Teachers' computer anxiety: an international perspective

Computer anxiety was investigated among 308 teachers in Lebanese schools known to use computers in their regular educational programs using the Computer Anxiety Rating Scale. The scale's performance is discussed in light of the findings of other studies that used the same scale in international settings. Tendencies in teachers' anxiety are discussed in relation to teachers' educational attributes and their computer background.     

A review of computer graphics publications

This computer graphics survey briefly discusses the contents of a number of papers and articles presented in each year from 1963 until 1977.     

Qualitative differences in computer experience,computer anxiety,and students' use of computers: A path model

Biographical information (age and gender) was obtained on 180 first year psychology students along with self-report measures relating to computer use. The measures were: age of initial introduction to computers; qualitative aspects of early computer experience (how relaxed and unpressured the experience was and the extent to which the individual had felt ‘in control’ and competent during the experience); level of computer anxiety; current and anticipated future frequency of use of computers. A path model linking the above variables was proposed and tested. Apart from gender, all of the predictor variables exerted direct and/or indirect influences on use made (and expected to be made) of computers. In particular, an early introduction to computers was generally associated with a more favourable quality of initial experience, leading to lower anxiety and greater readiness of students to use computers.     

Qualitative differences in computer experience, computer anxiety, and students' use of computers: A path model

Biographical information (age and gender) was obtained on 180 first year psychology students along with self-report measures relating to computer use. The measures were: age of initial introduction to computers; qualitative aspects of early computer experience (how relaxed and unpressured the experience was and the extent to which the individual had felt ‘in control’ and competent during the experience); level of computer anxiety; current and anticipated future frequency of use of computers. A path model linking the above variables was proposed and tested. Apart from gender, all of the predictor variables exerted direct and/or indirect influences on use made (and expected to be made) of computers. In particular, an early introduction to computers was generally associated with a more favourable quality of initial experience, leading to lower anxiety and greater readiness of students to use computers.     

The structure of computer anxiety: a six-factor model

A six-factor model of computer anxiety was tested in two samples of university students. The dimensions involved were: computer literacy, self-efficacy, physical arousal caused by computers, affective feelings about them, beliefs about the beneficial effects of computers, and beliefs about their dehumanizing aspects. Confirmatory factor analyses showed that, compared to a number of alternative models proposed in the literature, the data fitted this six-factor model relatively well. In addition, it was demonstrated that computer literacy has a strong directional influence on both physical arousal and affects. Beliefs about computers, in turn, were shown to be dependent on affects and physical arousal. Self-efficacy mainly contributed to increased computer literacy. These findings suggest that training programs that enhance self-efficacy and computer literacy may in principle reduce computer anxiety.     

Cognitive interference in computer anxiety

This study investigated the sources of cognitive interference in high vs. low computer anxious university students. A total of 149 psychology undergraduates were administered measures of computer anxiety, trait anxiety, computer experience and positive and negative thoughts associated with computers and computer use. It was hypothesized that individuals high in computer anxiety would report a greater number of debilitative thoughts than individuals low in computer anxiety. However, individuals high in computer anxiety were expected to report more on-task thoughts than individuals low in computer anxiety. In support of the hypotheses, a multivariate analysis of variance revealed that the high computer anxious group reported experiencing significantly more negative evaluations, off-task thoughts and negative computer cognitions than the low computer anxious group. In addition, the high computer anxious group reported fewer computer enjoyment cognitions than the low computer anxious group. Contrary to previous research findings, computer anxiety was not related to on-task thoughts when statistically controlling for off-task thoughts. The results are discussed in light of cognitive models of anxiety and prior research.     

Robust regression methods for computer vision: A review

Regression analysis (fitting a model to noisy data) is a basic technique in computer vision, Robust regression methods that remain reliable in the presence of various types of noise are therefore of considerable importance. We review several robust estimation techniques and describe in detail the least-median-of-squares (LMedS) method. The method yields the correct result even when half of the data is severely corrupted. Its efficiency in the presence of Gaussian noise can be improved by complementing it with a weighted least-squares-based procedure. The high time-complexity of the LMedS algorithm can be reduced by a Monte Carlo type speed-up technique. We discuss the relationship of LMedS with the RANSAC paradigm and its limitations in the presence of noise corrupting all the data, and we compare its performance with the class of robust M-estimators. References to published applications of robust techniques in computer vision are also given.     

