Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study

The purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the research. Lastly, as a result of the CFA, it was understood that the obtained values (Δχ² (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale.     

School children's attitudes towards computers as a function of gender, course subjects and availability of home computers

Abstract The attitudes of 328 British Secondary School children towards computers were examined in a cross-sectional survey. Measures of both general attitudes towards computers and affective reactions towards working with computers were examined in relation to the sex of the subject, courses studied (computer related/noncomputer related) and availability of a home computer. A differential pattern of results was observed. With respect to general attitudes towards computers, main effects were found for all three independent variables indicating that more favourable attitudes increased as a function of being male, doing computer courses and having a home computer. In contrast to this, affective reactions to working with computers was primarily related to doing computer courses, such that those doing computer courses reported more positive and less negative reactions. The practical and theoretical implications of these results are discussed.     

Investigating attitudes towards the use of mobile learning in higher education

Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.     

Students’ tool-use within a web enhanced course: Explanatory mechanisms of students’ tool-use pattern

The popularity of content management systems (CMSs) in today’s higher education is driven by the assumption that providing a rich toolset and leaving the use of this toolset under learner control will stimulate self-regulated and deeper learning. Current evidence on students’ tool-use within CMS supported courses however tackles this assumption and indicates that CMSs may empower students’ learning only under particular learner-related conditions. The current study addresses this concern and investigates how students’ tool-use within a CMS supported course can be explained in terms of (a) students’ conceptions on the tool functionalities, (b) self-efficacy beliefs for self-regulated learning and (c) goal orientation. Data were collected within a first year undergraduate course ‘Learning and Instruction’. Students’ (n = 182) tool-use within the course was logged throughout the course episode and the influencing variables were measured through questionnaires. K-means cluster analyses revealed four clusters that reflected differences in students’ tool-choice and tool-use throughout the course. Multinominal regression analyses revealed that these tool-use differences could be explained in terms of students’ goal orientation. The study provides thus perspectives in order to capture students’ academic motivation through unobtrusive, behavioral, measures. Furthermore, questions are raised regarding the parallel between students’ tool-use pattern and study strategy use.     

Cognitive load in hypertext reading: A review

A process model of hypertext reading was used to generate predictions about the effects of hypertext features on cognitive processing during text navigation and comprehension. We evaluated the predictions of the model with respect to the extant literature, focusing on studies in which versions of hypertexts were compared. Consistent with our predictions, the increased demands of decision-making and visual processing in hypertext impaired reading performance. Individual differences in readers, such as working memory capacity and prior knowledge, mediated the impact of hypertext features. For example, readers with low working memory and low prior knowledge were usually disadvantaged in hypertext. Some benefits were observed for learners with low prior knowledge, however, if the hypertext structure was hierarchical and consistent with that of the knowledge domain. We also surveyed the effectiveness of structural features designed to reduce cognitive load, including graphical overviews, restricted access to links, and visible link types. Complex graphical overviews did not reliably enable learning and navigation, whereas navigational support from restricted access and visible link types were helpful. We identified gaps in the empirical literature and suggested future studies to investigate cognitive processes in hypertext reading.     

Students’ expectations of,and experiences in e-learning: Their relation to learning achievements and course satisfaction

Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.     

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.     

Understanding customers' loyalty intentions towards online shopping: an integration of technology acceptance model and fairness theory

As with any other information system (IS), the success of online shopping depends largely on customer satisfaction and other factors that will eventually increase customers' loyalty intentions. This article integrates two major variables of technology acceptance model (TAM), trust, and fairness to construct a model for investigating the motivations behind customers' loyalty intentions towards online shopping. The hypothesised model is validated empirically using data collected from 311 customers of an online shopping store. The results indicated that distributive, procedural and interactional fairness were strong predictors of trust, which in turn influenced satisfaction. Distributive fairness and interactional fairness exhibited significant positive effects on satisfaction. Perceived usefulness and satisfaction influenced loyalty intention towards online shopping. Perceived ease of use acts indirectly on loyalty intention through the mediating effect of perceived usefulness. Implications for theory and practice and future research directions are discussed.     

Cognitive load in hypermedia reading comprehension: Influence of text type and linearity

In this paper the assumption of cognitive overhead in hypermedia learning is specified by cognitive load theory. This analysis is based on different types of cognitive load, the dimension of linearity/non-linearity as well as text characteristics. We propose a model stating that extraneous cognitive load in hypermedia learning is basically determined by the interaction of text presentation format (linear/non-linear) with text type (text with and without narrative structures). This assumption was tested by means of a 2 × 2 experimental design. Sixty participants completed a computer-based learning program that contained a narrative text or an encyclopaedia text in either linear or non-linear presentation format. Results confirm the suggested interaction hypothesis postulating that non-linear information presentation of narrative text structure increases cognitive load and decreases knowledge acquisition. However, for encyclopaedia text participants’ knowledge acquisition was not affected by linear or non-linear presentation format. Furthermore, results suggest a cross-validation of cognitive load measures and propositional analysis.     

