Computer usage questionnaire: Structure, correlates, and gender differences

Computer usage, computer experience, computer familiarity, and computer anxiety are often discussed as constructs potentially compromising computer-based ability assessment. After presenting and discussing these constructs and associated measures we introduce a brief new questionnaire assessing computer usage. The self-report measure consists of 18 questions asking for the frequency of different computer activities and software usage. Participants were N = 976 high school students who completed the questionnaire and several covariates. Based on theoretical considerations and data driven adjustments a model with a general computer usage factor and three nested content factors (Office, Internet, and Games) is established for a subsample (n = 379) and cross-validated with the remaining sample (n = 597). Weak measurement invariance across gender groups could be established using multi-group confirmatory factor analysis. Differential relations between the questionnaire factors and self-report scales of computer usage, self-concept, and evaluation are reported separately for females and males. It is concluded that computer usage is distinct from other behavior oriented measurement approaches and that it shows a diverging, gender-specific pattern of relations with fluid and crystallized intelligence.     

Computer phobia and computer self-efficacy: their association with undergraduates’ use of university computer facilities

Extensive development in universities’ provision of computer facilities may have negative consequences for students prone to computer avoidance. In the present study, undergraduates (N = 363) completed self-report measures on computer phobia and self-efficacy. Results demonstrate that many students follow previous trends by continuing to report levels of computer phobia within the higher parameters of self-report measures. Students who reported either high computer phobia or low computer self-efficacy were less likely to maximise their use of university computer facilities. Moreover, a range of background measures – initial computer experience, regular home use, successful completion of a computer course and introductory tutor’s characteristics – all impacted statistically on self-report responses. Results are discussed with reference to the increasing responsibility placed on students to acquire ICT skills.     

Culture, gender and information technology use: A comparison of Chinese and US children

This research addressed four basic questions about culture, gender and information technology (IT) use. First, are there differences between Chinese and US children in their computer and Internet use? Second, are there differences between Chinese and US children in their use of other technologies, namely, videogames and cell phones? Third, does gender moderate the influence of culture on the use of computers, the Internet and other technologies? Fourth, are there differences among subcultural groups within cultures in their IT use? Using samples of 600 Chinese and 600 US children whose average age was 12 years old, findings indicated cultural and gender differences in technology use as well as interactions between the two. US children used computers and the Internet more than did Chinese children, with Chinese females being the least intense users. Males played videogames more than did females, with US males playing more than did Chinese males. US females lead all other groups in cell phone use, whereas Chinese females were least likely to use them. Racial and ethnic group differences indicate that diversity within cultural groups among subcultures must be considered in understanding children’s IT use. Implications of cultural, gender and subcultural group differences in technology use for equity in access to technology and educational interventions for children in the use of technology are discussed.     

Using technology in higher education: The influence of gender roles on technology self-efficacy

The present study examines the relationship between technology self-efficacy among university students and gender roles. Previous research has based differences in technology self-efficacy on biological sex and found significant differences. University students were asked to complete a survey dealing with gender roles and technology self-efficacy. The current study shows that gender roles, specifically masculinity, is the source of this difference in technology self-efficacy, and not biological sex alone. Further, masculinity predicts technology self-efficacy above and beyond what can be explained by other contributing factors such as previous computer hassles and perceived structural technology support.     

Computer anxiety and anger: the impact of computer use, computer experience, and self-efficacy beliefs

Past research has demonstrated that the level of computer experience users have is the most valuable predictor in whether or not they will suffer computer anxiety symptoms, but this was not the case in the present study. No research was found which examined the correlates of computer anger symptoms. In the current study, the relationship between the computer use (frequency and duration), computer experience, and self-efficacy beliefs of users were analyzed as predictors for computer anxiety and anger symptoms. Questionnaire data from a sample of 242 university students were analyzed. The results indicated that computer self-efficacy beliefs, not computer experience or use, had the largest significant relationship with both computer anxiety, and anger. It is suggested that self-efficacy beliefs be increased so that users may experience lower levels of anxiety and anger. These findings are contrary to the trend of training computer users in specific computer domains. As computer anxiety and anger are negative psychological “states”, an immediate method to deal with these negative emotions should be developed. One possibility that is explored is the application of computer-based therapy that can be used while a user is experiencing negative emotional symptoms.     

