Going to work on an Apple: factors affecting microcomputer use in business organizations

Abstract. The use of computers in organizations may be influenced by both technical and social factors. In addition, the way in which these factors operate in any specific organization may be affected by the particular type of computer being used. This paper reports the results of semistructured interviews with users of Apple Macintosh computers in three different organizations. The relevance of factors identified in earlier interviews with academic Macintosh users to the use of microcomputers in the business context is considered. It was found that, while there was considerable individual variation in attitudes to microcomputer use, many of the factors identified in the earlier study were also present in the business organizations. Some reasons for the attitudes found are discussed.     

The use of computers in preschools in Chile: Lessons for practitioners and policy designers

This paper presents the results of survey of the availability and use of computers in a preschool sample in Chile, and compares them with similar results of primary and secondary schools. Results show that although preschools have relatively low access to computers and teachers have relatively low ICT competencies, they declare similar ICT related obstacles and impacts compared to their colleagues in secondary schools. Also, results show that preschool students seem to use computers in the classroom more frequently than their peers in primary and secondary schools and that the activities they implement are focused on developing key curriculum related areas implementing tasks that can be associated to the exercising of key competencies and skills. This specialised use of computers in preschools, which is much more focused than the activities with computers reported by teachers in higher levels, could be explained by the relative low variety of educational software available in these preschools, the availability of the computers in the classroom rather than in labs; the special type of teaching and learning activities implemented at this age level and/or due to the relative lack of teachers' ICT competencies. On the one hand, these results highlight the need for further research, and on the other, it constitutes an interesting lesson for policy designer that tend to advocate for considering computers as “multipurpose” technologies that should be used across subjects, levels and teaching strategies. In this case, computers seem to play a very specific and concrete role in preschools classrooms that, eventually, contributes to improve students' outcomes, which highlights the potential of considering the use of computers, software and other technologies to improve specific subject areas at particular levels while designing ICT in education policies for this age group.     

Using collaborative filtering to support college students’ use of online forum for English learning

This study examined the impact of collaborative filtering (the so-called recommender) on college students’ use of an online forum for English learning. The forum was created with an open-source software, Drupal, and its extended recommender module. This study was guided by three main questions: 1) Is there any difference in online behaviors between students who use a traditional forum and students who use a forum with a recommender?; 2) Is there any difference in learning motivation between students who use a traditional forum and students who use a forum with a recommender?; 3) Is there any difference in learning achievement between students who use a traditional forum and students who use a forum with a recommender?.     

Young children’s access and use of computers in family child care and child care centers

Forty eight family child care providers and 37 center-based providers completed surveys about the availability and use of computers for children in their care. In addition, the providers were asked about their attitudes towards technology and their own computer skills. The impact of setting type on computer placement and rules about their use did not differ very much by setting type. Several factors were associated with the amount of time children were reported to use the computers. Overall, it appears that child care providers had developmentally sensitive guidelines for fostering computer use in both child care settings.     

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

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

The impact of computer use at home on students’ Internet skills

This article reports on a study into the impact of students’ use of the Internet and the computer at home on digital skills they need for school. The study was conducted in the lower grades of Dutch secondary education (students aged 13–15). More than 2500 students, distributed over 116 classes in 68 schools, participated in the study. Internet and computer skills were measured by means of an objective test. Multilevel analysis was used to examine the impact of home access and use on Internet and computer skills taking into account the effect of students’ backgrounds. Students in pre-university education, third-graders and non-minority students appeared to have better Internet skills and a more advantageous home computer use than students in pre-vocational education, first-graders and minority students, respectively. The Internet skills of girls were hardly less developed than those of boys. Home access to e-mail and the extent to which students use the home computer for surfing, e-mailing, chatting and text processing were found to be substantially related to Internet and computer skills (taking into account the effect of several background characteristics of the students).     

A regression approach to testing genetic influence on communication behavior: Social media use as an example

A behavior genetics perspective suggests both social and biological forces influence human behavior, including highly specialized media and communication behaviors. In this paper, I use a behavior genetics framework and twin study data from the 2013 Midlife in the United States (MIDUS III) survey to examine how both environmental and genetic factors contribute to social media use. By applying a straightforward—and easily replicable—analytical extension to linear regression called DeFries-Fulker (DF) regression, I demonstrate that approximately one-to two-thirds of variance in social media use is attributable to additive genetic traits; unique and shared environmental factors account for the remainder of variance. In addition to showing social media use is partially motivated by underlying genetic traits, this paper, more importantly, provides an analytical blueprint for using DF regression in future investigations of genetic influence on communication behaviors and media effects.     

Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners’ English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners’ English reading comprehension? (2) did the computer-assisted concept mapping learning strategy affect learners’ use of other English reading strategies? One hundred ninety-four freshmen who were enrolled in the English course were divided into low-level and high-level groups according to their English proficiency. A computer-assisted concept mapping learning strategy was introduced to the learners in the experimental class to improve their reading ability. Through two-way ANOVA analysis, it was found that the computer-assisted concept mapping learning strategy had greater reading benefit for the low-level group than for the high-level group. In addition, the results of independent sample t-test analysis indicated that the computer-assisted concept mapping learning strategy enhanced learners’ use of other English reading strategies–listing, enforcing, and reviewing.     

Effects of a collaborative annotation method on students’ learning and learning-related motivation and affect

Two studies tested the effectiveness of a web-based collaborative annotation system (Hy-Lighter) for learning comprehension, and learning-related affect and motivation. In an undergraduate course setting, students (N = 27) in study 1, (1) highlighted and annotated selected articles, and (2) highlighted and annotated selected articles and reviewed peer highlights and annotations. In a graduate course setting, students (N = 40) in study 2, (1) highlighted and annotated selected articles, and (2) highlighted and annotated selected articles and reviewed peer highlights and annotations. Control groups in both studies read a hard copy of the articles -without using HyLighter and engaging in its associated annotation practices. The main dependent variables included: (a) performance on quizzes, and (b) a number of affective and motivational variables related to reading assignments and academic success. Although not statistically significant, summative assessment scores were higher for students using HyLigther relative to the ones exposed to conventional instruction. HyLighter use also seemed to be associated with more positive affect in undergraduate students relative to their graduate counterparts. Somewhat equivocal findings between the two studies were attributed to the differential implementation of the software in and outside of the classroom. Recommendations for optimal use and desired outcomes were advanced.     

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

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

Who wants to be “friend-rich”? Social compensatory friending on Facebook and the moderating role of public self-consciousness

The present research aims to provide insight into social compensatory friending on social network sites by investigating the effects of self-esteem and self-consciousness on number of friends in the context of Facebook use. It was hypothesized that Facebook users low in self-esteem, when compared with high-self-esteem individuals, would engage in friending more actively and thereby accumulate a large number of friends as a way to compensate for the deficiency in self-esteem. We also hypothesized that the relationship between self-esteem and number of Facebook friends would vary depending on the levels of public self-consciousness. Data were collected from a college student sample in the United States (N = 234) based on an online cross-sectional survey. The results supported the hypothesis on social compensatory friending, demonstrating a negative association between self-esteem and number of Facebook friends. Furthermore, the data yielded support for the hypothesized moderating role of public self-consciousness in social compensatory friending: the negative association between self-esteem and number of Facebook friends was significant only for Facebook users who are high in public self-consciousness but not for those who are low in public self-consciousness. Implications for understanding social network site users’ friending behavior in light of social compensation motives are discussed.     

Contained nomadic information environments: Technology,organization, and environment influences on adoption of hospital RFID patient tracking

This paper reports on a case study of adoption of a contained nomadic information environment, exemplified by the use of Radio Frequency Identification (RFID) to keep track of hospital patients. The technology, organization, and environment (TOE) framework is applied to gain insights concerning contextual influences on the adoption of patient tracking RFID, including some RFID-specific issues. The results of this study provide insights to health care organizations embarking on RFID. The resultant model is a step towards developing a theory of adoption of contained nomadic information environments, of which RFID is one instance.     

The impact of primary school teachers’ educational beliefs on the classroom use of computers

For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.     

The relationships among the Big Five Personality factors,self-esteem,narcissism, and sensation-seeking to Chinese University students’ uses of social networking sites (SNSs)

It has been suggested that personality factors are related to an individuals’ use of social networking sites (SNSs). The present research explores the relationships between the Big Five Personality factors, narcissism, self-esteem, and sensation seeking and individuals’ use of specific features of SNS. Self-reports were collected from 265 SNS users from a university in China. Regression analyses revealed that personality factors play an important role in how SNS are used. Specifically, extraverts are more likely to use the communicative function of SNS including status update, comment, and adding more friends. Neurotic are more likely to use the feature of status update as a way of self-expression. Agreeable individuals tend to make more comments on others’ profiles. Individuals with high self-esteem are more likely to comment on others’ profiles. Users scoring high on openness and sensation seeking are more likely to play online games on SNS. Narcissistic users are more likely to upload their attractive photos on SNS and tend to use update status more frequently for self-presentation. Gender also played an important role in predicting types of SNS use. Males reported more SNS friends and were more likely to play online games than were females, who were more likely to upload self-photos and update their status.     

