore and interact in the computer-assisted learning (Cooper & Stone, 1996). As Oxford and Nyiko (1989) suggested, female learners tend to be reflective learners who consider issues from different angles before responding, and they are devoted to answer without mistakes. ...
... In addition, because of the small size of male participants the comparisons between male and female students could not be tested statistically. However, some studies stating that female learners were reluctant to explore and interact in the computer-assisted learning (Cooper & Stone, 1996), which partly contradicts to what was observed among the females students in this study. The inconsistent findings about gender issues in online learning context need to be further examined, and other possible reasons might be considered such as the design of online tasks, the type of technology device or individual difference in technology experiences. ...
Recently, research on computer-assisted language learning has been growing. However, little research is conducted to explore the strategic social interactions of students who learn English as a foreign language (EFL) in a virtual world. The purpose of the study was to investigate how 52 EFL college students engaged and interacted socially in virtual and real spaces. This paper endeavors to address the issue from the theory of language learning strategies. The results reveal that the learners engaged more in a virtual learning environment compared to those in a real English communication class. Moreover, the avatar-embodied virtual world elicited more strategic social interactions for the female EFL students than the ones in a real space, which gave rise to active use of English for communication.
... (Cooper& Stone 1996;Cooper & Weaver 2003, 60-62) Boys in particular had a tendency to claim access to adult games like Grand Theft Auto, Call of Duty, Halo, Stick of Truth, Infamous, Assassin's Creed, or Injustice, and to list them as their favorite titles (fully 1/3 of 9-11 year old boys' titles were mature +18 games). However, upon closer inspection, discrepancies between their available hardware and game titles often gave them away. ...
This dissertation focuses on gender, design and technology through the artifact of video games — technology products of masculine engineering culture, and the gendered link between those that make video games (Production) and those that play them (Reception). My research examines a sector of the video game industry devoted to pre-adolescent girls, which 20 years ago was the site of feminist entrepreneurship hoping to remedy the gender imbalance in ICT (Information and Communication Technology). While parity has been achieved in media consumption, technological production firmly remains a masculine pursuit. This three-phase constructivist study begins with the personality preferences (MBTI) and sex-role orientation (BSRI) of women in game development, highlighting their exceptional resilience to gender stereotypes, and concludes with an ethnographic study of children playing independent, gender-neutral video games at an afterschool program in Paris. Using pragmatic semiotic epistemology, this dissertation argues that the belief-habits of negative gender and technology stereotypes are the principal roadblock to gender diversity in ICT – limiting the number of women willing to transgress gender norms into masculine professions and creating a self-fulfilling prophecy through parents’ gender-socialization that reifies the belief in masculine technological passion and skill while developing unequal gendered technological access and encouragement. The dissertation concludes with strategies for gender-neutralizing technology, including design heuristics for gender neutrality in children’s digital experiences.
... The research was done to examined the Internet search information behavior among students from different level of academic background and the result shows that female students is lack on self-confidence as they felt lacking of skill to deal with search engine by describing it as difficult and it is supported by Shashaani and Khalili (2001). Female learner are less likely to engage with technology devices as they underestimate their abilities compared to male learner as they repeatedly overestimate their abilities to use technology (Bannert & Arbinger, 1996;Copper & Stone, 1996). ...
Many researchers have attempted to study the efficiency of e-learning and blended learning concepts on teaching and learning processes. One of the most recent developments in technology enhanced method in teaching and learning is a method called flipped learning. It is an approach where the traditional one-way lecture is flipped to make room for active learning opportunities where educators shift learning into the individual learning space facilitated by technology. This study attempts to implement flipped learning approach in the effort to enhance communication and critical thinking skills among accounting students in Tunku Puteri Intan Safinaz School of Accounting (TISSA) in Universiti Utara Malaysia. The study involved 49 students from BKAL1013 Business Accounting Group O class from the first semester of 2016/2017. The objective of this study is to examine how the use of flipped learning can help to improve communication and critical thinking skills in problem solving among students taking the accounting subject. From this study, the results showed that students’ communication and critical thinking skill has developed with the use of flipped learning. Sufficient time however, is needed for students to understand the content from the lectures given in the form of a video used as the media in this project used as an e-learning platform in this project, as well as the ‘catchy’ contents should be created to enhance interest from the students to watch the video
... The research was done to examined the Internet search information behavior among students from different level of academic background and the result shows that female students is lack on self-confidence as they felt lacking of skill to deal with search engine by describing it as difficult and it is supported by Shashaani and Khalili (2001). Female learner are less likely to engage with technology devices as they underestimate their abilities compared to male learner as they repeatedly overestimate their abilities to use technology (Bannert & Arbinger, 1996;Copper & Stone, 1996). ...
This study explores and analyses the accounting students’ perception in seeking additional professional accounting qualification besides their accounting degree qualification. A survey analysis conducted on 52 accounting undergraduates in third year with two main questions. The first question is “why the students are seeking additional accounting professional qualification besides their degree qualification” and the second question is “why these students choose one particular accounting professional body
besides others professional bodies ”. The results for the first question mostly the respondents’ report that the requirement of additional accounting professional qualifications is for employment advantage. For the second question, the respondents’ preference is for Association of Chartered Certified Accountants (ACCA) qualification due to its brand image, global recognition and better career opportunity. These
results collected from undergraduates learning perception point of view indicates that the additional international professional accounting qualification becomes a necessity for some undergraduates for career opportunities and advancement. The accountancy degree from public institutions emphasizes on effective teaching and learning, practices students - centered learning and case base learning to groom the undergraduates with strong foundations in academic knowledge and generic skills as strategy to create
work - ready graduates. The findings of this study is important for further development of public institutions to achieve academic excellence that close the gap between the degree qualification from public institutions and professional qualification from other professional bodies.
... The research was done to examined the Internet search information behavior among students from different level of academic background and the result shows that female students is lack on self-confidence as they felt lacking of skill to deal with search engine by describing it as difficult and it is supported by Shashaani and Khalili (2001). Female learner are less likely to engage with technology devices as they underestimate their abilities compared to male learner as they repeatedly overestimate their abilities to use technology (Bannert & Arbinger, 1996;Copper & Stone, 1996). ...
