The effects of technology use in postsecondary education: A meta-analysis of classroom applications

This meta-analysis is a study of the experimental literature of technology use in postsecondary education from 1990 up to 2010 exclusive of studies of online or distance education previously reviewed by Bernard et al. (2004). It reports the overall weighted average effects of technology use on achievement and attitude outcomes and explores moderator variables in an attempt to explain how technology treatments lead to positive or negative effects. Out of an initial pool of 11,957 study abstracts, 1105 were chosen for analysis, yielding 879 achievement and 181 attitude effect sizes after pre-experimental designs and studies with obvious methodological confounds were removed. The random effects weighted average effect size for achievement was g+ = 0.27, k = 879, p < .05, and for attitude outcomes it was g+ = 0.20, k = 181, p < .05. The collection of achievement outcomes was divided into two sub-collections, according to the amount of technology integration in the control condition. These were no technology in the control condition (k = 479) and some technology in the control condition (k = 400). Random effects multiple meta-regression analysis was run on each sub-collection revealing three significant predictors (subject matter, degree of difference in technology use between the treatment and the control and pedagogical uses of technology). The set of predictors for each sub-collection was both significant and homogeneous. Differences were found among the levels of all three moderators, but particularly in favor of cognitive support applications. There were no significant predictors for attitude outcomes.     

Back pain arising from schoolbag usage among primary schoolchildren

This study employed multifactorial variables to determine the effect of schoolbag weight on the occurrence of back pain among primary schoolchildren and also determined the reliability and factorability of their survey responses. A total of 615 prepubescent children aged between 7 and 12 years with a boy to girl ratio of 2:3 participated in the study. Of these children, 205 were also selected for a test–retest to determine the reliability of the questionnaire. The kappa coefficient was used to analyze dichotomous and nominal variables, and the intraclass correlation coefficient (ICC) was used for the categorical variables. Correlation techniques were also used to investigate backpack-induced back pain problems. The test–retest revealed that dichotomous and demographic (k = 0.7–1.0), psychosocial perception of pain (ICC = 0.6–0.72) and backpack culture (ICC = 0.6–0.78) variables all demonstrated good and high reliability. Variables associated with multiple responses, however, recorded low reliability value. The exploratory factor analysis also reveals six factors, of which only psychosocial perception of pain, individual rating ability and backpack culture accounted for more than 70% of the variance explained during the analysis. Both the subjective and objective variables revealed the significant effect of the children's heavy bag on their degree of feeling back pain (F(2,612) = 3.72, p = 0.02), neck inclination (F(2,166.15) = 54.8, p < 0.0001), back inclination (F(2,183.9) = 60.92, p < 0.0001), pulse rate (F(2,155.31) = 4.07, p = 0.019) and saturated oxygen (F(2,152.83) = 5.95, p = 0.003) were significantly associated with the weight of their schoolbags. The significant effect of age was also identified as the measuring variables were all negatively correlated with the children's age. Backpack–back pain intervention and awareness are still needed especially among the younger primary schoolchildren who are at greater risk of back pain from backpack usage.     

Problematic Internet use,loneliness and dating anxiety among young adult university students

The Internet, an important modern means of obtaining information and establishing communication with others, has become an increasingly essential element of human life. Although Internet use makes life easier, it can become problematic in the event of non-functional use. Debate and research into whether Internet addiction is a cause or an effect are continuing. This study investigates problematic Internet use among young adult university students and examines correlation between problematic Internet use and loneliness and dating anxiety. University student Internet use patterns are also investigated. The study was conducted among 493 students from the Karadeniz Technical University Fatih Faculty of Education. The Online Cognition Scale, Dating Anxiety Scale, Loneliness Scale and Personal Information Questionnaire were employed in the collection of data. Pearson correlation analysis, the t-test, one-way analysis of variance and chi-square test were used for data analysis. The Pearson correlation analysis results reveal a significant positive correlation between problematic Internet use and loneliness (r = 0.194, p < 0.001), communication anxiety (r = 0.15, p < 0.001), unpopularity anxiety (r = 0.174, p < 0.001) and physiological symptoms (r = 0.125, p < 0.001) dating anxiety sub-scales. One-way analysis of variance was used to examine whether problematic Internet use varies according to length of Internet use, and a significantly high level of problematic Internet use was observed among those going online for more than 5 h a day compared to other users (F = 14.327, p < 0.001). Chi-square results reveal a significant association between length of Internet use and how students feel when they do not go online (chi-square = 116.543, p < 0.001). The t-test was used to determine whether there was a significant difference in levels of Internet use according to gender, and levels of problematic Internet use were significantly higher among male students than females (t = 4.046, p < 0.001).     

