Computer experience and attitudes of 12-year-old students: implications for the UK National Curriculum

Abstract The computer experience of 12-year-old students who had just started their secondary education was investigated. Data was collected on home and school computer use, attitudes towards computers, academic ability, gender and socio-economic group. The results highlight the widely varying and often inadequate computer experience that students have received in their primary education. The computer experience of the majority of students was a long way from being sufficient to fulfil the requirements of the UK National Curriculum. For most students, home computer use formed the major part of their IT experience. Home computer use was found to have the strongest effect on attitudes towards computers. Several significant differences in attitude were apparent between boys and girls. Analysis of academic ability and socio-economic group showed that these factors related to boys and girls in very different ways. All these factors need to be considered when implementing the computer content of the UK National Curriculum.     

Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes,engagement, gender and achievement

The aim of this study was to investigate the complex relationship between students’ mathematics confidence, confidence with technology, attitude to learning mathematics with technology, affective engagement and behavioural engagement, achievement, gender and year level. The participants were secondary students from state co-educational schools in Metropolitan Athens, Greece. Gender differences as well as differences between year levels and the resulting clusters of students were investigated by using a MANOVA. It was found that boys expressed more positive views towards mathematics and more positive views towards the use of technology in mathematics, compared to girls. It was also found that high achievement in mathematics was associated with high levels of mathematics confidence, strongly positive levels of affective engagement and behavioural engagement, high confidence in using technology and a strongly positive attitude to learning mathematics with technology. Low levels of mathematics achievement was associated with low levels of mathematics confidence, strongly negative levels of affective engagement and behavioural engagement, low confidence in using technology, and a negative attitude to learning mathematics with technology.     

An empirical study of pupils' attitudes to computers and robots*

A 64-item Likert type instrument assessed seven scales of pupils' attitude toward computers and robots. Scale scores were investigated as functions of pupils' sex, Piagetian stage, chosen course of study, home use of a microcomputer and experience of computer-assisted learning (CAL). More favourable attitudes were held by boys and by pupils choosing Computer Studies. Amongst pupils not choosing Computer Studies, those reporting experience of CAL or high use of a home microcomputer showed smaller declines of attitudes over a 1-year period.     

Students’ attitudes towards integration of ICTs in a reading course: A case in Turkey

The purpose of this paper is to investigate students’ attitudes towards the use of information and communication technologies (ICTs) in a reading skills course offered at Middle East Technical University, Ankara, Turkey. To this end, 30 first year students of the foreign language education (FLE) department followed a four-week component of an ICTs-integrated reading skills course. To examine the students’ attitudes towards the course and the new learning environment at the end of the teaching period, an attitude questionnaire was administered and interviews were conducted. The findings indicate that despite the difficulties they faced, the students were satisfied overall with the application of ICTs in their reading course and developed positive attitudes towards online courses.     

Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain

The dearth of women in technology and ICT-related fields continues to be a topic of interest for both the scientific community and decision-makers. Research on attitudes towards computers proves that women display more negative computer attitudes than men and also make less intense use of technology and computers than their male counterparts. For this reason, the main aims of this study are threefold. Firstly, to analyze the existence of gender differences in three dimensions of computer attitudes in a group of 550 secondary students in Spain (mean of age = 15 years old; SD = 1.73). Secondly, to study the moderating influence of a group of contextual variables on those gender differences in computer attitudes. And thirdly, to examine the predictive role of computer attitudes on the intention to pursue technology-related occupations. Some of the analyses of variance carried out show more positive computer attitudes in boys than in girls. These differences are more salient among students coming from rural areas and the upper social class, who are also enrolled in the domain of technology in secondary education, and whose mothers have no occupation outside the home. Finally, simple logistic regressions were carried out in order to prove that all dimensions of computer attitudes predict the enrollment intentions to pursue technology-related occupations. Nonetheless, gender only moderates the relationship between the cognitive dimension of computer attitudes and the enrollment intentions to pursue technology-related occupations.     