大学生计算机自我效能感和焦虑的现状及对策

本文通过调查分析,得出了目前在校大学生计算机自我效能感(CSE)、计算机焦虑(CA)水平的现状,对可能影响大学生CSE、CA水平的因素从多个维度作了分析,并针对所得结论讨论了形成原因及应对策略。     

Towards closing the gender gap in Iraq: understanding gender differences in smartphone adoption and use

ABSTRACT

This paper examines gender differences in Iraq in terms of smartphone adoption and use, with a specific focus on the factors that can affect women’s adoption and use of smartphones. The research used the mobile phone acceptance and use model. In total, 533 questionnaires were distributed to consumers aged 18-29 and the data were analyzed using partial least squares structural equation modelling. The findings revealed that the model fitted well with men and women, but the order of significance of the factors differed between the two genders. Three factors in the model had significantly different effects on behavioral intention when compared by gender. These three factors are culture-specific beliefs and values, habit and perceived relative advantage. The findings indicate that when targeting Iraqi women, other factors in addition to price must be considered.     

Computer training, frequency of usage and burnout: the moderating role of computer self-efficacy

The main aim of this paper is to test the moderating role of computer self-efficacy in the relationship among computer training, frequency of usage and burnout (i.e. exhaustion and cynicism). The sample was made up of 140 workers using computer-aided technology in their jobs. Hierarchical multiple regression analyses were carried out. Results show that frequency of usage and computer training are positively associated with computer self-efficacy. Futhermore, we found interaction effects between computer training×computer self-efficacy on both indicators of burnout as outcomes. Computer self-efficacy moderated the relationship between computer training and burnout. Limitations of the study and practical implications of these findings are discussed.     

Self-concept,self-esteem,gender, race and information technology use

This research addressed two fundamental questions regarding self-concept, self-esteem, gender, race and information technology use. First, is technology use related to dimensions of self-concept and/or to self-esteem? Second, are there gender and/or race differences in self-concept, self-esteem and technology use? Approximately 500 youth, average age 12 years old, one-third of whom were African American and the remaining two-thirds were Caucasian American, completed multidimensional measures of self-concept, the Rosenberg (1965) self-esteem scale and measures of frequency of Internet use, Internet use for communication (email and instant messaging), videogame playing and cell phone use. Findings indicated that technology use predicted dimensions of selfconcept and self-esteem, with videogame playing having a negative influence, and Internet use having a positive influence on self-concept dimensions. Gender differences were observed on several self-concept dimensions but contrary to expectations not on the social self-concept dimension. Only one race difference was observed and this was in behavioral self-concept. Implications of the benefits and liabilities of youth’s current and future technology use are discussed.     

The issue of gender within computing: reflections from the UK and Scandinavia

Abstract. Thispaper explores some of the reasons that may underlie the gender segregation and declining levels of female participation within the field of computing in Europe during the 1990s in both the professional (industrial) and academic spheres. The interrelationships between three areas – communicative processes, social networks and legitimizing claims to knowledge overlaid by gendered-power relations – are used to analyse and explain the existing situation. The paper draws upon statistical data to explore the extent of gender segregation and then focuses on the authors' own experiences within the UK and Scandinavia in order to explore some of the underlying causes. While direct discrimination does still occur, the paper suggests that indirect, deep-rooted discrimination is the major reason for the situation that currently exists. Drawing upon our own experiences in academia and business and acknowledging the importance of the institutional context, the paper offers a number of recommendations as to how the current situation may be improved. We suggest first that consideration is given to the pedagogical design and marketing of computing courses so that individuals are initially attracted to computing from far more diverse backgrounds, approaches and interests than at present. Second, we suggest that those with influence in the field reflect upon the constitution and behaviours of the informal networks in which they are involved and seek to include female researchers more actively here. Finally we suggest that consideration is given in more general terms to how the field may become more gender neutral and, thus, more inclusive in the future. Masculine discourses and 'hard' skills have dominated within computing for too long and contribute significantly to the declining participation of women within computing.     