In the development of effective pedagogy in English language classrooms, little attention is
given to pronunciation teaching and learning, especially in higher education settings in Malaysia. This
paper attempts to explore this issue by investigating the pronunciation of Chinese learners of English
after receiving an explicit instruction in English phonetics. The subjects were undergraduate Chinese
students of Universiti Utara Malaysia (UUM) who were grouped according to their countries of origin,
i.e., Malaysia and China. 20 participants were recruited for this study and these participants had two
distinct learning backgrounds: [1] English as a second language (ESL) for the Chinese participants from
Malaysia; and [2] English as a foreign language (EFL) for the Chinese participants from China. The
target phones were voiceless dental fricatives /θ/ and rhotics /r/ that are known to be problematic for both
groups of Chinese speakers learning English. The participants’ production of the target phones was
measured in a pre-test and post test design using a word-list reading task and technology-enhanced
materials, i.e., computer-assisted language learning (CALL). The findings revealed that explicit phonetic
instruction facilitated effectively in speech learning improvement. This empirical data will be seen as a
contribution to SOTL research in pronunciation teaching and learning.
... It found that female are less likely linked to information seeking behavior because they are lack of self-confidence and felt less skilled to deal with the search engine when the described system as "too complicated". The result obtained as male participant dominating the outcome for information seeking are supported as male students tend to overestimate and female students are likely to underestimate their own abilities (Bannert&Arbinger, 1996;Copper & Stone, 1996). ...
This study aims to provide an understanding of information behavior with technology based on gender. It also to investigate the relationship between information behavior and degree of technology affinity. This research has been conducted quantitatively and using survey to gain data from participants. Participant are selected randomly across Universiti Malaysia Sarawak, Sarawak. The instrument are adopted from Mills, Knezek, and Wakefield (2013) which taking interest into information behavior (ICTL) as well as technology affinity. The reliability for Information and Communication Technology Learning (ICTL) is 0.835 while for Technology Affinity Scale (TAS) is 0.831. Statistical Analysis for Social Science Package (SPSS) are used to analyze the data obtained through Independent T-test and Pearson Correlation test. Findings indicate that no significant difference found for understanding of information behavior with technology based on gender. While, another finding indicate that there is no significant relationship between information behavior and technology affinity. Improvement suggested obtain from the findings are providing understanding on the types of information behavior possess by each learner and helps educator as well as learner to plan their teaching and learning session to promote better indulgent of the knowledge.
... This literature shows a contradicting result from the finding obtain from the present research. Students rating on themselves can be particularly challenging due to male students repeatedly observed tendency to overestimate and female students to underestimate their abilities (Bannert & Arbinger, 1996;Copper & Stone, 1996). ...
This research has been conducted to investigate on the types of information behaviour showed by undergraduates of higher institution while using technology in learning either use it to searching for information or for sharing purposes, level of technology affinity while using Information and Communication Technology (lCT) tools, as well as searching for the connection between these two variables and gender. The data collection process has been conducted by using questionnaire with consists of demographic information, measurement of information behaviour and technology affinity in learning. There are 95 undergraduates has been chosen randomly as respondents. Collected data have been analysed using Independent T -test, One-Way ANOVA, and Pearson Correlation Product Moment. The result showed that there are significant relationship between information behaviour using technology and degree of technology affinity used in learning (r-0.388, p= 0.000).
... Gender differences are revealed not only on the levels of observable behaviors but also in terms of attitudes and affective responses to computers. Survey research on gender differences suggests that during the past 20 years, females have felt that computers were less important in their lives (Shashaani, 1994) as well as greater anxiety and less confidence about computer use than males (Cooper, 1996;Wilder, 1985;Woodrow, 1994). The area of gender differences is one in which much attention has been paid to the effects of early experiences with technology on major choice in higher education. ...
This study investigates how college students’ current levels of technology use might be affected by digital divide issues. Survey data were collected from 130 students in colleges of education at two midwestern universities. Factor analysis yielded that students’ uses of technology can be described using three broad categories: entertainment, communication, and construction. Each is important to consider, in that high levels of use across categories indicate a broad base of technology skills. Multiple regression results indicate that male students from higher family income levels who had access to a computer at home before age 10 show significantly higher levels of full-spectrum technology use than other demographic groups. Students’ age of first encounter with computers at school had no significant impact on their full-spectrum technology use. These results have implications for how we address digital divide issues, and the article discusses what may be critical differences between home and school access.
... For example, an early study of 13-15 year-old students using an IVR system showed that boys defined first their objectives and then designed the contents following the plan, while girls were more process-oriented (decided a concept, built several objects and chose what would be included) (Bricken and Byrne 1993). In some cases, female users use the system more frequently than male ones, particularly when its main function is communication (Vance Wilson 2000), get more engaged in collaboration than boys who prefer to work in individual environments (Jackson and Fagan 2000), and obtain better learning results when assistants in the system are represented through human faces (Huff 1996). These indicate that gender biases are not due to cognitive but to social reasons. ...
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.108.5307&rep=rep1&type=pdf
The paper discusses the potential of Virtual Reality (VR) and the issues related with its application in the cultural sector, particularly its support of learning and social interaction. It examines the lessons learned from the evaluation of VR (and other ICT) applications in formal and informal learning environments and discusses their methodological limitations. It advocates the need for more evaluation research of the effect of Virtual Heritage (VH) on visitors and the development of appropriate methodological strategies.
... In the past, there was a general stereotype that men were more technically-oriented than women. Early studies into gender differences on computer attitudes (Loyd, Loyd et al. 1987; Parasuraman and Igbaria 1990; Siann, Macleod et al. 1990; Kay 1992; Colley, Gale et al. 1994; Gefen and Straub 1997)and on computer anxiety (Parasuraman and Igbaria 1990; Okebukola 1993; Cooper and Stone 1996; Todman 2000; McIlroy, Bunting et al. 2001; King, Bond et al. 2002)had mixed results. Some have found that males have more positive attitudes toward computers and lower levels of anxiety. ...
