Computer use,confidence, attitudes,and knowledge: A causal analysis

This study introduces a casual model which links measures of computer experience, computer-related attitudes, computer-related confidence, and perceived computer-based knowledge. The model is based on the concept of computer literacy, and on an attitude-behavior theory which argues that beliefs lead to attitudes, and that attitudes are an important precursor to behavior. The causal model suggests that computer use has a positive effect on perceived computer self-confidence, as well as on computer-related attitudes. The model hypothesizes that computer attitudes and computer confidence have a positive mutual effect, and that both factors positively effect perceived computer knowledge. Questionnaires were administered to 309 students in Grades 7–12. The theoretical model was tested by structural equation analysis (LISREL) and, as expected, all causal effects, including the reciprocal one, were confirmed. The contribution and relevance of these findings to future educational research and to school practices are discussed.     

The relationship of attitudes to computer utilization: New evidence from a developing nation

The attitudes of students toward computers are significant determinants of behavior that may influence computer utilization. In this paper, a survey was conducted to study the relationship between attitudes and computer utilization of 238 students. The article also examined whether or not computer utilization was affected by some demographic (e.g., age) and other non-attitudinal variables. The findings indicated that the overall attitude did affect computer utilization. The part of attitude scale that presented the strongest predictor of utilization was computer liking followed by confidence. Anxiety and perceived usefulness were found to be insignificant determinants of computer utilization. In addition to attitude, other variables appeared to have a strong influence on computer utilization, namely the degree of computer experience, the degree of access to computers, and the number of computer-related courses taken by survey participants.     

Expert decision support system use,disuse, and misuse: a study using the theory of planned behavior

Researchers in the past decade have been actively investigating technology use and disuse among conventional and communications technologies. However, recent advancements in expert systems technology has led to new questions about technology use. Where communications technology, such as e-mail or group collaboration software, facilitates co-evolution of problem solving and decision making among people, expert systems create a transaction between user and computer where ultimately, the computer generates the recommended courses of action. This also differs from conventional decision support tools that merely gather information to inform a human decision maker.This empirical study used theory of planned behavior to formulate hypotheses about the use, disuse, and misuse of an expert system decision support (EDSS) technology. It was found that EDSS use was negatively related to errors, whereas misuse of EDSS was positively related to errors. More positive attitudes and social influences led to increased EDSS use, while perceptions of control had no apparent effect. The interaction of social influences and attitudes had a significant non-linear relationship with EDSS misuse.     

Comparing attitudes towards computer usage by undergraduates from 1986 to 2005

The importance and use of computers has increased dramatically over the last two decades. The Attitudes Towards Computer Usage Scale (ATCUS) was developed in 1986 [Popovich, P. M., Hyde, K. R., Zakrajsek, T., & Blumer, C. (1987). The development of the attitudes toward computer usage scale. Educational and Psychological Measurement, 47, 261–269.] and used in a variety of settings over the years. In order to examine how computer attitudes have changed from 1986 to 2005, the ATCUS was given to 254 male and female current undergraduate students. When comparing the 1986 with 2005 results, the amount of time spent using a computer was still positively related to computer attitudes; however, the number of college computer courses was not. There is no longer a significant relationship among any of the factors with college computer courses. Males and females no longer significantly differ in their attitudes toward computers, number of college computer courses, amount of time spent using computers, or degree of self-reported computer anxiety. Implications are discussed.     

The Greek computer attitudes scale: construction and assessment of psychometric properties

The purpose of this paper was to develop and test the psychometric properties of a computer attitudes scale for the Greek population. Through both adapting items from other scales and writing new items, this study developed a Greek Computer Attitudes Scale of 30 items, with three subscales: confidence, affection, and cognitive. This study also explored sex differences on the GCAS, and the relationship between age, computer experience, and confidence with computers and participants’ responses on the scale. Questionnaire data from four Greek samples, which included participants from the general population (185 and 354 individuals, respectively), 222 teachers and 99 undergraduate students, were analyzed. Results indicated that: (1) both the reliability (internal consistency and test–retest) and validity (concurrent) of the GCAS were adequate; (2) the relationship between age and GCAS was not significant, whereas sex did not have a significant effect on GCAS scores; and (3) perceived computer experience and confidence with computers were strongly related to favorable attitudes toward computers.     

