Is a schools’ performance related to technical change? – A study on the relationship between innovations and secondary school productivity

This paper examines the relation between innovations and productivity in Dutch secondary schools. Innovation clusters are directly included in the production model. In order to correct for differences between schools, we add school type, region and year controls. The results indicate that process innovations, teacher professionalization innovations and education chain innovations are positively related to productivity, whereas new courses innovations and pedagogic innovations are negatively related to productivity. The results also show that innovations are directly related to productivity, but also through student performance. The positive results of teacher professionalization, education chain and process innovations are similar to what is found elsewhere in the literature.     

Is compulsive internet use related to sensitivity to reward and punishment,and impulsivity?

Aim of the present study was to examine whether the personality correlates sensitivity to reward and to punishment, and impulsivity predict compulsive internet use (CIU). Furthermore, the predictive value of these personality correlates was compared to the predictive value of factors relating to psychosocial wellbeing. The results showed that particularly rash spontaneous impulsivity predicts CIU and that this personality factor is more important than psychosocial wellbeing factors. Sensitivity to reward, which is supposed to play a role in craving processes associated with substance abuse and eating disorders, could not be related to CIU. The data suggest that internet users who are characterized by an impulsive personality feature, are less able to control their use of the internet, which makes them more vulnerable to develop CIU.     

Is the use of information and communication technology related to performance in working memory tasks? Evidence from seventh-grade students

The main purpose of this study was to assess whether seventh-grade students use of information and communication technology (ICT) was related to performance on working memory tasks. In addition, the study tested whether the relationship between ICT use and performance on working memory tasks interacted with seventh-grade students’ socioeconomic level and gender. 275 students recruited from 30 Chilean schools were grouped according to their self-reported use of PC, the Internet, Chat and Video games. To assess students’ working memory performance, they were tested with a digit span test and a visuo-spatial measure. Only one of our two dependent variables reflected a relationship between specific profiles of ICT use and working memory. Higher scores on the digits span test were related to those user profiles combining PC use and video game play, that is, those identified as Full users and as PC and Console Gamers. We did not find an interaction effect of gender and ICT use or an interaction effect of socioeconomic level and ICT use. There are three possible explanations for these results: first, a proclivity of students with higher working memory capacity to engage in technology use; second, an impact on working memory of potential differences in multitasking; and, third, an impact on working memory of video game play. However, these results must be interpreted cautiously since scores on the GEFT, our visuo-spatial working memory measure, were not related to any profile of technology use. As serious educational games become more regularly used at school, previous differences in video game experience become growingly important. Future research must study whether the intended benefits of serious educational games are being mediated by individual differences in previous exposure to video games and other information and computer technologies, with independence of the directionality of the relationship between video game play and working memory.     

Is eyeball temperature related to fatigue?

A study was made to determine whether eye temperature changed as a consequence of blood flow changes. The measurements on railway workers indicate a relationship between temperature and fatigue.     

Synthesized or digitized? A guide to the use of computer speech

In addition to technical and cost determinants, a range of human factors issues governs the appropriateness of synthesized or digitized speech for a particular system. For example, since synthesized messages are created textually, they may reflect the rules and habits of written language, rather than spoken language. This may cause listeners some difficulty interpreting the intended meaning of the message. Moreover, the different speech media place constraints upon techniques of message creation editing, transmission and reception. Synthesized speech is easy to edit in terms of lexical content, but the production of sophisticated prosodic features can be problematic. In contrast, unedited digitized speech will normally have appropriate prosodic cues and because of this will be difficult to edit. The influence of these factors is examined and illustrations of both good and poor practice are given. The paper concludes with a decision criteria checklist for speech output devices.     

Are digital natives a myth or reality? University students’ use of digital technologies

This study investigated the extent and nature of university students’ use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. ‘Digital natives’ and students of a technical discipline (Engineering) used more technology tools when compared to ‘digital immigrants’ and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers’ teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students’ shifting patterns of learning and technology use.     

What makes them happy and curious online? An empirical study on high school students’ Internet use from a self-determination theory perspective

From a self-determination theory perspective, this study tries to investigate how perceived autonomy support, perceived relatedness and competence affect high school students’ intrinsic motivations (enjoyment and curiosity) to use the Internet, and the related outcomes of the motivation. Surveys are distributed to seven junior and ten senior high schools in a prefectural-level city in central China. Existing instruments from previous research are adapted to measure the following constructs: teacher support, parental support, peer influence, Internet self-efficacy, enjoyment, curiosity, flow state and online exploratory behavior. Finally, 3475 valid responses are collected.     

Social compensation or rich-get-richer? The role of social competence in college students’ use of the Internet to find a partner

Online dating continues to grow rapidly in popularity every day, yet the role of social competence in online dating behavior remains unclear. This study was designed to expand previous research and conduct a comprehensive investigation on how social competence is associated with college students’ online dating behaviors, perceptions, and attitudes. Two hypotheses were tested: The social compensation hypothesis (SCH)—socially incompetent individuals would engage in more online dating, and the rich-get-richer hypothesis (RGRH)—socially competent individuals would use online dating more than their incompetent counterparts. The results showed that incompetent individuals, despite their ability to see benefits in online dating, did not show a favorable attitude towards online dating. They indicated a more frequent use of and a stronger preference for face-to-face dating compared to online dating, which contradicted the SCH. There were weak associations between competence traits and online dating behavior. Socially competent individuals perceived less benefit and showed less interest in online dating, which disconfirmed the RGRH.     