Email end users and spam: relations of gender and age group to attitudes and actions

As the problem of spam email increases, we examined users’ attitudes toward and experience with spam as a function of gender and age. College-age, working-age, and retirement-age men and women were surveyed. Most respondents strongly disliked receiving spam yet took few actions against it. There were fewer gender differences than predicted, but age was a significant predictor of several responses. Retirement age men rated themselves as significantly lower in expertise than did working age men, and the oldest and youngest age groups took fewer actions against spam, used the computer less often, and spent fewer hours online than did the working age respondents. Older respondents were more likely than younger ones to report making a purchase as a result of a spam email and received the same amount of spam as other age groups in spite of lower overall use of the computer. The results suggest both that older computer users may be more vulnerable to spam, and that the usability of email for all users may be threatened by the inability of users to effectively take action against spam.     

The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior

This study was designed to examine the differential effects of three types of adult interaction with kindergarten children using computers on children's cognitive performance and style of response. The types of adult interaction considered were: (1) mediation: provision of mediation, including behaviors such as focusing, affecting, expanding, encouraging, and regulation of behavior; (2) accompaniment: responding to children's questions; and (3) no assistance: provision of minimal technical assistance. The study sample included 150 kindergarten children, age 5–6 years. Children who engaged in adult-mediated computer activity showed higher levels of performance on a series of cognitive measures and more reflective response styles as compared to the other children. Adults' mediating behaviors found most predictive of children's cognitive performance were expanding, encouraging and regulation of behavior. Findings led to the conclusion that integrating adult mediation in pre-school computer learning environments facilitates informed use of computer technologies and has positive effects on children's performance.     

Secretarial attitudes towards word processors as a function of familiarity and locus of control

The purpose of the present study was to investigate dimensions of secretarial anxiety, eagerness, and curiosity with respect to word processing equipment. Such variables as familiarity, formal training, physical proximity to the equipment, degree of influence in the decision to acquire a word processor, and frequency of use were seen as potential predictors of such attitudes. Additionally, two trait-like dimensions were measured, locus of control and complexity. Questionnaires were sent to 408 secretaries employed at a mid-western university. The response rate was 59 per cent (n = 241). People who had not used word processing equipment were more anxious than those individuals who had. Moreover, frequency of use for people with experience was related to greater change in anxiety levels. While familiarity reduced anxiety, it also tended to reduce curiosity. Frequency of word processor use was related to several variables. For instance, frequency of use was related to how positively the person evaluated the processor as affecting their work capabilities. Heavy users felt that the manuals were less helpful. Internally controlled individuals were more eager, curious and less anxious, while cognitively complex individuals were more curious about word processors. The applied implications of the findings are discussed.     

The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning

The present study adopts an illuminative approach to evaluate students’ initial attitudes towards the use of information and communication technology (ICT). Ninety-nine undergraduate science students participated in this study and their learning styles were classified according to Honey and Mumford (1986) (Honey, P., Mumford, A., 1986. The Manual of Learning styles. Peter Honey, 10 Linden Avenue, Maidenhead) learning style questionnaire. Student learning styles were classified as activist, reflector, theorist, or pragmatist. No significant difference in learning styles was observed between genders and between student cohorts. Six dimensions to student attitudes toward ICT were identified as follows; ‘comfort’, ‘interactivity’, ‘self-satisfaction’, ‘value new technology’, ‘experience’ and ‘context’. Students exhibited low scores in the attitude dimensions of ‘value new technology’, ‘interactivity’ and ‘context’ indicating that they were uncomfortable with computers, were unhappy about the lack of personal contact and would prefer to learn in a more traditional mode. A significant, though weak, negative correlation between the ‘theorist’ and the ‘interactivity’ and ‘context’ attitude dimensions was also observed. In addition, based on the results of this study it appears that first year students exhibit a more positive perception of ICT supported learning than second and third year students. Though the use of ICT in higher education is becoming more widespread based on the results of this study student use of the technology may be limited by a negative attitude toward a style of teaching which is not consistent with their past learning experiences.     

Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities

We examined the contribution of epistemological beliefs, individual interest, and gender to self-reports of Internet-based learning activities in a sample of 80 Norwegian student teachers in an innovative pedagogical context with special emphasis on the use of information and communication technologies. Epistemological beliefs and individual interest were measured in the autumn term of the first year of the teacher education program, and learning activities were measured in the autumn term of the second year. The results indicated that epistemological beliefs about the speed of knowledge acquisition predicted Internet-search activities, with students who believed that learning occurs quickly or not at all being less likely to realize that managing the wealth of information found on the Internet and critically evaluating Web-based resources is a difficult and often time-consuming task. In addition, students who held the naive epistemological belief that knowledge is given and stable were less likely to engage in discussion and communication about subject content on the Internet, with such Internet-based communication also predicted by students’ interest in their field of study. Epistemological beliefs predicting Internet-communication activities were also found to predict self-reported use of strategies when learning from conventional printed texts. Finally, males reported higher levels of participation in Internet-based communication activities than females, and females reported higher levels of strategy use when learning from conventional printed texts than males.     

The effects of computer-assisted material on students’ cognitive levels,misconceptions and attitudes towards science

The purpose of this study was to investigate the effects of a Computer-assisted Instruction Material (CAIM) related to “photosynthesis” topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002–2003 academic year and was carried out in two different classes taught by the same teacher, in which there were fifty two 11th grade high school students, in central city of Trabzon in Turkey. An experimental research design including the photosynthesis achievement test (PAT), the photosynthesis concept test (PCT) and science attitude scale (SAS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in PAT increased by 10% in favour of experiment group (EG) at (p < 0.05) significant level. Although the increase in cognitive development at knowledge level was 14.8% in the EG and 18.2% in the control group (CG), the development at comprehension and application levels were 19.8–18.5 in the EG and 1.75–0.86 in the CG, respectively. This result showed that using CAIM in teaching photosynthesis topic was very effective for students to reach comprehension and application levels of cognitive domain. However, CAIM did not change major misconceptions related to photosynthesis topic in EG as expected. Meanwhile, same misconceptions in EG about source of energy for plants and their nutrition were decreased more than CG. It was also found out that there was little change about students’ attitudes towards science education in both groups.     

Analysis of cognitive learning strategies and computer attitudes,according to college students’ gender and locus of control

This study explored variations in cognitive learning strategies and computer attitudes among college students, based on gender and locus of control. The study groups were comprised of 263 preservice teachers. The results demonstrated that the level of adherence to cognitive learning strategies on the part of female college students was significantly higher than those of male college students, especially in terms of memorization, analytical, and explanation. This study found that college students’ gender has an effect on cognitive learning strategies and computer attitudes. In terms of locus of control, college students’ cognitive learning strategies and computer attitudes were found statistically significant in the following levels: small in application, small in memorization, weaker in analytical, small in summarization, small in rehearsal, weaker in explanation, and small in computer attitude. Observance of cognitive learning strategies was found to be significantly higher for college students with internal locus of control than for those with external locus of control in terms of summarization and rehearsal.     

Ergonomics in Northern Ireland: a survey of knowledge,attitudes, and implementation in industry and the public services

Abstract

In spite of the palpable benefits to organizations of applying the principles of ergonomics, it appears that a majority of employers, whether through ignorance or neglect, fail to do so (Simpson 1990). The present study sought to assess the impact of ergonomics on a broad cross-section of organizations in Northern Ireland from three perspectives: (1) knowledge and awareness of ergonomics; (2) attitudes towards ergonomics; and (3) the extent to which the principles of ergonomics were put into practice in the work-place. In all, 700 organizations were surveyed, representing manufacturing, service, and public sectors and ranging in size from 10 to more than 1000 employees. A total of 417 questionnaires (59·7%) were returned and, of these, 152 (36·5%) claimed no knowledge whatever of ergonomics. The extent to which knowledge was claimed tended to depend on the nature of the organizations. Analysis of the remaining 263 questionnaires revealed that, while only 36 organizations employed ergonomic specialists or engaged outside ergonomic consultants, 163 respondents reported specific instances of addressing ergonomic issues during the previous 12 months. Respondents exhibited generally positive attitudes towards ergonomics, although some cynicism was evident. Principal components analysis of the questionnaire items revealed several factors, most notably a general concern for ergonomic issues, cynicism towards ergonomics and, arguably, an attitude of helplessness concerning the state of the organization. Implications of these findings for promoting implementation of ergonomics within organizations are discussed.     