Response rate of bricklayers and supervisors on an internet or a paper-and-pencil questionnaire

It is unclear whether or not internet surveys yield response rates comparable to paper-and-pencil surveys for specific occupational groups, such as construction workers. The objective of this study was to examine the differences in response rates between a paper-and-pencil questionnaire and an internet questionnaire for two construction-related occupations: bricklayers and supervisors. In total 600 participants were randomly assigned to the internet questionnaire survey or to the conventional paper-and-pencil questionnaire survey. Undeliverable postal was excluded from the response rate. A total of 237/590 subjects responded, leading to a response rate of 40% across both arms of the study. Total response rate in the paper-and-pencil questionnaire group (45%, 131/293) was significantly higher (Chi-Square = 4.99, p = 0.025) than in the internet questionnaire arm (36%, 106/297). Among bricklayers, the response rate on the paper-and-pencil questionnaire (44%, 64/147) was significantly higher (Chi-Square 7.36, p = 0.007) than on the internet questionnaire (28%, 42/148). For construction supervisors response rates were not different for both arms of the study, 46% (67/146) on the paper-and-pencil questionnaire and 43% (64/149) on the internet questionnaire. Overall, a paper-and-pencil questionnaire is more effective in terms of response rate than an internet questionnaire in a random sample of two construction professions.Relevance to industryQuestionnaire surveys play an important role in gathering information on interventions aimed at reducing occupational risks and health effects for construction workers. The most effective survey mode should be explored before a large scale survey is carried out.     

Personalization–privacy paradox and consumer conflict with the use of location-based mobile commerce

This study empirically explored consumers’ response to the personalization–privacy paradox arising from the use of location-based mobile commerce (LBMC) and investigated the factors affecting consumers’ psychological and behavioral reactions to the paradox. A self-administered online consumer survey was conducted using a South Korean sample comprising those with experience using LBMC, and data from 517 respondents were analyzed. Using cluster analysis, consumers were categorized into four groups according to their responses regarding perceived personalization benefits and privacy risks: indifferent (n = 87), personalization oriented (n = 113), privacy oriented (n = 152), and ambivalent (n = 165). The results revealed significant differences across consumer groups in the antecedents and outcomes of the personalization–privacy paradox. Multiple regression analysis showed that factors influence the two outcome variables of the personalization–privacy paradox: internal conflict (psychological outcome) and continued use intention of LBMC (behavioral outcome). In conclusion, this study showed that consumer involvement, self-efficacy, and technology optimism significantly affected both outcome variables, whereas technology insecurity influenced internal conflict, and consumer trust influenced continued use intention. This study contributes to the current literature and provides practical implications for marketers and retailers aiming to succeed in the mobile commerce environment.     

Authenticity and well-being on social network sites: A two-wave longitudinal study on the effects of online authenticity and the positivity bias in SNS communication

In offline settings, authentic behavior has frequently been linked to increased well-being. Social network sites (SNSs) provide a new venue for authenticity, yet the effects of online authenticity are largely unknown. The present study investigated the reciprocal effects of authenticity on SNSs and the psychological well-being of SNS users in a two-wave longitudinal study (N = 374). The results demonstrate that online authenticity had a positive longitudinal effect on three indicators of subjective well-being. The data further illustrate that this beneficial effect of SNS use is not equally accessible to all users: participants with low levels of well-being were less likely to feel authentic on SNSs and to benefit from authenticity. We propose that the results can be explained in light of a “positivity bias in SNS communication” that favors positive forms of authenticity over negative ones.     

Mobile phone use among college students is a sedentary leisure behavior which may interfere with exercise

Research suggests that cell phone use is related to sedentary behavior, that cell phone use during exercise reduces intensity, and that high frequency cell phone users are less fit than other users. Thus, cell phone use appears connected to health and fitness behaviors and should be better understood within this context. The present study investigated the sedentary nature of cell phone use, and examined the likelihood of cellphone use interfering with exercise behavior.DesignA validated survey was administered to a random sample of students from a public US university (N = 226).ResultsMean self-reported cell phone use was 380 min day⁻¹, 87% reported cell phone use primarily occurs while sitting, and 70% of use was for leisure. Cell phone use was positively related to sedentary behavior (β = 0.30, p < 0.001). It was not related to physical activity. However, the likelihood of cell phone use during moderate (p = 0.006) and mild (p < 0.001) intensity exercise increased as cell phone use increased.ConclusionLike other screens (e.g., TVs), cell phone use appears to be a sedentary leisure behavior. Furthermore, high frequency use increases the likelihood that it will occur during exercise, likely lowering exercise intensity.     