Are Computer Science and Information Technology still masculine fields? High school students’ perceptions and career choices

This study investigated Greek high school students’ intentions and motivation towards and against pursuing academic studies in Computer Science (CS), the influence of the family and the scholastic environment on students’ career choices, students’ perceptions of CS and the Information Technology (IT) profession as well as students’ attendance at CS courses at school, computer use in the home and self-efficacy beliefs regarding computers. Gender differences were examined with a view to identifying factors that may affect boys’ and girls’ career choices. The participants were 358 students of both sexes who completed an anonymous questionnaire. The data analysis showed that girls are less likely than boys to pursue a CS degree, and when they do so, it is mainly because of extrinsic reasons rather than personal interest in CS. Lack of opportunities for early familiarization with computing in the home and the scholastic environment is the factor that mainly differentiates boys’ and girls’ motivation against studying CS, having a greater impact on girls. Misconceptions of CS were detected in students of both genders. Girls view CS as a self-referencing, machine- and programming-oriented discipline to a greater extent than boys do, and hold less positive views of the IT profession. Boys view CS as more human- and application-oriented than girls do. They also have greater computer self-efficacy and more sex-stereotypical views of CS and IT as male domains. Appropriate actions to increase girls’ interest and participation in CS studies are proposed according to the findings.     

Linking card sorting to browsing performance – are congruent municipal websites more efficient to use?

Card sorting is a method for eliciting mental models and is frequently used for creating efficient website navigation structures. The present studies set out to validate card sorting by linking browsing performance to the degree of match between the mental model and the navigation structure. First, a card sorting study was conducted (n?=?27) to elicit users’ mental model of municipal websites. Second, performance was measured for a number of search tasks with varying degrees of congruence with users’ mental model (n?=?50). Analysis by linear mixed-effect models suggests that the match between mental model and website structure has no effect on browsing performance. We discuss possible reasons and consequences of the failure to validate card sorting for designing navigation structures of informational websites.     

Is exposure to online content depicting risky behavior related to viewers' own risky behavior offline?

There are public and governmental concerns that social media may encourage risky behavior in the offline environment. Using international survey data from 412 young adults aged between 18 and 25 years of age (M = 21.20 years, SD = 2.31 years), this study demonstrates that there is a relationship between exposure to online content depicting risky behavior and users’ own offline risky behavior. This relationship was found for six behaviors: drug use, excessive alcohol use, disordered eating, self-harm, violence to others, and dangerous pranks. A borderline effect was found for two further behaviors: unprotected sex and sex with a stranger. The relationship between content depicting disordered eating and offline behavior was only significant for females; suggesting that female users may be more vulnerable to effects of viewing content depicting disordered eating habits, and/or use social media content to find material related to their existing behavior. No other gender moderation effects were found. The findings provide preliminary evidence that social media use may influence offline risky behavior in young adults.     

Web 2.0 applications in the workplace: How to ensure their proper use?

There is an ongoing debate about the role of Web 2.0 applications (e.g., Facebook™ and Instagram™) in the workplace. Indeed, misuse cases of these applications are on the rise and many enterprises still have concerns with their real benefits and values and thus, have been reluctant to adopting them. This paper addresses these concerns by developing restrictions over the social actions that Web 2.0 applications allow users to perform. These restrictions permit to limit for instance, the number of times a social action is performed, the content of a social action, and the recipient of a social action. The restrictions are specified in UML Object Constraint Language and enforced through a run-time monitoring that permits to detect violations. This paper, also, presents an implementation of restrictions over Hangouts™ as an illustrative Web 2.0 application.     

Is the effectiveness of lecture capture related to teaching approach or content type?

The purpose of two related studies was to explore the relationships between course characteristics (teaching approach, content type, and level of curricular coordination), lecture-capture implementation, and learning in a veterinary medical education environment. Two hundred and twenty two students and 35 faculty members participated in the first study, which surveyed respondents regarding their perception of lecture-capture use and impact on learning. Four hundred and ninety one students participated in the second study, which compared scores on a standardized test of basic science knowledge among groups experiencing various levels of lecture-capture implementation. Students were most likely to view captured lectures in courses that moved quickly, relied heavily on lecture, were perceived as highly relevant to their future success, and contained information not available in other formats. A greater percentage of students than faculty perceived lecture capture as beneficial to learning. Higher views of captured lectures were associated with higher test scores in disciplines that relied most heavily on a straight-lecture teaching approach and had a basic science – research teaching context. The number of lecture-capture views was not significantly related to test scores in disciplines that relied less heavily on straight lecture for instruction and had a basic science – applied teaching context.     