Computer anxiety and attitudes among undergraduate students in Greece

This study attempts to give an insight to the computer anxiety levels and attitudes toward computers of the students of the Library and Information Systems (LIS) Department of Technological Educational Institute (TEI) of Thessaloniki using Computer Anxiety Rating Scale (CARS) and Computer Attitudes Scale (CAS). Both constructs were examined using explanatory factor analysis. Internal consistency of the factors of each construct was satisfactory. It was found that there was a strong negative relationship between the two concepts. Canonical correlation analysis demonstrated that anxiety explains more variance of the attitudes than vice versa. Another finding was that most of LIS students were not anxious toward computers and with positive attitudes. Factors correlated negatively with anxiety and positively with attitudes, were knowledge of English language, PC ownership, access of students to computers at younger ages, perceived advanced computer skills and computer experience as reflected by frequency of computer use.     

Attitudinal and experiential predictors of technological expertise

This study sought to clarify which computer and Internet skills and experiences differentiate technological expertise and to identify predictors of this expertise. Two hundred and fifty-eight incoming university students were surveyed on Internet and computer experiences, skills, and attitudes. Six specific Internet and computer uses that differentiate technological expertise were identified based on frequency of use. Males and those who own computers had greater technological expertise. Factor analyses identified two skill factors (Internet skills, Computer/Math skills), three experience factors (Internet, Computer, Recreational Use of Internet), five attitude factors (Importance of Internet and computer knowledge, Computer aversive, Internet and computer comfort/competency, Internet and computer overuse, Technology aversive). These factors as well as gender, computer ownership, and weekly computer and Internet use were entered as independent variables in a general linear model (GLM) which was then used to determine which factors affected technological expertise. The overall GLM was significant (R² = .414, F = 5.85, p < .001). Internet and computer skills and computer abuse were the strongest predictors of technological expertise. Weekly Internet use, Internet and computer comfort/competency also were predictors, and gender was almost significant (p = .056) as a predictor. Neither computer ownership nor other Internet and computer attitudes were significant predictors.     

Gender influences on children’s computer attitudes and cognitions

The relative ‘explosion’ of computerised technology in recent years has been accompanied by a wealth of psychological research that has indicated a mixed response of attitudes to the now ubiquitous computer. Whilst many people hold positive attitudes about computers, many individuals express serious concerns and have been labelled ‘technophobic’. This study considers whether technophobia is a transitory phenomenon by assessing the computer attitudes and cognitions of 104 children aged 11 and 12 via self-report questionnaires. Contrary to previous reports (e.g. Rosen & Weil, 1992, Measuring technophobia: a manual for the administration and scoring of the computer anxiety rating scale (Form C), the computer thoughts survey (Form C) and the general attitudes towards computers scale (Form C). Version 1.1. California State University) the prevalence of technophobia was found to be low. Similarly the impact of psychological gender (sex and sex-role) was assessed and found, in general, not to significantly influence attitudes or cognitions towards computers. This does not support the notion that a technological gender gap is developing, nor the literature that suggests males hold more positive attitudes and cognitions than females. However, whilst in this instance it appears that the computer is viewed positively, it is tentatively suggested that looking to the future, technophobia will not be problematic.     