Is workplace satisfaction associated with self-reported quad bike loss of control events among farm workers in New Zealand?

This study investigated whether rural workers who have higher workplace satisfaction are less likely to report quad bike loss of control events (LCEs). Two independent samples of farmers completed a survey regarding LCEs and workplace satisfaction. In the first sample (n = 130) analysis revealed no relationship (p = 0.74) between workplace satisfaction and LCEs but lower rates of LCEs were reported by employees (IRR 0.52, 95%CI 0.31–0.86) compared to self-employed participants. In the second sample (n = 112), workplace satisfaction was weakly related to LCEs (IRR 1.04, 95%CI 1.00, to 1.09) with participants who found their job more psychologically demanding more likely to have had an LCE (IRR 1.14, 95%CI 1.05–1.23). Exploring the role of psychological demands on safety behaviour with respect to quad bike use, may help to address this important safety issue.     

Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis

Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning, however, have yielded inconsistent findings (Andrews et al., 2007, Torgerson and Zhu, 2003, Slavin et al., 2008, Slavin et al., 2009). The present tertiary meta-analytic review re-assesses outcomes presented in three previous meta-analyses. Four moderator variables assessed the impact of the systematic review from which they were retrieved, training and support, implementation fidelity and who delivered the intervention (teacher versus researcher). Significant results were found when training and support was entered as a moderator variable with the small overall effectiveness of the ICTs (ES = 0.18), similar to those found in previous research, increasing significantly (ES = 0.57). These findings indicate the importance of including implementation factors such as training and support, when considering the relative effectiveness of ICT interventions.     

Psychological research in the internet age: The quality of web-based data

The internet is increasingly used in psychological research to solicit participants and collect data. This paper includes two studies examining the quality of data obtained via web-based methods administered either inside or outside the lab. Both studies used item recognition accuracy as a proxy for attention to questions. Study 1 examined the extent to which undergraduate participants (N = 504) read and attended to questions either inside or outside the lab. Study 2 (N = 744) replicated Study 1, added a Mechanical Turk sample, and examined attention to non-intuitive survey instructions. Results indicated that participants demonstrated good item recognition, regardless of locale or sample; however, small sex effects on accuracy were found in both studies. Specifically, women were more accurate at identifying previously seen items than men in both Study 1 and Study 2. In Study 2, Mechanical Turk participants were more likely to read instructions than undergraduate participants, regardless of whether they participated inside or outside of the lab. The findings support the use of the internet for sampling purposes as well as survey administration, and suggest that researchers use care when studies include non-intuitive instructions.     

Fatigue differences between Asian and Western populations in prolonged mentally demanding work-tasks

IntroductionWith an increase in the number of mentally demanding jobs, as well as the increase in work performed while sedentary, there is a growing imbalance in the use of body resources. This often results in an increase in fatigue in the working population. The diversity of the workforce is also increasing, whereas physiological differences based on culture are important to consider. The objective of this study was to identify the differences in the levels of fatigue in the workplace experienced by Asian and Western workers in mentally demanding jobs.MethodEight Asian and eight Western participants completed an observation-based study. Each participant was observed for four hours in their workplace while they were working on highly mentally demanding work-tasks either computer programming or mathematical simulations. To balance the effect of time, half of the participants from each ethnic group were observed in the morning session and the other half in the afternoon session. Perceived fatigue was measured every 30 min using the single dimensional Borg and multidimensional SOFI scales. Workload was measured using NASA-TLX, and as a change in resting heart rate.ResultEthnicity and time interacted to significantly affect the perceived fatigue measured by Borg (F (9,126) = 2.03, p = 0.0412) and SOFI (F(9,126) = 3.28, p = 0.0013) scales. Asian participants reported significantly higher workload measured by NASA-TLX scores (F(1, 14) = 3.68, p = 0.0024) and change in resting heart rate (F(1, 14) = 7.77, p = 0.0145) was measured higher compared to Western participants. Unlike fatigue, no significant interactions were observed between time and ethnicity to affect either NASA-TLX scores or change in resting heart rate. Post-hoc analyses show that the rate of fatigue was higher for Asian participants. Correlations between the dependent variables were significant (p < 0.0001), with a stronger correlation identified for Asian participants.ConclusionAs compared to the Western participants, Asian participants reported higher values in all dependent measures, including fatigue in both scales, NASA-TLX scores, and change in resting heart rate.Relevance to industryThe significant growth in white-collar as well as mentally demanding jobs requires more cognitive resources, while reducing physical activities. The consequences of the imbalances in the use of body resources have yet to be studied. This study has been designed to investigate the issues of imbalance in the workplace.     

Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N = 3081) in the category of games, 29 studies (N = 2553) in the category of games, and 27 studies (N = 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM = 0.77; REM = 0.51), simulations (FEM = 0.38; REM = 0.41), and virtual worlds (FEM = 0.36; REM = 0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction.     

Exploring the relationship between adolescents' self-concept and their offline and online social worlds

Recent research has established online social lives as a significant aspect of adolescents' lives and development. The current study considered the relationship between adolescents' offline (i.e., ‘real life’) and online social worlds and their self-concept, which is a broad indicator of well-being during adolescence. In this quantitative study, 733 adolescents between the ages of 10 and 18 (M = 15, SD = 2.33) were surveyed about their online and offline social worlds and self-concept. Regression analysis revealed the moderating effect of online socializing in the relationship between offline social life and general self-concept, consistent with a ‘Rich Get Richer’ hypothesis of online use.     

Physical workload,trapezius muscle activity,and neck pain in nurses' night and day shifts: A physiological evaluation

The purpose of this study was to compare physical workload, electromyography (EMG) of the trapezius muscle, neck pain and mental well-being at work between night and day shifts in twenty Swiss nurses. Work pulse (average increase of heart rate over resting heart rate) was lower during night (27 bpm) compared to day shifts (34 bpm; p < 0.01). Relative arm acceleration also indicated less physical activity during night (82% of average) compared to day shifts (110%; p < 0.01). Rest periods were significantly longer during night shifts. Trapezius muscle rest time was longer during night (13% of shift duration) than day shifts (7%; p < 0.01) and the 50th percentile of EMG activity was smaller (p = 0.02), indicating more opportunities for muscle relaxation during night shifts. Neck pain and mental well-being at work were similar between shifts. Subjective perception of burden was similar between shifts despite less physical burden at night, suggesting there are other contributing factors.     

Exploring depression and problematic internet use among college females: A multisite study

ObjectiveThe purpose of this study was to assess associations between depression and problematic internet use (PIU) among female college students, and determine whether Internet use time moderates this relationship.MethodThis cross-sectional survey included 265 female college students from four U.S. universities. Students completed the Patient Health Questionnaire-9 (PHQ-9), the Problematic and Risky Internet Use Screening Scale (PRIUSS) and self-reported daily Internet use. Analyses included multivariate analysis of variance and Poisson regression.ResultsParticipants reported mean age of 20.2 years (SD = 1.7) and were 84.9% Caucasian. The mean PHQ-9 score was 5.4 (SD = 4.6); the mean PRIUSS score was 16.4 (SD = 11.1). Participants’ risk for PIU increased by 27% with each additional 30 min spent online using a computer (RR = 1.27, 95% CI: 1.14–1.42, p < .0001). Risk for PIU was significantly increased among those who met criteria for severe depression (RR = 8.16 95% CI: 4.27–15.6, p < .0001). The PHQ-9 items describing trouble concentrating, psychomotor dysregulation and suicidal ideation were most strongly associated with PIU risk.ConclusionsThe positive relationship between depression and PIU among female college students supports screening for both conditions, particularly among students reporting particular depression symptoms.     