Computer experience and computer anxiety

In this article two studies are reported that tested the nature of the relationship between computer experience and computer anxiety. In the first study 184 first year psychology students were given a questionnaire that measured their computer experience in terms of e.g. breadth of experience, hours spent on working with computers, skills level, the nature of the first computer experience and the occurrence of computer anxiety. A combined latent-factor path model depicting the relationship between experience and anxiety was construed and tested by means of EQS. The model in which computer experience unidirectionally influenced computer anxiety showed a reasonable fit (CFI=0.91). Two other models were also tested. The model in which experience was a consequence of anxiety in terms of physical arousal and affect and the reciprocal model showed insufficient fit (CFI=0.79 and 0.86). A second study among 225 first and third year psychology students was done to see if the original model could be improved upon. Adding the variables “sex” and “necessity of use of computers” into the model improved the fit of the model (CFI=0.93); it was also found that the amount of control felt during the first experience raised levels of feeling computer literate and liking the computer.     

Cognitive interference in computer anxiety

This study investigated the sources of cognitive interference in high vs. low computer anxious university students. A total of 149 psychology undergraduates were administered measures of computer anxiety, trait anxiety, computer experience and positive and negative thoughts associated with computers and computer use. It was hypothesized that individuals high in computer anxiety would report a greater number of debilitative thoughts than individuals low in computer anxiety. However, individuals high in computer anxiety were expected to report more on-task thoughts than individuals low in computer anxiety. In support of the hypotheses, a multivariate analysis of variance revealed that the high computer anxious group reported experiencing significantly more negative evaluations, off-task thoughts and negative computer cognitions than the low computer anxious group. In addition, the high computer anxious group reported fewer computer enjoyment cognitions than the low computer anxious group. Contrary to previous research findings, computer anxiety was not related to on-task thoughts when statistically controlling for off-task thoughts. The results are discussed in light of cognitive models of anxiety and prior research.     

Computer anxiety: relationship with computer experience and prevalence

The study investigated: (1) the form of the relationship between scores on computer anxiety and scores on computer experience; and (2) differences in computer anxiety scores and prevalence rates between groups of individuals with presumably differential early exposure to computer-based technology. Questionnaire data from three British samples, which included 228 managers and professionals, 67 graduate students and 220 undergraduate students, were analyzed. Logarithmic values of scores on computer experience were compared with raw computer experience scores in predicting scores on computer anxiety. Logarithmic values consistently entered the regression equations at the expense of raw values. Substantial computer anxiety prevalence rates were identified in all samples. The youngest sample with the presumably earliest exposure to computerization reported the highest computer anxiety scores and demonstrated the highest prevalence rates. The findings are discussed in terms of their implications for data analysis tactics and for the trend regarding the presence and prevalence of computer anxiety.     

Formation of e-satisfaction and repurchase intention: Moderating roles of computer self-efficacy and computer anxiety

The exploration of online customer satisfaction (called e-satisfaction hereafter) and repurchase becomes increasingly important in e-commerce. Yet, the process of e-satisfaction and repurchase formation and the context under which this process may vary have not been investigated rigorously. In order to fill this knowledge gap, this paper attempts to develop a conceptual model to decipher how e-satisfaction is formed. Furthermore, it investigates how computer-related individual differences such as computer self-efficacy and computer anxiety moderate this formation. The analysis results from a survey of 274 online buyers confirm that our antecedents play key roles in forming e-satisfaction and repurchase and the proposed moderators are important.     

Components of the visual computer: A review of relevant technologies

Visual computing emhpasizes visibility of information of interest and direct manipulation of visible information. It has become a dominant style of computing in recent years. In this paper, we review three major technologies that provide a platform for visual computing. These technologies reflect the needs of various people who use visual computers: programmers, end users, and scientists. We begin with a discussion of important developments in visual programming and follow with discussions of visual interfaces and visualization. We conclude with a summary of visual computing's current status and identify critical areas of research that should be emphasized in future work.     