An empirical study was conducted to investigate demographic predictors of software self-efficacy among undergraduate business students. The relationship between academic major, gender, ACT scores, computer-related experience, family income, and computer anxiety level with software self-efficacy was investigated. The results indicate significant differences in software self-efficacy among students with different majors, amounts of computer-related experience, family income levels, and computer anxiety levels. Although significant differences between students from families with different income levels were found, however no clear patterns were discernable.
... Toward this end, professors of educational research are faced with a dual dilemma if they are to meet these requirements. First, the literature suggests that the level of a given student's anxiety toward computing technology can affect the degree to which they accept and use the technology (Cooper & Stone, 1996; Dyck, Gee, & Smither, 1998; Dyck & Smither, 1994). Second, professors have to deal with the ever-present problem of resistance and anxiety toward research and statistics (Chipman, Krantz & Silver, 1992; Zanakis & Valenzi, 1997; Zeidner, 1991). ...
RESEARCH has shown that introducing computing technology into a statistics class can have a gender-specific, negative effect on achievement. In order to better understand this phenomenon, the purpose of this study was to investigate one construct, learner anxiety, that has been shown to be highly correlated with achievement. During the study, a control group of graduate level education majors (n=44) used hand-held calculators for computation during the statistical portion of an educational research course, whereas an experimental group (n=43) used statistical software. Results from theState Trait Anxiety Inventory showed no statistically significant differences in anxiety by treatment group. However, a significant treatment group by gender interaction did exist. When compared to the control group, females using the software showed significantly higher levels of anxiety, whereas males using the software demonstrated significantly lower levels of anxiety.
Given these findings, careful consideration should be given as to how and when it is appropriate to introduce technology. Interventions that are designed to address one problem may wind up creating other problems that negatively affect student achievement. Educators should be prepared to deal with the problems as well as the opportunities that educational technology presents.
... As shown in Fig. 4, males generally performed better in the more technically learning conditions which included interactive simulations (i.e., H and V), while females performed better with the traditional text-based lesson. This finding confirms results of similar previous research (Cooper & Stone, 1996;Ong & Lai, 2006;Mayer-Smith, Pedretti, & Woodrow, 2000), yielding that females might have a smaller bias towards rather technical learning material and different visual input preferences. ...
ObjectiveSince simulations are often accepted uncritically, with excessive emphasis being placed on technological sophistication at the expense of underlying psychological and educational theories, we evaluated the learning performance of simulation software, in order to gain insight into the proper use of simulations for application in medical education.DesignThe authors designed and evaluated a software packet, following of user-centered development, which they call Haemodynamics Simulator (HAEMOSIM), for the simulation of complex physiological models, e.g., the modeling of arterial blood flow dependent on the pressure gradient, radius and bifurcations; shear–stress and blood flow profiles depending on viscosity and radius.MeasurementsIn a quasi-experimental real-life setup, the authors compared the learning performance of 96 medical students for three conditions: (1) conventional text-based lesson; (2) HAEMOSIM alone and (3) HAEMOSIM with a combination of additional material and support, found necessary during user-centered development. The individual student’s learning time was unvarying in all three conditions.ResultsWhile the first two settings produced equivalent results, the combination of additional support and HAEMOSIM yielded a significantly higher learning performance. These results are discussed regarding Mayer’s multimedia learning theory, Sweller’s cognitive load theory, and claims of prior research on utilizing interactive simulations for learning.ConclusionThe results showed that simulations can be beneficial for learning complex concepts, however, interacting with sophisticated simulations strain the limitation of cognitive processes; therefore successful application of simulations require careful additional guidance from medical professionals and a certain amount of previous knowledge on the part of the learners. The inclusion of pedagogical and psychological expertise into the design and development of educational software is essential.
... It should be noted that culture, as operationalized in this work, is restricted to use of language. A collaborative learning system was developed to provide a science lesson about identifying poisonous mushrooms [75,76]. The system consisted of three components, reading materials, online quiz, and chatroom. ...
Computer-mediated communication (CMC) technologies are increasingly being used to support collaborative learning in groups. Its potential to shift the traditional pedagogical paradigm triggers considerable amount of research. However, very few of the research studies focus on the social interactions and their influences on the learning process, which are crucial to understanding computer-supported collaborative learning (CSCL). This paper reports on a laboratory experiment with a 2×2 factorial design, conducted to investigate the influences of cultural diversity and leadership availability on the CSCL process using a content analysis approach. With the mediation of CMC systems, cultural diversity is found to engender more informational influences but reduce normative influences. Leadership has a positive effect on both normative and informational influences. Taking into account the learning outcomes, it is evident that the influences of the interaction process are closely related to CSCL effectiveness.
... A collaborative learning system was developed in order to provide a science lesson about identifying poisonous mushrooms (Cooper & Stone, 1996). The system consisted of three components: reading materials, online quiz, and chatroom. ...
To understand the circumstances under which the use of collaborative learning systems would enhance learning efficiency, a laboratory experiment with a 2Ã2Ã2 factorial design was conducted to investigate the interaction and effects of perceived cultural diversity, group size, and leadership on learners' performances and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners' satisfaction with the process in perceived homogeneous groups as compared to perceived heterogeneous groups and smaller groups as compared to larger groups.
... In literature some researchers found similar findings as this study. Broos (2005), Cooper & Stone (1996), Okebukola (1993 found that males were less anxious than females. Computer anxiety is described in the literature as worrying while using computers or looking indifferently at computers and its equipments (McInerney et al., 1994). ...
The aim of this study is to determine prospective elementary teachers’ attitudes towards computers. This research was carried out in fall semester of 2007 at a small university in northeastern Turkey with 248 prospective elementary teachers. In order to get general results about the sample survey methodology was used. Results show that computer attitudes of prospective elementary teachers are at medium level. No significant differences were found between gender, high school type and monthly family income independent variables and computer liking, computer anxiety and use of computers in education/instruction sub-scales. However, a significant difference was found between high school type and computer anxiety and computers in education/instruction sub-scales.
