Influence of gender,program of study and PC experience on unethical computer using behaviors of Turkish undergraduate students

This study administered the unethical computer using behavior scale (UECUBS) developed by [Namlu, A.G., & Odabasi, F. (2007). Unethical computer using behavior scale: A study of reliability and validity on Turkish university students. Computers and Education, 48, 205–215.] to investigate whether gender, program of study and PC experience have an impact on ethical judgments of undergraduate students regarding information and communication technologies (ICTs). The sample consisted of 559 undergraduates from the Education Faculty of the most populated state university in Turkey. The results of 5 (program of study) × 2 (gender) × 2 (PC experience) between-groups analysis of variance (ANOVA) indicated no significant differences among different programs of study and between high and low experienced PC users. The analysis showed significant differences between males and females. A significant interaction between the program of study and gender was found, which indicated that the difference between males and females did not follow a similar pattern across different programs of study. More specifically, females’ ethical judgments were consistent across different fields while males’ judgments varied according to the field of study.     

Computer anxiety: A cross-cultural comparative study of Dutch and Turkish university students

The purpose of this study is to determine Dutch and Turkish university students’ computer anxiety levels and to find out whether their computer anxiety levels differ according to their culture, gender and computer experience (i.e., personal computer (PC) ownership, computer usage frequency, computer usage level). A total of 106 university students (30 Dutch female, 22 Dutch male, 26 Turkish female, 28 Turkish male) participated in this research. The data were collected through computer anxiety rating scale (CARS) validated by Heinssen et al. [Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49–59]. The data were analyzed by t-test and one-way-analysis of variance (ANOVA). The results indicated that the Turkish students have significantly higher computer anxiety levels than the Dutch students. The students’ computer anxiety levels do not differ depending on gender. However, post-hoc analysis revealed that the Turkish female students have significantly higher computer anxiety levels than the Dutch female and Dutch male students. Also, results indicated that while the students’ computer experience increase their computer anxiety levels decrease significantly.     

A usability study on human–computer interface for middle-aged learners

“Usability” is considered to be inherent in human–computer interface because it expresses the relationship between end users and computer applications. In this paper, we conducted a study to examine the usability of human–computer interface for middle-aged learners in Taiwan. There are two phases contained in the study: (1) an elementary computer-training task, and (2) a usability analysis of human–computer interface. Making use of a questionnaire survey, correlation analysis, and the grey relational model, some user characteristics and learning behavior were derived. For example, regarding middle-aged learners, the usability of present mouse and monitor devices is preferable to that of the keyboard device and a Windows-based software interface. Educational level is the major factor influencing middle-aged learners’ use of computer interfaces. To unemployed middle-aged learners, more males than females were found to exhibit the phenomenon of computerphobia. The younger age learners show lower anxiety and hold more positive attitudes toward computer learning than the older-aged ones. Besides, the higher education learners hold much more positive expectation toward computer learning while the lower education learners pay more attention to their learning capability and deficiency.     

The computer attributes for learning scale (CALS) among university students: Scale development and relationship with actual computer use for learning

The purpose of this study was twofold. First to develop an instrument, the computer attributes for learning scale (CALS) for assessing how university students perceive the attributes of computer use for learning, and secondly to examine the predictive value of the CALS in relation to the actual use students made of a computer for learning. The research was based on innovation diffusion theory, and was set in the context of higher education in Flanders, the Dutch speaking part of Belgium. The first step in the development of the computer attributes for learning scale, was to draw on the literature to determine a set of attributes which could be used in relation to the use of computers for learning. Secondly, working with a stratified sample of university students (n = 237), exploratory factor analysis was used to develop a one-dimensional nine item-scale for measuring students’ perceptions towards these specified attributes of a computer for learning. Next, using another similar stratified sample of the same size, confirmatory factor analysis was used to assess the stability of the one-factor structure. Finally, having developed the instrument, the predictive value of the CALS was assessed by examination of the relationship of the CALS with actual computer use for learning, when controlling for related computer variables, including computer self-efficacy, perceived usefulness of computers and computer use for personal purposes. The CALS was found to have a significant predictive value in terms of computer use for learning. In view of this it is argued that the CALS is an instrument which can be used in the future to assess the likely use students will make of a computer application in relation to their learning.     