Software engineering research for computer games: A systematic review

ContextCurrently, computer game development is one of the fastest growing industries in the worldwide economy. In addition to that, computer games are rapidly evolving in the sense that newer game versions arrive in a very short interval. Thus, software engineering techniques are needed for game development in order to achieve greater flexibility and maintainability, less cost and effort, better design, etc. In addition, games present several characteristics that differentiate their development from classical software development.ObjectiveThis study aims to assess the state of the art on research concerning software engineering for computer games and discuss possible important areas for future research.MethodWe employed a standard methodology for systematic literature reviews using four well known digital libraries.ResultsSoftware engineering for computer games is a research domain that has doubled its research activity during the last 5 years. The dominant research topic has proven to be requirements engineering, while topics such as software verification and maintenance have been neglected up to now.ConclusionThe results of the study suggest that software engineering for computer games is a field that embraces many techniques and methods from conventional software engineering and adapts them so as to fit the specific requirements of game development. In addition to that, the study proposes the employment of more elaborate empirical methods, i.e. controlled experiments and case studies, in game software engineering research, which, have not been extensively used up to now.     

The influence of computer anxiety on experienced computer users while performing complex computer tasks

This study was conducted to test the hypothesis whether computer anxiety has a hindering effect on experienced computer users while performing complex computer tasks. Participants were 75 third-year psychology students taking a Delphi programming course. Prior to the course, a computer anxiety scale was filled in. Computer performance was measured in four different ways: through final course grade, predicted final grade, self-perceived programming skills, and through observed behavior while programming a computer application. The results showed that computer anxiety was found to correlate with the students’ prediction of their final grade and with the perception of their own computer skills, but had no effect on actual performance as measured by the final course grade. Furthermore, there was no significant effect of computer anxiety on behavioral measures while students were programming a computer application. The findings point into the direction of a “threshold effect”, where anxiety only hinders performance when this anxiety is sufficiently severe or when the context in which the task to be executed on a computer is ambiguous.     

The concept and correlates of computer anxiety

The introduction of computers into the lives and workplaces of many individuals represents a dramatic change. Zuboff has used the term 'computer-mediated' work to describe how the increasingly intellectual nature of work and the availability of computers is creating a revolution in the workplace. There is a real concern about how individuals react both cognitively and emotionally to the introduction of computer technology. The growth of the end-user computing phenomenon has made this concern more acute. Although many individuals have little difficulty using computers, there remains a far larger population of users who experience considerable difficulty learning how to use computer systems. Computer anxiety is a widely occurring phenomenon for this group of users, whose job performance and success may depend on their interaction with computers. Reviewing the literature, this paper describes the nature and correlates of computer anxiety and assesses training as a mechanism for reducing the impact of this anxiety. Limitations in current knowledge are noted and suggestions for further research are described.     

A review of the construct of computer experience

This paper reviews and evaluates current definitions and methods used to assess computer experience. The authors argue that most studies reported in the literature have adopted measures that assess what they term objective computer experience, rather than subjective computer experience. A bi-dimensional view of computer experience is proposed, with emphasis placed on the development of a measure of subjective computer experience.     

Cognitive interference model of computer anxiety: Implications for computer-based assessment

In this paper, the cognitive interference model of computer anxiety (CIM-CA) is introduced as a theoretical framework for the assessment of computer anxiety and its effect on computer-based test (CBT) performance and test equivalence. Unlike other situation-specific anxieties, research on computer anxiety has not been founded on clear theories or models. Hence, the CIM-CA is intended as a new heuristic framework for representing the dispositions and cognitive processes that predispose individuals to react with state computer anxiety over a range of situations involving computers. In particular, the model focuses on the mediating role of negative computer thoughts on the computer anxiety–performance linkage. The CIM-CA model also provides a theoretical framework for analysing the effect of computer anxiety on CBT performance. Future research opportunities pertaining to the computer anxiety–performance linkage are discussed in the context of computerised cognitive assessment.