... "In a mixed gender group, subjects' gender is likely to be a more accessible category. Thus, each gender may have been motivated to present themselves in accord with the relevant gender stereotype" (Cooper & Stone, 1996 Untersuchung mit undergraduate students (Shashaani, 1997) und Arbinger (1994) auf eine weitaus größere über 1000 Personen umfassende Schülerstichprobe aus 15 verschiedenen Schulen in Rheinland-Pfalz, die an einem Modellversuch zum computerunterstützten Lernen an allgemeinbildenden Schulen teilnahmen. Ähnlich wie bei Weiner (1989) Nutzung verschiedener Computerprogramme einem von vier Nutzertypen zugeordnet (Abstinenzler [keine Computernutzung], Arbeiter [ Shashaani (1997) Computern (computer-anxiety, computer-phobia) untersucht worden. ...
Zahlreiche Arbeiten zeigen, dass weibliche Personen weniger positive computerbezogene Einstellungen aufweisen und Computer weniger häufig nutzen als männliche Personen. Die bisherigen Studien lassen jedoch eine klare theoretische Fundierung vermissen. Ziel der vorliegenden Arbeit war es daher, zu überprüfen, ob die beobachtbaren Geschlechtsunterschiede in der Computernutzung und verwandte Verhaltensgrößen durch ein etabliertes motivationspsychologisches Modell, nämlich durch eine adaptierte Version des model of achievement-related choices (Eccles, 1985; Wigfield & Eccles, 2000), erklärt werden können. Dieser adaptierten Form des Modells zufolge ist die Wahl von Computern (oder verwandte Größen wie Nutzungsintensität oder Persistenz) eine Folge der Höhe der subjektiven Erfolgserwartung und des wahrgenommen Wertes des Computers. Diese können zurückgeführt werden auf das computerspezifische Selbstkonzept eigener Begabung, die Attribution eigener Leistungen am Computer und auf Sozialisationseinflüsse.
Die Überprüfung des Modells erfolgte in fünf Studien sowohl im Setting Hochschule (Vorhersage von Nutzungsintensität sowie Wahl und Persistenz in einer Szenario-Situation) sowie in der Schule (Vorhersage der Wahl von Computerkursen). In den Studien wurden drei Hypothesen getestet: (H1) die Annahme, dass das Modell generell für die Erklärung von interindividuellen Differenzen in der Computernutzung geeignet ist, (H2) die Annahme, dass die dabei wirkenden funktionalen Mechanismen geschlechtsinvariant sind und schließlich (H3) die Annahme, dass sich männliche und weibliche Personen in den mittleren Ausprägungen der Prädiktoren unterscheiden.
Studie 1 (n = 175 Studierende) diente zunächst der Entwicklung von Messinstrumenten und einer ersten Modellprüfung. Es zeigte sich, dass die entwickelten Messinstrumente gute bis befriedigende psychometrische Qualitäten aufwiesen. Für die Vorhersage von Nutzungsintensität aufgrund von Erfolgserwartung, computerspezifischem Selbstkonzept eigener Begabung und computerspezifischen Attributionen konnte H1 bestätigt werden. Zur Vorhersage von Persistenz aufgrund von Erwartung, Wert und dem computerspezifischen Selbstkonzept eigener Begabung wurde zusätzlich ein Pfad von Wert auf Erwartung angenommen, der in dem Ursprungsmodell nicht enthalten ist, aber theoretisch dennoch gut begründet werden kann.
In Studie 2 (n = 200 Studierende) zeigten die Sequenz zur Vorhersage von Nutzung und eine modifizierte Sequenz zur Vorhersage von Wahl eine gute Anpassung an die Daten (H1). H2 konnte bestätigt werden. H3 konnte ebenfalls - außer für die Variablen Wert und Wahl - bestätigt werden.
Studie 3 (n = 68 Studierende) untersuchte experimentell die Effekte von Misserfolgsattributionen auf Erfolgserwartung. Dabei konnte H2 bestätigt werden. Ebenso wurden die Befunde herangezogen, um den Stabilitätsbegriff in attributionalen Theorien zu präzisieren.
Studie 4 (n = 327 Schüler/-innen) konnte für die abhängige Variable Wahl von Computerkursen in einem realen Wahlsetting die Hypothese signifikanter Geschlechtsunterschiede bestätigen (H3).
In Studie 5 (n = 159 Schüler/-innen, n = 139 Eltern) konnte die Wahl von Computerkursen aufgrund des revidierten Modells vorhergesagt werden (H1), wobei auch die Einstellungen der Eltern in die Vorhersage mit eingehen. Die Vorhersagemechanismen sind geschlechtsinvariant (H2), die Geschlechtsunterschiede in der Wahl konnten zurückgeführt werden auf analoge Differenzen in Wert und Erwartung und teilweise in den perzipierten Elterneinstellungen (H3). In den Elterneinstellungen zeigten sich keine Geschlechtsunterschiede.
Die Befunde zeigen, dass eine modifizierte Version des model of achievement-related choices in weiten Teilen in der Lage ist, Geschlechtsunterschiede in Computernutzung und Wahl von Computerkursen vorherzusagen. Die Befunde haben klare praktische Implikationen. So scheint es aufgrund der in den Studien 1, 2 und 3 gezeigten Bedeutung von Attributionen für nachfolgende Größen wie Erfolgserwartung und Nutzungsintensität denkbar, die Intensität der Nutzung von Computern von weiblichen Personen durch Reattributionstrainings zu steigern. Weiterhin werden grundlagenwissenschaftliche Implikationen der Befunde für attributionale Theorien (insb. hinsichtlich des Stabilitätsbegriffes) und für Erwartung-Wert-Modelle (insb. zu der Frage nach dem Zusammenhang von Wert und Erwartung) diskutiert. Numerous studies show that females have less favorable attitudes towards using computers and that they use computers less often than males. However, most studies on gender differences in computer work lack of theory. The studies reported here test whether a well-established expectancy-value-model (the model of achievement-related choices, Eccles, 1985; Wigfield & Ecces, 2000), can be used to explain gender differences in computer use, choice and persistence.