The roles of gaze, gesture and gender in CSCL

Abstract This paper investigates the role of gaze and gesture when subjects are collaboratively solving physics problems with a computer. The results from the study indicate that females interacting together as pairs do use gaze significantly more than male pairs or those of mixed gender. There is evidence that gaze occurs during the planning stages of the problem solving activities and occurs more frequently by the speaker rather than the hearer during this phase. Mutual gazing occurs at this time too. The main finding is that differences in non-verbal communication strategies with respect to gender grouping effect not only the strategies that progress the collaborative process but more importantly also those that influence the understanding of the problem space. These results suggest the quality of video linkage will play an important role in collaborative problem solving for distance learners.     

Antecedents of computer self-efficacy: A study of the role of personality traits and gender

Empirical evidence suggests that computer self-efficacy plays an important role in one’s acceptance and use of new information technology. Little is however known about the antecedents of computer self-efficacy. This paper reports on a study of 143 non-users of a self-checkout library system available at a large Canadian university which was conducted to investigate the relationships between stable personality traits and gender with computer self-efficacy. Results indicate that four of the five stable personality traits, as measured by the Big-5 factors of personality, contribute to explain computer self-efficacy. Taking gender into account, results show that the traits of neuroticism, extraversion, and agreeableness are significantly related to computer self-efficacy for women but not for men. Implications for research and practice are discussed.     

Smartphone habit and behavior in Brunei: Personalization,gender, and generation gap

A smartphone is a device which offers advanced technologies, functions similarly to a computer, supports multitasking and makes it easy to remain connected with others. The following survey design research examined the usage patterns of smartphone users across different demographics. The results of this study provide insights into the prevalence of respondents’ usage of smartphones and their habits and behavior related to smartphone use itself especially among the younger generation of social disorders such as nomophobia and phubbing. In addition to documenting the experience of smartphone users, the research also examines personality patterns related to smartphone usage, the trends of different age groups, and the effects of gender preferences.     

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.     

Musculoskeletal disorder prevalence and psychosocial risk exposures by age and gender in a cohort of office based employees in two academic institutions

This study presents data on self-reported prevalence of Musculo-Skeletal Disorder (MSD) symptoms and psychosocial risk exposures by age and gender among a group of office based University workers who use their computers for at least 25% of their workday. Employees in two academic organisations received an invitation to participate in an on-line questionnaire. A total of n = 852 office workers participated in this study; yet respondents who were employed for greater than 12 months were only included in the study cohort. Furthermore, participants were only considered for further analysis if they spent 50% or more of their workday in their office, and of this time at least 50% was spent on computer work (n = 569). The study indicates that self-reported symptoms of MSDs for these workers were highest in the neck, shoulder and lower back. Neck, shoulder and back MSDs were higher for females than males, yet age differences within genders were not evident for these symptoms. For neck disorders, symptomatic individuals reported significantly higher levels of office work (p < 0.05) and PC usage (p < 0.005), and significantly lower levels of job content (p < 0.01), job demands (p < 0.05), and work environment (p < 0.05) compared to asymptomatic participants. For the shoulder, symptomatic individuals exposure levels were significantly higher for office work (p < 0.05) and PC usage (p < 0.05) and significantly lower for job content (p < 0.05) compared to asymptomatic individuals. There was evidence of important differences in the psychosocial exposures between age and genders, but associations between these differences and MSD symptoms were not present.Relevance to industryThis study presents prevalence data on age and gender differences in self-reported symptoms of MSDs and psychosocial risk exposures in a group of sedentary workers.     