How instruction influences attitudes of college men and women towards computers

The purpose of this study was to assess the influence of micro-computer training on attitudes toward computers. One hundred and ninety-four undergraduate and graduate students participated; 107 took a microcomputer training course, while the remaining 87 received no computer training. Students in both conditions completed the Computer Attitude Scale (Loyd & Loyd, 1985) during the first and final weeks of a 16-week semester. Results from a series of multivariate and univariate analyses indicated that (a) students who received microcomputer training demonstrated less anxiety, more confidence, and more interest in using computers than students who received no training; (b) there were no significant gender differences in attitudes at the beginning or end of the study; and (c) attitudes toward computers improved significantly over time with computer training but did not change without training. Implications of these findings are discussed.     

Effects of attitudes and behaviours on learning mathematics with computer tools

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.     

A case study of computer gaming for math: Engaged learning from gameplay?

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students’ cognitive test performance or metacognitive awareness development. The in-field observation and students’ think-aloud protocol informed that not every computer math drill game would engage children in committed learning. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.     

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.     

How Seniors in Taiwan Use Information Technology: Computer and Cell Phones

In most developed and developing nations seniors lag behind the general population in information technology (IT) adoption and use. This phenomenon has been labeled the “gray divide” by various authors. This study examines the use of IT by seniors in Taiwan. We conducted a survey to examine Taiwanese seniors’ computer and cell phone ownership and use as well as attitudes and behaviors that result from and influence use, to better understand the extent to which Taiwanese seniors have and will utilize IT. We found that seniors in Taiwan had generally high usage and access to computers and cell phones; however, the duration of use these two devices was relatively low. Our focus was on computers and mobile phones because they are the most commonly used personal IT appliances. These devices are the “face” of IT to users. This study also examined self-efficacy, satisfaction, and comfort with these devices, as well as positive and negative attitudes, because research has shown these to influence the use of IT. Taiwanese seniors had generally positively attitudes and beliefs toward information technology.     

Changing teachers,changing students? The impact of a teacher-focused intervention on students' computer usage,attitudes, and anxiety

An important purpose of integrating computer use into everyday classroom instruction is to help students approach technology as a learning tool. Effective classroom integration is dependent not only on access to computers but also teachers' implementation of computing into learning. Successful implementation, in turn, depends largely on teachers' beliefs about classroom computing. The purpose of this study is to examine the effects of a teacher-focused technology intervention on students' attitudes toward and use of computers as learning tools. Teachers' attitudes, anxiety, and classroom computer use are explored as mediators of this relationship. Data were collected during a technology intervention in fourth and fifth grade classrooms in an urban public school district. Results suggest that the technology intervention itself had a positive effect on students' attitudes toward and use of computers for educational purposes. There was no evidence, however, that teachers' use or attitudes had any mediating effect on this relationship. These results suggest that it is possible to increase students' attitudes toward computer use through intense interventions aimed at their teachers. Future research should further investigate the mechanisms through which this relationship exits.     

Attitudes affecting college students' preferences for distance learning

Abstract Empirical studies that have examined psychological aspects of the use of Information and Communication Technology (ICT) have indicated that certain psychological attitudes of students towards the use of ICT are of paramount importance when evaluating the effective use of distance learning approaches to instruction and learning. Distance learning at the tertiary level, through the medium of ICT, is seemingly affected by the same psychological attitudes that are known to be related to other successful ICT applications to learning and instruction. In the present study the relationship between two distance learning ICT-based configurations were examined. The results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Satisfaction with learning, level of control of the learning process, and study motivation for distance learning are all positively related to the students' preferences for structured distance learning, whereas independence in learning is positively connected to students' preferences for the more open Internet functionality.     

Semi-automated CCTV surveillance: The effects of system confidence,system accuracy and task complexity on operator vigilance,reliance and workload

Recent advances in computer vision technology have lead to the development of various automatic surveillance systems, however their effectiveness is adversely affected by many factors and they are not completely reliable. This study investigated the potential of a semi-automated surveillance system to reduce CCTV operator workload in both detection and tracking activities. A further focus of interest was the degree of user reliance on the automated system. A simulated prototype was developed which mimicked an automated system that provided different levels of system confidence information. Dependent variable measures were taken for secondary task performance, reliance and subjective workload. When the automatic component of a semi-automatic CCTV surveillance system provided reliable system confidence information to operators, workload significantly decreased and spare mental capacity significantly increased. Providing feedback about system confidence and accuracy appears to be one important way of making the status of the automated component of the surveillance system more ‘visible’ to users and hence more effective to use.     