The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language

The aim of this study was to investigate the role of English as Foreign Language (EFL) learners’ metacognitive listening strategies awareness and podcast-use readiness in using podcasting technology for learning English as a foreign language. One hundred and forty-one EFL students completed Metacognitive Awareness Listening Questionnaire (MALQ) that assessed their awareness and perceived use of listening strategies in five components including planning-evaluation, directed attention, person knowledge, mental translation, and problem solving. They also completed a questionnaire that assessed their readiness to use podcasting in terms of familiarity, attitude, and experience. Information on participants’ frequency of podcast use for learning English, frequency of the internet use, and digital device ownership was also obtained. The result of the analysis revealed that podcasting use was significantly related to metacognitive listening strategies awareness in general and its entire components except mental translation strategies while the strongest correlation was found with problem solving strategies (r = .49, p < 0.01). Podcasting use was also found to be significantly related to perceived podcast-use readiness and internet use hours. Further, multiple regressions showed that perceived podcast-use readiness, problem solving, and person knowledge -in order of power prediction- were good predictors of podcasting use for learning English as a foreign language.     

E-portfolios supporting primary students' writing performance and peer feedback

E-portfolios show great promise for supporting students' writing performance and facilitating peer feedback, but empirical research of their use in primary education is limited. To address this gap, a yearlong study was conducted in a 4th grade primary class in Cyprus implementing e-portfolios (n = 20) to help students document their progress and send feedback to peers. A generic, open source weblog tool localized into Greek was used as an e-portfolio tool. Data sources included 176 student-essays, 1306 instances of peer feedback, students pre- and post-tests on writing performance, nine videotaped student interviews and one teacher interview. A paired samples t-test analysis showed that there was a statistically significant difference between students' pre-test (M = 62.6, SD = 9.82, n = 20) and post-test (M = 76.5, SD = 12.6, n = 20) on writing performance (t (19) = −8.03, p < .01). A repeated measures analysis of variance on e-portfolio artifacts showed that there were learning gains with respect to students' writing performance over time [F(4.01, 76.25) = 31.59, p < .01, η² = 0.89]. A qualitative analysis of students' comments showed that students provided more thorough peer feedback over time and became gradually more capable of providing corrective feedback. The qualitative analysis of student interviews provided evidence that students valued peer feedback in their portfolios. The analysis of the teacher interview showed that average and high-ability students benefited the most from peer feedback. This study provided evidence that e-portfolios can support the development of students' writing performance and peer feedback skills in the context of primary school essay writing. Instructional implications for portfolio implementation are offered.     

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

This research explores the educational impact of an online study aid-game for studying human vascular anatomy (n = 24) versus a similar non-game study aid (n = 22) and how it relates to medical students' demographic traits and voluntary use over a 35-day period. Hierarchical linear regression models revealed that study aid success rate (a metric for assessing performance through the study aids) was a significant predictor of anatomy test improvement with the game (β = 0.41, p = 0.05), but not for the non-game (β = 0.14, p = 0.56). Our analyses suggest that game mechanics encouraged more specific problem-solving strategies than did the control study aid, leading to greater predictability of learning outcomes. There was a non-significant trend among game treatment participants, who were more likely to complete study tasks than those assigned to the control treatment (p = 0.11). It would appear that students' studying habits had the greatest influence (though opposite in both tools) on level of engagement in study aid use. However, contrary to expectations, self-reported gaming habits did not impact participation. Overall, these findings support the integration of game design into undergraduate study aids as a means of increasing use of supplementary educational tools and assessing knowledge.     

Influence of snow shovel shaft configuration on lumbosacral biomechanics during a load-lifting task

Lower-back injury from snow shovelling may be related to excessive joint loading. Bent-shaft snow shovels are commonly available for purchase; however, their influence on lower back-joint loading is currently not known. Therefore, the purpose of this study was to compare L5/S1 extension angular impulses between a bent-shaft and a standard straight-shaft snow shovel. Eight healthy subjects participated in this study. Each completed a simulated snow-lifting task in a biomechanics laboratory with each shovel design. A standard motion analysis procedure was used to determine L5/S1 angular impulses during each trial, as well as peak L5/S1 extension moments and peak upper body flexion angle. Paired-samples t-tests (α = 0.05) were used to compare variables between shovel designs. Correlation was used to determine the relationship between peak flexion and peak moments. Results of this study show that the bent-shaft snow shovel reduced L5/S1 extension angular impulses by 16.5% (p = 0.022), decreased peak moments by 11.8% (p = 0.044), and peak flexion by 13.0% (p = 0.002) compared to the straight-shaft shovel. Peak L5/S1 extension moment magnitude was correlated with peak upper body flexion angle (r = 0.70). Based on these results, it is concluded that the bent-shaft snow shovel can likely reduce lower-back joint loading during snow shovelling, and thus may have a role in snow shovelling injury prevention.