The model was tested in two educational settings, at universities (predicting computer use as well as choice and persistence in a scenario-based situation) and at schools (predicting the choice of computer courses). The studies tested three hypotheses: (H1) the hypothesis, that the model can effectively predict differences in computer-use (regardless of the subject's gender), (H2) the hypothesis, that the mechanisms of the prediction process are independent of subject's gender and (H3) the hypothesis, that males and females differ within the means of the variables.
Study 1 (n = 175 university students) was carried out to develop instruments assessing the interesting variables as well as to conduct a first test of the model. The psychometric quality of the new instruments was fount to be good to satisfactory. Within the prediction of computer use by expectation, self-concept of ability and attributions, H1 was confirmed. To predict persistence by expectation, value and self-concept of ability, a path from value to expectation was assumed to exist, which was not included in the original model. However, this path is theoretically well-justified.
In study 2 (n = 200 university students), the modified model showed a good fit in the prediction of computer use and choice (H1). H2 and H3 (except for the means of the variables value and choice, were no gender differences were found) were confirmed.
Study 3 (n = 68 university students) examined the effect of failure-attributions on the expectation of success. The effects were found to be gender-independent (H2). The results were used to develop a more precise definition of the concept of stability for attributional theories.
Study 4 (n = 327 students at comprehensive schools) showed, that there are significant gender differences in choosing computer courses at school (H3).
Study 5 (n = 159 students at comprehensive schools and n = 139 of their parents) confirmed the hypothesis, that the model can effectively predict the choice of computer courses on a general level (including parent's attitudes as predictors). The mechanisms of the prediction were found to be independent of student's gender. The gender differences in the choice of computer courses corresponded with differences in the predictors, i.e. expectation and value and partly in the perceived parent's attitudes. However, in the parent's attitudes, no gender differences could be observed.
The results indicate, that a modified version of the model of achievement-related choices can partly predict gender-differences in computer use and choice. There are practical implications of these findings. Given the influence of computer-specific attributions on expectation and computer use demonstrated in the studies 1,2 and 3, it can be hypothesized that the intensity of computer-use of females can be increased by attributional retraining. Furthermore, theoretical implications of the findings for attributional theories (esp. concerning the concept of stability) and for expectancy-value-models (esp. concerning the relation of value and expectation) are discussed.
... A collaborative learning system was developed providing a science lesson about identifying poisonous mushrooms [9]. The system consisted of three components, reading materials, online quiz, and chatroom . ...
Collaborative learning systems (CLS) have received increasing research attention owing to advances in computer-mediated technology and paradigmatic shifts in the educational arena. To understand the circumstances under which the use of CLS would enhance learning efficiency, a laboratory experiment with a 2X2X2 factorial design was conducted to investigate the interaction and main effects of cultural diversity, leadership, and group size on learners' performance, satisfaction with process, and attitude toward CLS usage. Cultural diversity was found to have a more significant positive effect on performance in groups with leadership than those without leadership. Leadership lowered learners' satisfaction with the process in homogeneous groups (as compared to heterogeneous groups) and smaller groups (as compared to larger groups). Moreover, learners' attitude toward CLS usage was influenced positively with greater cultural diversity, but negatively with presence of leadership and a larger group size.
Using data collected from a sample of 52 engineering faculty members at the University of Puerto Rico at Mayaguez, we explore the relative impact of faculty members' personal characteristics, computer self-efficacy, and attitudes toward the Internet on integration of electronic communication in teaching. The study reveals that computer self-efficacy in using the WWW is the only predictor of integration of electronic communication in teaching courses. Our results also show that computer self-efficacy in using the WWW was related to attitudes toward the Internet, age, and gender. The results suggest that these variables need to be considered when planning training programs or differential staffing for reconciling faculty and their integration of electronic communication in teaching courses.
This study provides a quantitative study (n=306) of the predictors of computer anxiety among Chinese undergraduate students. The effects of gender, computer experience and some other predictors on computer anxiety have been analyzed. The results identified that there is no significant difference between male and female. Also, other predictors we supposed have no influence on the level of computer anxiety. Consequently, the findings show a different idea from those of prior research, which concluded that, these factors do have an impact on computer anxiety. Associated gender with college class, however, the computer anxiety rate showed a significant difference among participants.
This study investigated the prevalence of computer anxiety by area of practice, hours of weekly use, access to equipment, and availability of training for social workers (N = 244) in South Carolina, Georgia, and North Carolina. Measured by the Computer Anxiety Index (CAIN), levels of anxiety were found to be lowest for those who have computers in their work areas, received training, and use computers to accomplish work tasks. Statistically significant positive correlations were found between anxiety levels and high levels of training need as well as the number of hours of weekly use and training received. A significant negative correlation was found between anxiety levels and weekly hours of use.
A study of methods to assess student learning in instructional technology courses was conducted using an IT learning model that consists of four dimensions. Static assessment and dynamic assessment methods were employed to assess student (a) attitudes toward technology, (b) learning and use of technology, (c) technology integration, and (d) self-mastering and teaching technology.
Our study focused on the relative impact of faculty members' personal characteristics, computer self-efficacy, and attitudes toward the Internet on integration of electronic communication in teaching. By using survey methodology, data collected from 133 faculty members, who are from four different faculties at Istanbul Technical University. This study shows that computer self-efficacy in using the WWW is the only predictor of integration of electronic communication in teaching courses. Furthermore, we found out that computer self-efficacy in using the WWW was related to computer self-efficacy in using computer, computer self-efficacy in using e-mail, and faculty they belong to. The results suggest that these variables need to be considered when planning training programs or differential staffing for reconciling faculty and their integration of electronic communication in teaching courses.
