Coping with information overload in email communication: Evaluation of a training intervention

The present paper introduces three facets of information overload in email communication: A large amount of incoming information, inefficient workflow, and deficient communication quality. In order to cope with these facets of information overload, a training intervention was developed and evaluated. Data were collected from 90 employees on several evaluation levels within a longitudinal evaluation design (one pretest double posttest design). The results reveal that the training contributed to an increase in knowledge and media competencies. We also found evidence for a transfer of training contents to the workplace. Finally, strain diminished on several dimensions. In particular, problems with media usage and work impairment decline significantly, an effect that was stronger for those participants who face a large amount of email at their workplaces.     

Towards an ICT-based psychology: E-psychology

Cognitive science is the scientific domain which studies, analyzes, simulates and infers for various aspects, functions and procedures of human mentality such as, thinking, logic, language, knowledge, memory, learning, perception and the ability to solve problems. E-psychology is in close relation with the cognitive science domain, but expands beyond it, as e-psychology is the efficient convergence of psychology and Information and Communication Technologies (ICTs). E-psychology offers a number of services such as supporting, diagnosis, assessment, therapy, counseling, intervention and tests through an effective exploitation of ICTs. This article presents a user-friendly, flexible and adaptive electronic platform, which supports both synchronous and asynchronous e-psychology activities through the use of informative and communicative tools and services, which can be adapted to support various methods of e-psychology activities. It is important to underline that e-psychology is not an alternative psychology field, but a resource to enhance the conventional psychology process.     

Efficient learning using a virtual learning environment in a university class

This study examines a blended learning setting in an undergraduate course in psychology. A virtual learning environment (VLE) complemented the face-to-face lecture. The usage was voluntary and the VLE was designed to support the learning process of the students. Data from users (N = 80) and non-users (N = 82) from two cohorts were collected. Control variables such as demographical data, attitude towards the learning subject, computer literacy, motivation, learning effort and available infrastructure were captured by means of a self-report. As a learning outcome, the grade in the final exam was included. For the VLE-users, the mean performance in the VLE was taken as a predictor for success in the final exam. Two different groups of VLE-users were observed and classified into ’light and ’heavy’ users. The results showed that among those students who had spent two or more hours per week for pre- and post processing of the lectures, ‘heavy’ VLE-users performed better than non-users in the final exam. Additionally, the ‘heavy’ users’ performance in the VLE was the best predictor for the grade in the final exam. We discuss the results in the context of self-regulated learning competence.     

Process and learning outcomes from remotely-operated,simulated, and hands-on student laboratories

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the experiments in one of three lab formats (hands-on, remotely-operated, or simulation-based), collecting data either individually or as a team. Lab format and data-collection mode showed an interaction, such that for the hands-on lab format learning outcomes were higher when the lab team collected data sets working as a group rather than individually collecting data sets to be combined later, while for remotely-operated labs individual data collection was best. The pattern of time spent on various lab-related activities suggests that working with real instead of simulated data may induce higher levels of motivation. The results also suggest that learning with computer-mediated technologies can be improved by careful design and coordination of group and individual activities.     

Learning science via animated movies: Its effect on students’ thinking and motivation

Some researchers claim that animations may hinder students’ meaningful learning or evoke misunderstandings. In order to examine these assertions, our study investigated the effect of animated movies on students’ learning outcomes and motivation to learn. Applying the quantitative methodology, two pre- and post-questionnaires were administered: Science thinking skills and Motivation to learn science. Students’ overall achievement in science was examined by their report card scores. The research population (N = 1335) was divided into experimental (N = 926) and control (N = 409) groups from 11 elementary schools. Findings indicated that the use of animated movies promoted students’ explanation ability and their understanding of scientific concepts. Findings also indicated that students who studied science with the use of animated movies developed higher motivation to learn science, in terms of: self-efficacy, interest and enjoyment, connection to daily life, and importance to their future, compared to the control students. Following the definition of multimedia, the students who study with the use of animated movies, applied all three learning styles: visual, auditory and kinesthetic. The use of multimedia and the fact that the students were engaged in exploring new concepts, that were relevant to their daily life experiences, can explain the positive results.     

A study of the impact of the willingness-to-learn of CAD novice users on their competence development

The notion that ‘attitude drives behavior’ manifests itself in a variety of ways in educational and occupational settings. As applied to CAD competence development, industrial training of novice CAD users on their way to becoming competent CAD users consume a lot of corporate resources. This paper is the third paper in the line of research that attempts to answer the question having to do with what it takes to make a competent CAD user. Specifically, we examine the CAD-specific factors revolving around the trainees’ willingness-to-learn CAD.These factors are analyzed in two stages. At the start of the training, trainees’ initial attitude towards CAD is established by means of a short questionnaire. Afterwards, throughout the training, trainees’ behavior (online and offline practice) is gauged and, in turn, a relation is established to illustrate how this practice leads to the development of CAD-specific skills. For this purpose, another short questionnaire was utilized. Strong correlations were established relating the trainees’ CAD-specific behavior with the CAD-specific outcomes of learning CAD syntax.Furthermore, and in order to assess the quality of the trainees’ learning of CAD, overall competence was monitored throughout the study via performance measures that describe the time it took the trainees to build test models (speed), which reflects upon the ability to learn the syntax of the CAD tool (declarative knowledge). The sophistication of the models is also used as another measure. Correlating the trainees’ character attributes with these assessed measures, it was found that the stronger is the trainees’ will to learn CAD, the stronger is the likelihood to learn faster. Perhaps more importantly, trainees with initial favorable attitude toward CAD were shown to develop increasingly positive behavior that manifested through additional practice and other forms of visible effort.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.     

An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach

This study examined the influence of perceived enjoyment on pre-service teachers’ intention to use technology, in addition to re-appraising the role of attitude toward use in the Technology Acceptance Model (TAM; Davis, Bagozzi, &; Warshaw, 1989). One hundred and fifty-three participants in Singapore completed a survey questionnaire measuring their responses to five constructs from a research model that was developed specifically for the study. Structural Equation Modeling (SEM) showed that perceived enjoyment was a significant predictor of perceived usefulness, perceived ease of use, and intention to use technology. The findings of this study support the view of Davis et al. (1989) from over 30 years ago that attitude toward use contributes only modestly to the TAM.