A case study on the design of learning interfaces

The design of educational software interfaces is a complex task, given its high domain dependency and multidisciplinary nature. It requires that teachers’ knowledge and pedagogical beliefs be incorporated into the interface, posing a challenge to both teachers and designers, as they have to act as partners from the earliest phases of the process, sharing their knowledge. The present work investigates the strategies designers used when paired with experienced teachers, to design two interfaces on chemistry, evaluating how designers work with subjects they know little about, in the initial phases of the design process. Our observations demonstrate that although experienced and non-experienced designers use different strategies to couple with the design task, both approached the task in a depth-first manner. These results should not be generalized, because few subjects were investigated, but point to the importance of being familiar with the knowledge domain – which poses a challenge for designers.     

Nonparametric item analysis and confirmatory factorial validity of the computer attitude scale for secondary students

The use of computers in secondary schools allows a better preparation of students for their future careers and offers opportunities for refining critical thinking skills. Thus, the development of a valid attitude scale towards computers for students is very important because it could lead to the development or modification of computer fluency curricula. The aim of the study was (a) to examine the factorial structure (affect, behavior, and cognition) of the Computer Attitude Scale for Secondary Students (CASSS) through confirmatory factor analysis, and (b) to determine how well the test and its items discriminate among individuals differing in the strength of their attitude toward computers through nonparametric item analyses. The analyses were conducted on two samples of high school students (n₁=421; n₂=422) who completed the CASSS, a 40-item questionnaire. Results showed that (a) the option characteristic curves (OCC) and item characteristic curve (ICC) of each item revealed certains problems for some items, (b) the reliability of the CASSS is excellent at all levels of the attitude scale, being around 0.96 for students having the least favorable attitude toward computer and 0.88 for students having a more favorable attitude toward computers, and (c) a higher-order or hierarchical model underlies the theoretical structure of the CASSS.     

Sessional,weekly and diurnal patterns of computer lab usage by students attending a regional University in Australia

Most universities have invested in extensive infrastructure in the form on computer laboratories and computer kiosks. However, is this investment justified when it is suggested that students work predominantly from home using their own computers? This paper provides an empirical study investigating how students at a regional university multi-campus university use computer laboratories. The findings suggest that universities need to reassess the traditional driving force and expectation for extensive on-campus computing facilities as there is a huge underutilisation of these facilities. Instead it is recommended that alternative computing facilities in the form of student-centred facilities such as wireless hotspots could be provided.     

Developing multi-dimensional evaluation criteria for English learning websites with university students and professors

Many English learning websites have been developed worldwide, but little research has been conducted concerning the development of comprehensive evaluation criteria. The main purpose of this study is thus to construct a multi-dimensional set of criteria to help learners and teachers evaluate the quality of English learning websites. These evaluation guidelines are based on web usability, learning materials, functionality of assisting language learning, technology integration, and learner preferences. In order to achieve this goal, the researchers used a rigorous four-phase procedure and utilized both qualitative and quantitative research methods with university students and professors in Design-based Research to construct and refine the evaluation criteria in 2008–2009. Fifty-eight evaluation criteria were refined and finalized. In addition, to cope with the difficulties in applying the derived criteria and explaining what the results indicate, this study presents a practical application by evaluating an English learning website.     

The structure of the help-seeking process in collaboratively using a computer coach in problem-based learning

Research on help seeking with a computer coach providing on-demand help has not produced fully adequate models of the process from a cognitive perspective. The present study postulates a model of help seeking from a cognitive perspective and tests this model in a learning situation characterized as problem-based and computer-supported. The participants were 18 graduate students from the faculty of Education of a Canadian university. Their participation involved solving a complex problem in statistics, in pairs, with the help of a computer coach, the McGill statistics tutor. Analysis of the performance data was performed using directed probability graphs and the log-linear approach. Results show that the model is reflected in the data. Implications for the design of computer coaches and instructional situations are discussed.     

Intelligent tutoring systems: Formalization as automata and interface design using neural networks

This article proposes a mathematical model of Intelligent Tutoring Systems (ITS), based on observations of the behaviour of these systems. One of the most important problems of pedagogical software is to establish a common language between the knowledge areas involved in their development, basically pedagogical, computing and domain areas. A mathematical model, like the one proposed here, can facilitate the integration of these different areas, as it defines the elements that constitute the system and defines the technological tools to implement it. The article presents an example demonstrating how the formalization was used to design the adaptive mechanism of an ITS to adapt its Interface Module to some student characteristics.     