Computer-assisted learning in young poor readers: The effect of grapho-syllabic training on the development of word reading and reading comprehension

Two experiments examine the effects of two computer-based interventions, one with grapho-syllabic training (GST) and another with grapho-phonemic training (GPT) on the development of word recognition and reading comprehension in French children during Grade 1 and Grade 2. In Exp 1, poor readers (N = 27) in second grade were selected and divided into three equal groups, one GST group, one GPT group and a control group. After the session training (10 h), the children from the grapho-syllabic training group outperformed their counterparts in word reading. In Exp 2, poor readers in first grade (N = 18) were divided in two groups, a GST group and a GPT group. Six sessions were conducted in order to examine the possible long-term effect of training (10 h) during 16 months. The results revealed an effect of grapho-syllabic training on silent word recognition, word reading aloud and reading comprehension. A computer-assisted learning (CAL) system based on the syllable, which is considered to be the phonological and orthographic unit that is used by French young readers, could be a promising tool to help poor readers decode words and consequently boost their word recognition and reading comprehension capabilities.     

A strategy for improving worker satisfaction and job attitudes in a repetitive industrial task: application of production standards and performance feedback

Worker satisfaction improved significantly as a consequence of the provision of the assigned and participative standards with performance feedback in a repetitive industrial production task. The maximum improvement in worker satisfaction was found for the participative standard and feedback condition. Only this condition had a significant positive effect on worker job attitudes. Monetary incentive, when provided with an assigned or participative standard with feedback, added no incremental worker satisfaction or job attitudes gain. The participative standard with feedback condition emerges as the optimum strategy for improving worker satisfaction and job attitudes in a repetitive industrial production task.     

Understanding the attitudes,knowledge sharing behaviors and task performance of core developers: A longitudinal study

ContextPrior research has established that a few individuals generally dominate project communication and source code changes during software development. Moreover, this pattern has been found to exist irrespective of task assignments at project initiation.ObjectiveWhile this phenomenon has been noted, prior research has not sought to understand these dominant individuals. Previous work considering the effect of team structures on team performance has found that core communicators are the gatekeepers of their teams’ knowledge, and the performance of these members was correlated with their teams’ success. Building on this work, we have employed a longitudinal approach to study the way core developers’ attitudes, knowledge sharing behaviors and task performance change over the course of their project, based on the analysis of repository data.MethodWe first used social network analysis (SNA) and standard statistical analysis techniques to identify and select artifacts from ten different software development teams. These procedures were also used to select central practitioners among these teams. We then applied psycholinguistic analysis and directed content analysis (CA) techniques to interpret the content of these practitioners’ messages. Finally, we inspected these core developers’ activities as recorded in system change logs at various points in time during systems’ development.ResultsAmong our findings, we observe that core developers’ attitudes and knowledge sharing behaviors were linked to their involvement in actual software development and the demands of their wider project teams. However, core developers appeared to naturally possess high levels of insightful characteristics, which became evident very early during teamwork.ConclusionsProject performance would likely benefit from strategies aimed at surrounding core developers with other competent communicators. Core developers should also be supported by a wider team who are willing to ask questions and challenge their ideas. Finally, the availability of adequate communication channels would help with maintaining positive team climate, and this is likely to mitigate the negative effects of distance during distributed developments.     

Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain

The dearth of women in technology and ICT-related fields continues to be a topic of interest for both the scientific community and decision-makers. Research on attitudes towards computers proves that women display more negative computer attitudes than men and also make less intense use of technology and computers than their male counterparts. For this reason, the main aims of this study are threefold. Firstly, to analyze the existence of gender differences in three dimensions of computer attitudes in a group of 550 secondary students in Spain (mean of age = 15 years old; SD = 1.73). Secondly, to study the moderating influence of a group of contextual variables on those gender differences in computer attitudes. And thirdly, to examine the predictive role of computer attitudes on the intention to pursue technology-related occupations. Some of the analyses of variance carried out show more positive computer attitudes in boys than in girls. These differences are more salient among students coming from rural areas and the upper social class, who are also enrolled in the domain of technology in secondary education, and whose mothers have no occupation outside the home. Finally, simple logistic regressions were carried out in order to prove that all dimensions of computer attitudes predict the enrollment intentions to pursue technology-related occupations. Nonetheless, gender only moderates the relationship between the cognitive dimension of computer attitudes and the enrollment intentions to pursue technology-related occupations.     