High school participants (N = 365) in a tri-state honor band completed questionnaires to determine their attitudes toward and experiences with using various technologies (e.g., computer-based instruction, MIDI equipment, internet access) to achieve the National Standards for Music Education. Although some published studies have investigated the experiences and attitudes of inservice and preservice music teachers, little is known about the attitude of high school (i.e., precollege) band students who may potentially major in music. Results show that sampled high school students have positive attitudes toward the application of technology for music learning, prefer applying technology to activities involving drill and memorization over activities involving performance, used computer-based technologies with potential application to learning about music at home and school, rarely used technology in music courses, and demonstrated significantly better attitudes towards using technology at home over school. Women reported similar experiences using technology for music and non-music activities as men. Results suggest that potential college music students may have specific notions about how music technology can be used for music study and have the experiences and skills for future implementation.
One of the psychological states that can be monitored and influenced during learning in order to improve its various aspects is the state of anxiety, and one possible index of this state is frontal EEG beta. However, frontal EEG beta has also been associated with mental activities. This may imply that frontal EEG beta would not be a reliable index of anxiety in situations, such as learning, where significant mental activities can be involved. The present study investigated the relationship between frontal EEG beta and anxiety during computer-based learning. The frontal EEG beta and anxiety levels of four groups of IS students were measured during learning conditions that comprised any of combinations of anxiety reduction and mental activities, anxiety reduction alone, or no treatment. The groups that combined anxiety reduction with mental activities showed significant increase in frontal EEG beta even though they recorded significant reduction in subjective anxiety. This may suggest that frontal EEG beta is not a reliable index of anxiety during computer-based learning.
As increasing amounts of study materials migrate onto the Web, a future is now conceivable in which using the Web for studying will be the most common method of studying. However, there is the suggestion that using the Internet can evoke specific types of anxiety in novice adult students. This study investigated the effects of using the Web to study on the anxiety levels of students who have used the Web regularly for at least six months and considered themselves familiar with it. The subjective anxiety levels of two groups of 30 postgraduate students were recorded immediately before and after using either the Web or a non-Web-based medium for studying. The group that used the Web recorded significantly higher anxiety levels than those who did not. The implication of this finding and possible solutions are discussed.
The gender-related effects of masculinity, femininity, and perceiving technology to be masculinized upon computer anxiety in undergraduates is investigated in addition to the effect of significant others who use computers and the introducer of the technology. The results demonstrate a sex difference, females reporting higher levels of computer anxiety than males. For females, computer anxiety negatively correlated with masculinity, while femininity positively correlated with computer anxiety for males. Sixty-four percent of females agreed that computing was a male activity and that men were better at computing than women. Females who agreed with this latter statement were significantly less computer anxious than females who did not agree with this statement. Additionally, over 40 percent of the variance in female computer anxiety was accounted for by age and having a male friend who used a computer, suggesting that females use males for computer-related support as a strategy to reduce anxiety.
The proportions of Computer Science (CS) graduates who are women has been declining in the last fifteen years. At a time when the demand for computer programmers and systems analysts has been increasing, why are women becoming a smaller proportion of those enrolling in CS programs? This article presents a categorization by educational stages of the research into this topic, and an evaluation of the generalizability of findings to broader contexts. The categorization shows that the most extensive research on women in computing is done at the post-secondary stage, and uses students as non-randomly selected subjects. These studies are non- comprehensive, but where similar results are found in a number of studies, the findings are supported. The emphasis in research focuses on structural factors at the elementary stage, but by the post-secondary stage the emphasis is more likely to be on social psychological factors.
The purpose of this study is primarily twofold: (1) to determine what factors, if any, are predictors of computer anxiety among business communication students and (2) to explore alternative teaching strategies suggested by the literature to effectively reduce computer anxiety in business communication classrooms. Participants consisted of 431 students enrolled in business communication courses during the 1995 spring semester at three state-supported universities in three southern states. Statistical analyses revealed that gender, keyboarding skill, age, socioeconomic status, and self-directedness are adequate predictors of computer anxiety in business communication students. Teaching strategies for reducing or eliminating computer anxiety in business communication classrooms are discussed.
In this study, we investigated the use of computers by faculty in business school course preparation and delivery. We surveyed a systematic random sample of faculty members and found that computer use varies by faculty demographics, application area, and course load. An analysis of the demographic data indicates that the extrinsic factors examined were not consistently related to technology use. This may support the research identifying intrinsic characteristics as more compelling in technology adoption. Our study's results provide benchmark information, specifically as a catalyst for change.
Responses from 84% of 245 vocational-technical teachers in Dade County, Florida, revealed that 25% experienced computer anxiety. The relationship between anxiety and teaching area or demographic variables was not significant. Computer-related experience had a significant influence on anxiety. (SK)
This paper will present a variety of applications of using SAS for the data analyses in educational research. Research topics vary from instructional design, multimedia courseware development, online education, to technology integration, and student attitudes. SAS procedures used in these studies include: analysis of variance, repeated measurements, multiple regression, and logistic regression. Data analysis procedures and results of the studies will be introduced.
Gender differences in computer-related attitudes have been reported in school children of all ages. Females express more negative attitudes than males when asked to explicitly endorse attitude statements. This gender difference may be compounded by females expressing attitudes consistent with their psychological gender. This study uses an art-based methodology to assess the computer-related attitudes of 395 primary school children (aged 5 to 11). A significant difference occurs in the gender drawn by the children. Whilst 30% of females draw males, only 4% of males draw females. Additionally, older females draw proportionally less smiling faces. These results are consistent with more traditional assessments of attitude which indicate that females' attitudes towards computers become more negative as they progress through the educational system. The art-based methodology also identified similar proportions of females holding negative attitudes as do more traditional assessments, suggesting ecological validity for the gender differences in computer attitudes. The implications for computer-related education are discussed.
This study used a path analysis of longitudinal data collected from 600 undergraduate management information systems students to test a model of the cognitive, motivational, and affective processes impacting computer-related performance. Nearly all of the predicted paths were at least partially supported. Theoretical and practical implications are discussed.
Technophobia has been an enduring problem in industrial economies over the last 20 years. Though explanatory models have been proposed to explain the prevalence of technophobia, these efforts have been diffuse, contradictory, and lacking in consistency. Against this background, this paper investigates the role of individual characteristics including: (a) personality variables proposed by the big five theory of personality, (b) cognitive orientation, and (c) math and logic skills on technophobia. Data are gathered from 242 subjects at a private university in Western New York. The research hypotheses are tested using t-tests, and correlation analysis. Interpretation of results and potential directions for future research are presented.