Computer praise,attributional orientations,and games: A reexamination of the CASA theory relative to children

On the basis of psychology research on praise and attribution, this study investigated the effects of two types of computer praise (ability praise and effort praise) on 384 elementary school students who exhibited one of three types of attribution orientations (high ability attribution, effort attribution, and low internal attribution) while playing two computer-based games. The findings show that different types of computer praise, different attribution orientations, and different natures of games made a difference in the way the participants (1) appreciated the design of the program, (2) made self-serving attribution for their performance, (3) evaluated their performance, and (4) chose game-playing strategies. This research provides empirical evidence highlighting limitations in the CASAs (Computers As Social Actors) theory. Discretion is advised in the adoption of the claim that computer praise is a concern-free reinforcement of users’ engagement in positive interactions with computers.     

Cyber victim and bullying scale: A study of validity and reliability

The purpose of this study is to develop a reliable and valid scale, which determines cyber victimization and bullying behaviors of high school students. Research group consisted of 404 students (250 male, 154 male) in Sakarya, in 2009–2010 academic years. In the study sample, mean age is 16.68. Content validity and face validity of the scale was provided via field specialists’ judgment. Confirmatory and exploratory factor analyses were performed for investigation of the factor structure of the scale. As a result of principal component analysis of cyber victim subscale three factors emerged which accounted for the 46.38% of the total variance. Also for cyber bullying subscale, same three factors emerged accounting for the 49.18% of the total variance. Scales with 22 items under 3 factors were tested with confirmatory factor analysis for each victim and bullying variables. Three factors were named as cyber verbal bullying, hiding identity and cyber forgery. Three factors model of scales were found theoretically and statistically fitted after confirmatory factor analysis. For criterion related validity the correlation between cyber victim and bullying scale and Aggression Scale was calculated as .27 and .36, respectively. The internal consistency coefficients calculated for reliability. Cyber victim and bullying scales’ internal consistency coefficients were .89 and split-half coefficients were .79. for both scales. Test-retest reliability for cyber victim .85, for cyber bullying respectively .90 was found. These results demonstrate that the Cyber Victim and Bullying Scale’ is a valid and reliable instrument.     

Social self-efficacy,academic locus of control,and internet addiction

The purpose of this research is to examine the relationship of internet addiction, social self-efficacy, and academic locus of control. Participants were 311 university students who completed a questionnaire package that included the Online Cognition Scale, the Academic Locus of Control Scale, and the Perceived Social Self-efficacy Scale. The hypothesis model was tested through structural equation modeling. According to results internal academic locus of control was predicted positively by social self-efficacy. Also internet addiction was explained negatively by social self-efficacy and internal academic locus of control and positively by external academic locus of control. Results were discussed in the light of literature.     

The measures weighted stratum and weighted compactness on the weighted digraph-based models of the hypermedia and navigation

This study focuses on carrying out weighted digraph-based mathematical construction of hypermedia and user navigation on hypermedia and making a presentation of “weighted” forms of known stratum and compactness. In the instructional Web design researches, the structural analysis of navigation on the hypermedia is important in modeling the behaviors that the learners perform while using this kind of media. Therefore, new conceptions of the presented usage of new measures towards this goal are also discussed within the scope of our study.     

Applying distributed cognition theory to the redesign of the ‘Copy and Paste’ function in order to promote appropriate learning outcomes

This paper explores the application of distributed cognition theory to educational contexts by examining a common learning interaction, the ‘Copy and Paste’ function. After a discussion of distributed cognition and the role of mediating artefacts in real world cognitions, the ‘Copy and Paste’ function is redesigned to embed an effective interaction strategy, based on encoding strategies, into the interface. The current affordances of the ‘Copy and Paste’ interaction derived from its business heritage (speed and accuracy of reproduction) are contrasted with those needed for a learning interaction (the meaningful processing of content for understanding). An empirical study was conducted to test the efficacy of the redesigned function through an experimental treatment. The study examined the impact of an experimental treatment based on changes to the ‘Copy and Paste’ function in terms of:

(a)

changes to interaction strategies employed by learners;     

Exploring the potential of computer and video games for health and physical education: A literature review