The effects of individual differences and visual instructional aids on disorientation,learning performance and attitudes in a Hypermedia Learning System

Research suggests that certain visual instructional aids can reduce levels of disorientation and increase learning performance in, and positive attitudes towards, HLS for learners with specific individual differences. However, existing studies have looked at only one or two individual differences at a time, and/or considered only a small number of visual instructional aids. No study has considered the impact of the three most commonly studied individual differences – cognitive style, domain knowledge and computer experience – on learning performance, disorientation and attitudes in a HLS incorporating a full range of visual instructional aids. The study reported here addresses this shortcoming, examining the effects of, and between, these three individual differences in relation to learning performance, disorientation and attitudes in two HLS versions: one that incorporated a full set of visual instructional aids and one that did not. Significant effects were found between the three individual differences with respect to disorientation, learning performance and attitudes in the HLS that provided no instructional aids, whereas no such effects were found for the other HLS version. Analysis of the results led to a set of HLS design guidelines, presented in the paper, and the development of an agenda for future research. Limitations of the study and their implications for the generalizability of the findings are also presented.     

The emotional impact of cyberbullying: Differences in perceptions and experiences as a function of role

Research is accumulating to confirm adverse consequences of cyberbullying. Less is known about the perceptions, expectations and reactions of those involved as a function of their different roles (e.g., as bullies, victims, bully-victims) and how this relates to their experiences of traditional bullying. We examined whether cyberbullies' beliefs about the impact of their actions reflects the impact as reported by cybervictims themselves. We tested also whether the emotional reactions to cyberbullying differed depending upon whether the victim was or was not also a victim of traditional bullying behaviours. Participants were 1353 Spanish adolescents. Approximately 8% reported experiences of cyberbullying (compared to 12% reporting experiences of traditional bullying). Cyberbullies believed that their victims would experience more discomfort than cybervictims actually reported experiencing. Those who had experienced victimization in both traditional and cyber contexts evaluated cyberbullying as having greater negative impact than did those who had experienced victimization only in cyber contexts. Perceptions differed according to role and the context(s) in which bullying has been experienced. Findings are discussed in relation to the ways in which technologically delivered aggression may differ from traditional bullying.     

Problem-solving performance as a function of problem type,number progression,and memory load

Abstract

Problem-solving performance with tabular and graphical computer displays was examined as problem type, number progression, and memory capacity were systematically manipulated. Participants used tables and line graphs that depicted linear or multilinear number progressions to solve location, interpolation, trend analysis, and forecasting problems. Experiment 1, in which the displayed information was continuously available, indicated that participants' performance for identifying specific values was better with tables than with graphs. For trend analysis and interpolation problems graphs with multilinear data facilitated performance. While the forecasting tasks did not show any systematic effect of the factors. In Experiment 2, the displayed information was not continuously available, participants performed best with the graphical displays for most conditions. These results are discussed in terms of designing computer information displays.     

Problem-solving performance as a function of problem type, number progression, and memory load

Problem-solving performance with tabular and graphical computer displays was examined as problem type, number progression, and memory capacity were systematically manipulated. Participants used tables and line graphs that depicted linear or multilinear number progressions to solve location, interpolation, trend analysis, and forecasting problems. Experiment 1, in which the displayed information was continuously available, indicated that participants' performance for identifying specific values was better with tables than with graphs. For trend analysis and interpolation problems graphs with multilinear data facilitated performance. While the forecasting tasks did not show any systematic effect of the factors. In Experiment 2, the displayed information was not continuously available, participants performed best with the graphical displays for most conditions. These results are discussed in terms of designing computer information displays.     