The monitoring of the human-computer interaction process is one of the essential aspects in the evaluation and enhancement of both task and affective outcome of human-computer interaction. However, although objective measures exist for task outcome, most affective measures are subjective. This study represented an investigation into the speed of mouse-click as a possible measure in human-computer interaction, and was based principally on the suggestions that a relationship exists between stress and motor activities involved in the operation of the fingers. Two groups of 30 subjects were exposed to different sets of human-computer interaction conditions, and the speed of mouse-click and state anxiety were examined. No correlation was found between the speed of mouse-click and state anxiety. However, a significant difference was found in the speed of mouse-click between the groups and the different human-computer interaction situations. The implication of these findings and the possible advantages of using the computer mouse to collect data relating to the computer user's covert state during human-computer interaction are discussed.
A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University. The Internet plays an increasingly significant role in people's lives. Poverty of data and research on Internet use and users is probably one of the most significant factors affecting the understanding of the Internet use and attitude in a conservative country and society such as Saudi Arabia. The aim of this research was to identify and analyse Saudi university students' use of the Internet, with particular emphasis on factors associated with, and influencing, female university students' attitude toward using the Internet. A mixed method approach was used utilising a mixture of quantitative and qualitative research techniques. It included a questionnaire to more than 700 male and female university students in King Saud University which incorporated questions on web and email use as well as an adopted Internet attitude scale from Tsai et al (2001). This was followed by series of focus group interviews with female students on Internet gender related issues. The study found that demographic variables are associated with Saudi university students' use of the Internet. Gender was found to be significantly associated with students' email usage, chatting, and feelings about the web. Culture also affected women's reasons for using the web, choice of websites visited, and web activities. It also influenced reasons for e-mail use and non-use, and the people with whom they communicated using email. Females in Saudi Arabia face many challenges when it comest o Interneta ccessa nd use. These barriers tend to be somewhat different than those faced by man. For Saudi females it is more cultural (i.e. family restrictions, lack of time) and psychological (i.e. security and privacy, internet complexity). The majority of students had positive attitudes towards using the Internet. Female students were as positive in their attitude as male students. However, females had real or perceived difficulties in their ability to control their Internet usage. Considering the scarcity of previous literature in this particular context (Saudi Arabia), this research provides an original and comprehensive contribution to knowledge regarding Internet use and attitude among university male and female students.
Giessen, Universiẗat, Diss., 2001. Computerdatei im Fernzugriff.
The present research examined sex differences in general computer knowledge and computer anxiety. Survey data about computer knowledge, comfort, and interest were collected from 697 students, 579 from a previous study in 2001 at three types of colleges (a four-year liberal arts college, a business college, or a community college). With few exceptions, no differences associated with sex were detected. Implications for the present findings are discussed.
An empirical study was conducted to investigate predictors of computer anxiety among undergraduate college business students. The effects of academic major, computer-related experience, gender, and ACT scores on computer anxiety were investigated. The results indicate significant differences in computer anxiety levels among business students with different majors and with different amounts of computer-related experience. Business studentsÕ ACT scores were also found to have a significant relationship to computer anxiety. A significant difference between male and female business students was not found. The implications of these findings are discussed.
Prior studies have reported mixed Þndings regarding bidder shareholder returns. There are many theories regard-ing the motivation towards the initiation of a takeover. This study intends to analyze four major merger motivations separately and examine the impact each has on bidder re-turns. We Þnd the market reacts according to the nature of the takeover and the underlying motive behind the bid.
The authors investigated basic properties of social exchange and interaction with technology in an experiment on cooperation with a human-like computer partner or a real human partner. Talking with a computer partner may trigger social identity feelings or commitment norms. Participants played a prisoner's dilemma game with a confederate or a computer partner. Discussion, inducements to make promises, and partner cooperation varied across trials. On Trial 1, after discussion, most participants proposed cooperation. They kept their promises as much with a text-only computer as with a person, but less with a more human-like computer. Cooperation dropped sharply when any partner avoided discussion. The strong impact of discussion fits a social contract explanation of cooperation following discussion. Participants broke their promises to a computer more than to a person, however, indicating that people make heterogeneous commitments.
Common beliefs about computerphobia were examined using meta-analytic techniques. Stringent screening criteria yielded 81 research reports with sample populations including college students, adults and business professionals, elementary/secondary students and teachers as well as postsecondary teachers. Results indicated that none of the six common beliefs characterizing the computerphobic represent reality. The computerphobic is equally likely to be a younger or older male or female. Although computerphobics tend to experience other types of anxiety (mathematics, test, state, trait), these anxieties account for little variance. Results indicated further that computer experience alone is not sufficient to eliminate computerphobia, but that psychological techniques have treated successfully these negative psychological reactions.
Ss were assigned to shock and non-shock situations. Anxiety was induced by means of electric shock. An interpersonal situation was studied involving communication of anxiety and relief of anxiety. (17 ref.) From Psyc Abstracts 36:01:1GE88M. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study was conducted to examine descriptive references to the computer for differences in interactive styles when reporting success and failure experiences while working with a computer. Some computer users refer to the computer in psychological terms while others employ objective, instrumental references. Results showed that these differences were related to gender and experience and were affected by the success or failure of the task. Generally, essays which described successful episodes while working on a computer were more often written using impersonal references to the computer; essays describing failure episodes contained more personal, intimate terms for the computer. Females made tool-like references more often than males. However, the hypothesis that people would view the computer more as a tool with increased experience was confirmed only for females. Males were more likely to identify with the computer in a more personal, intimate style in both successful and failure instances if they reported high experience. Personal or animate attributions to the computer, as an indication of a sense of control over the computer, are discussed.