This study aims at critically reviewing recently published scientific literature on the use of computer and video games in Health Education (HE) and Physical Education (PE) with a view: (a) to identifying the potential contribution of the incorporation of electronic games as educational tools into HE and PE programs, (b) to present a synthesis of the available empirical evidence on the educational effectiveness of electronic games in HE and PE, and (c) to define future research perspectives concerning the educational use of electronic games in HE and PE. After systematically searching online bibliographic databases, 34 relevant articles were located and included in the study. Following the categorization scheme proposed by [Dempsey, J., Rasmussen, K., & Lucassen, B. (1996). The instructional gaming literature: Implications and 99 sources. University of South Alabama, College of Education, Technical Report No. 96-1], those articles were grouped into the following four categories: (a) research, (b) development, (c) discussion and (d) theory. The overviewed articles suggest that electronic games present many potential benefits as educational tools for HE and PE, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise. Furthermore, the newly emerged physically interactive electronic games can potentially enhance young people’s physical fitness, motor skills and motivation for physical exercise. The empirical evidence to support the educational effectiveness of electronic games in HE and PE is still rather limited, but the findings present a positive picture overall. The outcomes of the literature review are discussed in terms of their implications for future research, and can provide useful guidance to educators, practitioners and researchers in the areas of HE and PE, and to electronic game designers.     

Listen and learn: An investigation of sonification as an instructional variable to improve understanding of complex environments

Sonification, the use of non-speech audio to convey information, was used to test whether the simultaneous presentation of visual and artificially created auditory (sound) information significantly improves scores on comprehension tests of complex, dynamic computer simulations of an ecology microworld over scores from college participants who were presented visual information alone. Brief training was provided and all tasks were completed online. Participants were also tested for musical aptitude and preferred learning modality. Results indicate that while age and grade point average significantly predicted score on the comprehension test, the treatment tested here did not. For one-month retention of knowledge, only grade point average was significant. Nevertheless, the experimental methodology and the demonstrated convenience of online data collection are a contribution to the field. Moreover, the size of several positive effects and the identification of opportunities for improvement in the presentation of information invite a follow-up study.     

Using animations and visual cueing to support learning of scientific concepts and processes

The purpose of the study is to investigate the potential benefits of using animation, visual cueing, and their combination in a multimedia environment designed to support learners’ acquisition and retention of scientific concepts and processes. Undergraduate participants (N = 119) were randomly assigned to one of the four experimental conditions in a 2 × 2 factorial design with visual presentation format (animated vs. static graphics) and visual cueing (visual cues vs. no cues) as factors. Participants provided with animations retained significantly more concepts than their peers provided with static graphics and those afforded visual cues learned equally well but in significantly less time than their counterparts in uncued conditions. Moreover, taking into consideration both learning outcomes and learning time, cued participants displayed more instructional efficiency than their uncued peers. Implications and future directions are discussed.     

Patterns of use of an agent-based model and a system dynamics model: The application of patterns of use and the impacts on learning outcomes

A classification system that was developed for the use of agent-based models was applied to strategies used by school-aged students to interrogate an agent-based model and a system dynamics model. These were compared, and relationships between learning outcomes and the strategies used were also analysed. It was found that the classification system could also be applied to the use of the system dynamics model, with the addition of criterion. This means that a classification system exists for both styles of models. The fact that the strategies could be identified, despite differences in the actual model, and the model type, compared to the original study, means that there are implications for training teachers or systems to also identify the strategies. Initial findings of this study identified links between prior knowledge and the strategy chosen, as well as links with learning outcomes.     

The impact of laptop-free zones on student performance and attitudes in large lectures

The goal of this study was to determine if laptop use in lecture negatively impacts learning outcomes of surrounding students taking notes on paper. Two sections of a large introductory biology course (>400 students/section) were zoned into a laptop-permitted and a laptop-free area. Two sections in which laptop users could sit anywhere served as the Control. There was no difference in the attendance (∼85%) or percentage of students using laptops (∼29%) between Zoned and Control sections. Academic performance, based on exam points earned, was not significantly different for paper users in Zoned and Control sections indicating laptop use did not impair the overall achievement of surrounding students. However, there was a correlation between exam performance and note taking preference: paper note takers scored significantly higher and laptop users scored significantly lower than predicted by pre-class academic indicators (p < 0.01, paired t-test). The majority of both laptop (64%) and paper users (82%) in the Zoned sections supported a policy restricting laptop use to specific areas. Thus, while we further investigate whether the relationship between laptop use and performance is correlative or causative, zoning is an effective method for accommodating both laptop users and paper note takers in the same lecture hall.