Implementing computer-based assessment - A web-based mock examination changes attitudes

Interest in the educational use of information and communication technologies (ICT) in higher education is increasing. For successful implementation, it is important to know students’ attitudes and reservations and how they can be positively influenced. The objective of the present study was to examine possible attitudinal changes towards computer-based assessment (CBA) in students, after undergoing one such assessment. A web-based mock examination was provided to all fourth year medical students at Leipzig Medical School in 2008 and 2009. Before and after the web test, students were asked to document their agreement with statements concerning CBA. A large number of students made use of the offered web-based assessment. 383 participants could be analysed for the pre-post comparisons. The majority of the students rated their computer self-efficacy as high. In summary, students’ attitudes towards CBA in higher education tended to be positive. Gender differences seemed to be substantially influenced by differences in computer self-efficacy and were reduced considerably after only one practical experience. The actual experience had a positive influence on attitudes towards CBA. Nevertheless there were strong reservations about technical problems influencing the test performance when used for summative assessment. These concerns should not be ignored when trying to implement CBA. Optional formative CBA, perhaps early in higher education, seems to be a promising possibility of attracting students to computer- or web-based examination and learning methods, and may be a useful component of a successful implementation strategy.     

Computer experience: a poor predictor of computer attitudes

Considerable research has focused on the relationship between computer experience and attitudes. This study aimed to identify those experience factors that are best able to predict computer attitudes. A questionnaire was designed to incorporate various measures of experience as defined by previous researchers. Reliability analyses were appropriate for both experience and attitude scales. Relationships between these constructs whilst significant (p<0.01) were at best moderate in magnitude, and experience factors were poor predictors of computer attitude scores. However, exploratory analyses showed that high levels of variance in the variable ‘computer confidence’ could be explained by quantifiable use data. It is concluded that current questionnaire scales inadequately reflect the many aspects of experience that contribute toward computer attitudes.     

The effects of two- or three-dimensional graphics on the problem-solving performance of experienced and novice decision makers

Abstract

An experiment was performed to investigate the relationship between two-dimensional (2-D) or three-dimensional (3-D) graphs displayed on paper or computer and the problem-solving performance of experienced and novice managers. The effects of these variables on solution times, confidence in answers and effectiveness of solutions for a production management case were examined. It was predicted that experienced managers would engage in forward chaining as a problem-solving strategy, while novices would use backward chaining as a problem-solving technique (Larkin et al. 1980). Results indicated that solution times were faster for computer than for paper presentations of data, but no significant relationship between response times and dimensionality of graphs was found. Novice subjects produced more accurate answers using 2-D paper presentations of graphs, while experienced managers produced more accurate answers when provided with 3-D graphs on computer. Further, experienced and novice managers were more confident of their answers when provided 2-D graphs as decision aids than with any other mode of presentation. Verbal protocols and retrospective reports indicated that in solving the cases experienced managers engaged in forward chaining, backward chaining and means-ends analysis as problem-solving techniques more often than novices.     

Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model

Abstract   Computers are increasingly widespread, influencing many aspects of our social and work lives, As we move into a technology-based society, it is important that classroom experiences with computers are made available for all students. The purpose of this study is to examine pre-service teachers' attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as external variables. Results shows that perceived usefulness, perceived ease of use and subjective norm were significant determinants of pre-service computer attitudes. Facilitating conditions did not influence computer attitude directly but through perceived ease of use. These findings demonstrate that social norm and facilitating conditions are potential variables that may be used to extend the TAM for research on computer attitudes.