The effects of prior experience and gender stereotyping upon the computer anxiety, confidence and liking of 144 male and female students who had just commenced their studies at university were examined. Males were found to have lower computer anxiety, higher confidence and greater liking than females. When the effects of prior experience and gender stereotyping were removed however, no significant sex difference on these measures remained. The pattern of associations between experience, gender stereotyping variables and computer attitude measures differed for males and females. Greater experience at home was associated with lower anxiety for both sexes, with higher confidence for males and with greater liking for females. The influence of other family members also differed for the two sexes. The attitudes of both males and females were more positive if they had a brother who used computers, but the influence of father's use was positive for males only, while the influence of mother's use was positive for females only. For females but not males, higher scores on the Masculinity scale of the Bem Sex Role Inventory were associated with more positive computer attitudes. The results demonstrate the importance of experience, particularly in a home context, and of gender stereotyping in determining how males and females perceive computers.
This article analyzes some determinants of gain in computer literacy by 206 male and 207 female high school students enrolled in a required introductory computer science course. Gender, grade, mathematics course type and mathematics section type were all found to be related to gain: males, younger students, students in sophomore and junior college preparatory mathematics, and students in advanced sections of mathematics courses gained relatively more than females, older students, and students enrolled in other mathematics courses or section levels. Access to and experience with computers were generally unrelated to gain in computer literacy.
Students in English composition classes were assigned to either using computers or using paper and pen to write their course assignments. Analysis of their final essays revealed that those subjects assigned to use computers wrote better essays than those assigned to work on paper. Essays written on computer were judged of higher quality, were longer, and contained fewer errors. Attitudes toward computers, writing and the course were also measured, and revealed that those who used computers throughout the course had more positive attitudes toward computers than those who did not. Attitudes toward writing and the course did not differ. These findings suggest that using a computer for writing can improve the quality of the work produced, and can also foster more positive views of computers.
Since Time named the microcomputer their “Man of the Year” in 1983 there has been a continued drive for public school teachers to become computer literate. A nationwide study concluded that although teachers have increased computer availability in their classrooms, they are not integrating computers into the standard curricula. The present study examined “technophobia” as an explanation for low levels of computer utilization. Elementary teachers (N = 171), secondary science teachers (N - 117), and secondary humanities teachers (N = 200) in 54 schools across five urban school districts completed three measures of technophobia and a measure of demographic characteristics, computer/technology experience, computer availability, and current computer use. Results indicated that: (1) computers are available at all schools, but are not being used by many teachers; (2) many teachers are technophobic, particularly elementary teachers and secondary humanities teachers; (3) teachers are most worried about dealing with the actual computer machinery in their classroom, about computer errors, and about learning to use computers; and (4) predictive models showed that although computer experience is the most prominent predictor of technophobia, it is not the only predictor — age, gender, teaching experience, computer availability, ethnicity, and school socioeconomic status also play an important role in predicting technophobia. Implications of these results are discussed in terms of the long-term effects that technophobic teachers will have on their current and future students.
This experiment examined the affective consequences of sex-stereotyped educational software on students in the sixth, seventh, and eighth grades of a private school. All students worked with the same two experimental programs either in the school computer center or at single computer stations. The results showed that situational stress was an affective consequence of working with cross-gender educational software if the students were asked to perform in the public context of the computer center. This was not true if the student worked in more privacy. It is concluded that such stress in females while using the more predominant male-stereotyped aggressive video game formats in the public, ego-involving environment of the computer center or classroom may be a possible factor in their avoidance of computers as documented in most recent literature.
Describes a study in which the computer has emerged as an important factor in revolution of concrete--privileged medium for the growth of alternative voices in addressing the world of formal systems. Focuses on a concrete way of knowing and concludes that recent technological developments in interfaces, programming philosophy, and artificial intelligence have created an opening for epistemological pluralism. (ASK)
“Computer phobia,” “computer anxiety” and “computer resistance” are among the labels employed in the popular and professional press to describe the psychological states of individuals who experience aversive reactions to computers. However, little research has been reported in the professional literature and theory-building generally advances no further than discussion of anecdotal reports. This paper reviews the literature on negative reactions to computers and presents a social learning model as a heuristic device to examine psychological aspects of computer aversion. Suggestions for future research and intervention are offered.
This study examined sex differences, changes over time, and predictors of attrition from introductory computer classes. Males entered the classes with greater previous experience than females in programming, computer games, and miscellaneous uses. Previous programming experience was positively related to staying in computer courses. However, males with more computer game experience and females with less computer game experience were more likely to drop out. Males who were less computer anxious and females who were more computer anxious were more likely to drop out. Liking for computers and perceived experience increased over the semester for all students, but females became more anxious. Overall, sex differences in attribution for success and failure with computers were lacking. Assessments of relational style of interaction with computers showed that females who initially perceived the computer more as a tool/machine and males who initially perceived the computer less as a tool/machine were more likely to drop out. All subjects attributed more animate/human qualities to the computer with time. Suggestions for promoting general computer literacy are discussed.
Typicrdly tool use poses few confusions about who we understand to be the moral agent for a given act. But when the “tool” becomes a computer, do people attribute moral agency and responsibility to the technology (“it’s the computer’s fault”)? Twenty-nine mate undergraduate computer science majors were interviewed. Results showed that most students (83%) attributed aspects of agency either deckion-making and/or intentions -- to computers. In addition, some students (21 %) consistent y held computers morally responsible for error. Discussion includes implications for computers ystem design.
Carroll and Campbell have exercised themselves over a straw man not subscribed to by us. In doing so, they have misrepresented our position and even the statements in our paper. In reply, we restate as clearly as we can the position for which we actually did and do argue and give examples of their misrepresentations. The underlying issue seems to concern the advantages of using technical psychological theories to identify underlying mechanisms in human-computer interaction. We argue that such theories are an important part of a science of human-computer interaction. We argue further that technical theories must be considered in the context of the uses to which they are put. Such considerations help the theorist to determine what is a good approximation, the degree of formalization that is justified, the appropriate commingling of qualitative and quantitative techniques, and encourages cumulative progress through the heuristic of divide and conquer.
The American Economy
- S Nasar
When the Interface is a Face, Human-Computer Interaction
- L Sproull
- J Walker
- R Subramani
- S Kiesler
- K Waters