Endurance time of grip-force as a function of grip-span, posture and anthropometric variables

The time to volitional exhaustion (endurance time) for sustained contractions is considered as a valid parameter to quantify fatigue and to determine the required rest pauses between two successive contractions. In this study, the effects of grip-span, shoulder posture and anthropometric characteristics on endurance time of grip-force during sustained 30% of maximal voluntary grip-force were investigated. Both subjective and objective measures of fatigue were used in determining the endurance times. Twelve male subjects performed sustained isometric handgrip contractions using a handgrip dynamometer at the combinations of three different grip span settings and two shoulder postures. The investigated three grip spans were the optimal, 2 cm narrower than the optimal, and 2 cm wider than the optimal. The investigated two shoulder postures were neutral and 25° flexion. The outcome measures were: endurance time, surface electromyography of related forearm muscles, heart rate, blood pressure, and ratings of perceived discomfort/pain. The results indicate that the endurance time decreases significantly as the grip span deviates from the optimal in both directions. On the other hand, the considered shoulder postures did not have a significant effect on the endurance time. Further analysis indicated a significant negative correlation between endurance time and rest pause and a marginal positive correlation between maximum voluntary grip-force and rest pause. Body mass index, and volume of forearm and hand had also significant negative correlation with endurance time. The comparisons are made with a number of existing endurance models and the impact of findings are discussed.

Relevance to industry

In accurate establishment of the time standards, muscular fatigue allowances need to be taken into account. The endurance time for sustained isometric contractions is correlated with the required rest allowances (pauses) for intermittent static contractions; and therefore, required muscular fatigue allowances can be estimated from the endurance times.     

Helpfulness of user-generated reviews as a function of review sentiment,product type and information quality

Helpfulness of user-generated reviews has not been studied adequately in terms of the interplay between review sentiment (favorable, unfavorable and mixed) and product type (search and experience). Moreover, the ways in which information quality relates to review helpfulness remain largely unknown. Hence, this paper seeks to answer the following two research questions: (1) How does the helpfulness of user-generated reviews vary as a function of review sentiment and product type? (2) How does information quality relate to the helpfulness of user-generated reviews across review sentiment and product type? Data included 2190 reviews drawn from Amazon for three search products—digital cameras, cell phones, and laser printers—as well as three experience products—books, skin care, and music albums. Review sentiment was ascertained based on star ratings. Investigation of the research questions relied on the statistical procedures of analysis of variance, and multiple regression. Review helpfulness was found to vary across review sentiment independent of product type. Besides, the relationship between information quality and review helpfulness was found to vary as a function of review sentiment as well as product type. The paper concludes with a number of implications for research and practice.     

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience,students' collaboration skills,and sustainability

The purpose of this study was to examine the influence of online collaborative learning experiences on students' digital collaboration skills and on the sustainability of e-collaboration in schools' culture—comparing individualistic versus collectivistic cultures. In addition, we explored how the leadership experience of schools' ICT coordinators was predicted by their sense of professionalism and cognitive, emotional and social aspects of perceived learning (PL), while leading the collaborative projects. The participants were ICT coordinators from 513 Israeli schools; 214 of whom were Hebrew-speakers, and 299 Arabic-speakers. The participants were asked to complete an online questionnaire, which included multiple-choice and open-ended questions. The results showed significant differences between a variety of the coordinator-related variables as a function of learning culture (more individualistic vs.more collectivistic). Coordinators' leadership experience was a powerful predictor of students' digital collaboration skills, but did not predict the sustainability of e-collaboration. Coordinators' emotional PL predicted the sustainability of collaboration in both schools with more individualistic and with more collectivistic learning cultures. The implications of the findings for educational theory and practise are discussed.