Excessive use of Twitter among college students in the UK: Validation of the Microblog Excessive Use Scale and relationship to social interaction and loneliness

Microblogging on sites like Twitter is a growing and popular trend among young people. Apparently, some users of these microblogs exhibit addiction-like symptoms. Until recently, there was no psychometric scale to measure the excessive use of Twitter. The development of the Microblog Excessive Use Scale (MEUS) in 2014 proved a positive step in assessing this phenomenon. In the current study, we employed the MEUS to assess excessive use of Twitter in a sample of 256 college students (53.1% female; mean age 21.4 years) in the UK. Confirmatory factor analysis (CFA), calculation of criterion-related and concurrent validity and reliability were performed to assess the scale's psychometric properties. The MEUS was found to be a valid instrument for assessing excessive use of Twitter among UK college students. In addition, we found that real life social interaction was negatively associated with excessive use of Twitter and this relationship was mediated by loneliness. We compared our results with results from a previous study in which the MEUS was developed and noted some interesting differences, which might be explained by cultural differences between samples in the two studies.     

Predicting adolescents’ use of social networking sites from an extended theory of planned behaviour perspective

The popularity of social networking sites (SNSs) among adolescents has grown exponentially, with little accompanying research to understand the influences on adolescent engagement with this technology. The current study tested the validity of an extended theory of planned behaviour model (TPB), incorporating the additions of group norm and self-esteem influences, to predict frequent SNS use. Adolescents (N = 160) completed measures assessing the standard TPB constructs of attitude, subjective norm, perceived behavioural control (PBC), and intention, as well as group norm and self-esteem. One week later, participants reported their SNS use during the previous week. Support was found for the standard TPB variables of attitude and PBC, as well as group norm, in predicting intentions to use SNS frequently, with intention, in turn, predicting behaviour. These findings provide an understanding of the factors influencing frequent engagement in what is emerging as a primary tool for adolescent socialisation.     

Why do people share their context information on Social Network Services? A qualitative study and an experimental study on users' behavior of balancing perceived benefit and risk

Despite the rapid growth of context-aware systems and ubiquitous computing, the factors influencing users' decision to share their context information in a social setting are poorly understood. This study aims to clarify why users share their context information in social network service (SNS), even while they are concerned with the potential risk at the same time. Drawing on the diverse theories of self-disclosure, we take an approach that the consideration of benefit encourages users to endure the existence of risk, and that users actively adjust the way they share their information to optimize the level of benefit and risk. In a qualitative study, we examined what kinds of risks and benefits exist in context information sharing situations and how users control them. An experiment was conducted using stimuli that simulate the actual use of SNS to investigate the effect of various context types and control types on users' expected benefit and risk and their intention to share. The results showed that both expected benefit and expected risk influenced users' intention to share. More interestingly, the effect of expected benefit was found to be stronger than that of expected risk. Moreover, different privacy control strategies were found to have induced different effects on the expected benefit and expected risk. Implications and limitations of this study were proposed at the end of this study.     

Online Conversation and Corporate Reputation: A Two‐Wave Longitudinal Study on the Effects of Exposure to the Social Media Activities of a Highly Interactive Company

In this paper, we investigate whether and to what extent exposure to a company's social media activities over time is beneficial for corporate reputation, and whether conversational human voice mediates this relation. In a two‐wave longitudinal survey among 1969 respondents, we assessed consumers' exposure to an international airline's social media activities, perceived level of conversational human voice and perception of corporate reputation. The results show that consumers' level of exposure to company social media activities precedes perceptions of corporate reputation. Also, conversational human voice mediates the relation between consumers' level of exposure to company social media activities and perceptions of corporate reputation. We discuss the implications of the results for the presence of organizations in social media.     

All the news that’s fit to post: A profile of news use on social networking sites

Facebook and other social networking sites (SNSs)¹ are altering the way individuals communicate. These online environments allow users to keep up with friends, network with colleagues, and share their personal views and observations with others. Previous work describes typical social networking site users as young, extroverted, and technologically savvy. Little research exists, however, on the emerging role of news in the social network environment. With over 500 million global Facebook users, both print and television based media outlets are making concerted efforts to become part of this important and increasingly ubiquitous virtual world. The present study uses a sample of students, faculty, and staff from a large university to investigate the factors that are related to news use on Facebook. Findings indicate that while news use is still a minor component of overall social network site activity, certain key variables, such as gender and life satisfaction, have a significant impact on how Facebook is used for news-related purposes. Future implications for news in the social networking world are presented and discussed.