Junior high school students’ Internet usage and self-efficacy: A re-examination of the gender gap

This paper investigated the gender differences in junior high school students’ Internet self-efficacy and their use of the Internet. A total of 1080 eighth graders were randomly selected from all junior high school students in Taiwan. The Internet Self-Efficacy Scale (ISES) was developed and used to examine students’ Internet self-efficacy in two dimensions: online exploration (explorative ISE) and online communication (communicative ISE). A survey including the ISES instrument was administered to all the subjects and finally 936 valid questionnaires (from 466 males and 470 females) were returned for data analyses. No significant gender difference was found in students’ total ISE and explorative ISE; however, a significant gender difference was found in students’ communicative ISE. Surprisingly, the girls had significant higher communicative ISE than had the boys. In addition, there was no significant gender difference in students’ Internet using experience and computer ownerships; however, there were significant gender differences in their Internet using purpose and intensity. In spite of the boys showed a significantly higher Internet use intensity than did the girls, the boys were more exploration-oriented Internet users and the girls were more communication-oriented Internet users. And this orientation played a significant role in their Internet self-efficacy. These results suggested that the gender gap may no longer exist in young students’ confidence in using the Internet. However, boys and girls used the Internet for significantly different purposes suggesting that the Internet played different roles for boys and girls in Taiwan. With a large scale examination by using a valid and reliable instrument, this study provided representative results for further related studies.     

Technology use,self-directed learning,student engagement and academic performance: Examining the interrelations

The widespread technology use among current college and university students has made higher educational institutions worldwide acknowledge the need of incorporating it in teaching and learning for explicit reasons. But does access and usage of technology enhance academic performance and foster student engagement in reality? Researches in the last over two decades have conjectured both the positive and negative outcomes of the students’ continuous interface with technology. Student engagement and self-directed learning (SDL) are the two other themes that have independently attracted considerable interest of researchers, ascribable to the explicit and implicit assertions that both are related to the academic success. Additionally, the relationship of technology use with these two academic behaviors have also been investigated although not very extensively. The current study aimed to inspect a path model with technology use, student engagement, self-directed learning and academic performance among undergraduate students. 761 students responded to an online survey comprising three scales: Media and Technology Usage and Attitude Scale (MTUAS), Self-Rating Scale of Self-Directed Learning (SRSSDL), and student version of Utrecht’s Work Engagement Scale (UWES-S). The results showed that use of technology has a direct positive relationship with students’ engagement and self-directed learning, however, no significant direct effect was found between technology use and academic performance. The findings point towards the complex interchange of relationships of the students’ technology use with student engagement, self-directed learning and academic performance. The implications and future research directions are discussed.     

Beyond basic study skills: The use of technology for success in college

Technology has become a fundamental component of both education and work. Yet regardless of perceived benefits, in many cases students do not use technology effectively. One challenge educators confront is how to motivate students to effectively use the technological mediums provided in their classes. The goal of the current study is twofold: to use the Technology Acceptance Model (TAM) to examine two motivators of behavior, ease of use and perceived need, and to assess how they affect students’ likelihood of effectively using technology. Second, we evaluate how the match between expectations of the use of technology and the actual student use affect actual classroom performance. To test our hypotheses, college students (N = 384) in introductory psychology classes completed a survey. We also obtained the instructor’s perceptions of the need for technology in their class and students’ final class grades. Results showed that ease of use and perceived need of technology were related to the frequency of computer use and intentions to use technology. Additionally, findings suggested that technology use, specifically technology deemed important by the instructor, was related to academic success (i.e., final grade in class).     

Effects of gender grouping on students’ group performance,individual achievements and attitudes in computer-supported collaborative learning

The purpose of this study was to examine the effects of gender grouping on students’ group performance, individual learning achievements and attitudes in computer-supported collaborative learning (CSCL). 588 undergraduate students enrolled in a digital design course were randomly divided into 147 four-student groups that fell into five categories according to the composition of group members’ gender, namely 4M (four males), 3M1F (three males and one female), 2M2F (two males and two females), 1M3F (one male and three females) and 4F (four females). Results indicated that: (1) For group performance, 2M2F and 4F groups significantly outperformed the other groups. (2) For individual learning achievements, no significant difference was found in females among different gender grouping interventions; however, males in mixed-gender groups performed significantly better than those in single-gender groups. (3) In terms of individual attitudes, males preferred mixed-gender, gender-balanced, and gender-majority grouping; however, females preferred single-gender and gender-minority grouping. (4) The effect of gender grouping mainly influences students’ attitudes, rather than performance. These findings provide evidence that female-only and balanced-gender grouping are two kinds of good grouping interventions that could be recommended for CSCL, and male-minority groups should be avoided because they led to the worst group performance and individual attitudes.