Are digital natives a world-wide phenomenon? An investigation into South African first year students’ use and experience with technology

In 2001 Marc Prensky coined the phrase ‘digital natives’ to refer to the new generation of students who have grown up surrounded by technology. His companion papers spurred large amounts of research, debating changes that are required to curricula and pedagogical models to cater for the changes in the student population. This article reports on a study conducted in 2009 of more than 290 first year students at two South African universities. In this study, students were asked about their access to and use of technology. The results portrayed a heterogeneous student population, with varying levels of access to and use of most technologies. One of Prensky’s key features of a digital native is their excitement with Web 2.0 based technologies. Participants in this study however, appear not to use such technologies, and to not be interested in using them in their studies. One tool that students had high levels of access to (98.1%), and use of is the mobile phone. Out of all uses of technology surveyed, tasks involving the mobile phone were ranked in the top two positions. Also when asked to rank different uses of technology particularly for their studies, three of the top five uses relied on a mobile phone.     

Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts?

Computer game programming has been touted as a promising strategy for engaging children in the kinds of thinking that will prepare them to be producers, not just users of technology. But little is known about what they learn when programming a game. In this article, we present a strategy for coding student games, and summarize the results of an analysis of 108 games created by middle school girls using Stagecast Creator in an after school class. The findings show that students engaged in moderate levels of complex programming activity, created games with moderate levels of usability, and that the games were characterized by low levels of code organization and documentation. These results provide evidence that game construction involving both design and programming activities can support the learning of computer science concepts.     

Routing fleets with multiple driving ranges: Is it possible to use greener fleet configurations?

This paper discusses the vehicle routing problem with multiple driving ranges (VRPMDR), an extension of the classical routing problem where the total distance each vehicle can travel is limited and is not necessarily the same for all vehicles – heterogeneous fleet with respect to maximum route lengths. The VRPMDR finds applications in routing electric and hybrid-electric vehicles, which can only cover limited distances depending on the running time of their batteries. Also, these vehicles require from long charging times, which in practice makes it difficult to consider en route recharging. The paper formally introduces the problem, describes an integer programming formulation and a multi-round heuristic algorithm that iteratively constructs a solution for the problem. Using a set of benchmarks adapted from the literature, the algorithm is then employed to analyze how distance-based costs are increased when considering ‘greener’ fleet configurations – i.e., when using electric vehicles with different degrees of autonomy.     

Students' self-report and observed learning orientations in blended university course design: How are they related to each other and to academic performance?

This study examines the extent to which the learning orientations identified by student self-reports and the observation of their online learning events were related to each other and to their academic performance. The participants were 322 first-year engineering undergraduates, who were enrolled in a blended course. Using students' self-report on a questionnaire about their approaches to learning and perceptions of the blended learning environment, ‘understanding’ and ‘reproducing’ learning orientations were identified. Using observations of student activity online, a Hidden Markov Model (HMM) and agglomerative sequence clustering detected four qualitatively different patterns of online learning orientations. Cross-tabulations showed significant and logical associations amongst the learning orientations derived by the self-report and observational methods. Significant differences were also consistently found in the students' academic performance across the mid-term and final assessments based on their learning orientations detected by both self-report and observational methods, results which have important implications for learning research.     

What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education

The question ‘What stimulates teachers to integrate Information and Communication Technologies (ICTs) in their pedagogical practices?’ was addressed in the context of teachers’ usage of digital learning materials (DLMs). We adopted Fishbein’s Integrative Model of Behavior Prediction (IMBP), to investigate the various relationships between distal and proximal variables and intention. Mediation analysis revealed that the proximal variables attitude, subjective norm, and self-efficacy towards DLMs were significant predictors of teachers’ intention to use DLMs. The contribution of subjective norm, however, was modest. Attitude, subjective norm and self-efficacy mediated the effects of the following three distal variables on intention: previous use of DLMs, perceived knowledge and skills to use DLMs, and colleagues’ usage of DLMs. Persuasive communication and skills based training seem, therefore, appropriate interventions to promote a positive attitude towards DLMs and improve self-efficacy in using DLMs.     

Is it really good to talk? Testing the impact of providing concurrent verbal protocols on driving performance

Abstract

Questions have been raised regarding the impact that providing concurrent verbal protocols has on task performance in various settings; however, there has been little empirical testing of this in road transport. The aim of this study was to examine the impact of providing concurrent verbal protocols on driving performance. Participants drove an instrumented vehicle around a set route, twice whilst providing a concurrent verbal protocol, and twice without. A comparison revealed no differences in behaviour related to speed, braking and steering wheel angle when driving mid-block, but a significant difference in aspects of braking and acceleration at roundabouts. When not providing a verbal protocol, participants were found to brake harder on approach to a roundabout and accelerate more heavily coming out of roundabouts. It is concluded that providing verbal protocols may have a positive effect on braking and accelerating. Practical implications related to driver training and future research are discussed.

Practitioner Summary: Verbal protocol analysis is used by ergonomists to understand aspects of cognition and decision-making during complex tasks such as driving and control room operation. This study examines the impact that it has on driving performance, providing evidence to support its continued use in ergonomics applications.