Ergonomics in Northern Ireland: a survey of knowledge,attitudes, and implementation in industry and the public services

Abstract

In spite of the palpable benefits to organizations of applying the principles of ergonomics, it appears that a majority of employers, whether through ignorance or neglect, fail to do so (Simpson 1990). The present study sought to assess the impact of ergonomics on a broad cross-section of organizations in Northern Ireland from three perspectives: (1) knowledge and awareness of ergonomics; (2) attitudes towards ergonomics; and (3) the extent to which the principles of ergonomics were put into practice in the work-place. In all, 700 organizations were surveyed, representing manufacturing, service, and public sectors and ranging in size from 10 to more than 1000 employees. A total of 417 questionnaires (59·7%) were returned and, of these, 152 (36·5%) claimed no knowledge whatever of ergonomics. The extent to which knowledge was claimed tended to depend on the nature of the organizations. Analysis of the remaining 263 questionnaires revealed that, while only 36 organizations employed ergonomic specialists or engaged outside ergonomic consultants, 163 respondents reported specific instances of addressing ergonomic issues during the previous 12 months. Respondents exhibited generally positive attitudes towards ergonomics, although some cynicism was evident. Principal components analysis of the questionnaire items revealed several factors, most notably a general concern for ergonomic issues, cynicism towards ergonomics and, arguably, an attitude of helplessness concerning the state of the organization. Implications of these findings for promoting implementation of ergonomics within organizations are discussed.     

The crisis of control: A progressive approach towards information systems integration for small companies

When small companies grow, they face a range of strategic managerial challenges. Stage models for small company growth predict that a crisis of control can occur when existing information systems for communication and control are no longer able to cope with increased throughput, nor are they able to respond flexibly to opportunities and challenges in the business environment. In response, owner-managers (OMs) may seek technological enterprise-wide solutions, in a drive towards integrated information systems (IIS). This paper reports a case study in which the Viable Systems Model (VSM) was used during an integration project in a small manufacturing company. In this case, the solution was found in organisational learning, rather than technology. It is argued that such a phase may be an essential step to the adoption of ERP/MRP at a later date for small growing companies.     

The effects of individual differences and visual instructional aids on disorientation,learning performance and attitudes in a Hypermedia Learning System

Research suggests that certain visual instructional aids can reduce levels of disorientation and increase learning performance in, and positive attitudes towards, HLS for learners with specific individual differences. However, existing studies have looked at only one or two individual differences at a time, and/or considered only a small number of visual instructional aids. No study has considered the impact of the three most commonly studied individual differences – cognitive style, domain knowledge and computer experience – on learning performance, disorientation and attitudes in a HLS incorporating a full range of visual instructional aids. The study reported here addresses this shortcoming, examining the effects of, and between, these three individual differences in relation to learning performance, disorientation and attitudes in two HLS versions: one that incorporated a full set of visual instructional aids and one that did not. Significant effects were found between the three individual differences with respect to disorientation, learning performance and attitudes in the HLS that provided no instructional aids, whereas no such effects were found for the other HLS version. Analysis of the results led to a set of HLS design guidelines, presented in the paper, and the development of an agenda for future research. Limitations of the study and their implications for the generalizability of the findings are also presented.     

A case study of Augmented Reality simulation system application in a chemistry course

The comprehension of micro-worlds has always been the focus and the challenge of chemistry learning. Junior high school students’ imaginative abilities are not yet mature. As a result, they are not able to visualize microstructures correctly during the beginning stage of chemistry learning. This study targeted “the composition of substances” segment of junior high school chemistry classes and, furthermore, involved the design and development of a set of inquiry-based Augmented Reality learning tools. Students could control, combine and interact with a 3D model of micro-particles using markers and conduct a series of inquiry-based experiments. The AR tool was tested in practice at a junior high school in Shenzhen, China. Through data analysis and discussion, we conclude that (a) the AR tool has a significant supplemental learning effect as a computer-assisted learning tool; (b) the AR tool is more effective for low-achieving students than high-achieving ones; (c) students generally have positive attitudes toward this software; and (d) students’ learning attitudes are positively correlated with their evaluation of the software.     

Development and integration of a concurrently executing interactive user interface for the I-STAT protable clinical analyzer: A case study in real-time systems integration

A novel real-time scheduler was developed to implement an interactive user interface for an existing state-of-the-art, hand-held blood analyzer. A software-timer-based scheduler was designed and implemented and guaranteed schedulability analysis performed to ensure that all hard execution deadlines could be met at run time. An execution bandwidth preservation mechanism that increases the robustness and predictability of the scheduler is presented. The paper is a case study that describes the design and development process from a point of view that emphasizes the importance of the systems integration issues that were encountered.