| Applied relaxation: an experimental analogue study of therapist vs. computer administration | | BIBAK | Full-Text | 2-10 | |
| Per Carlbring; Eva Björnstjerna; Anna F. Bergström; Johan Waara; Gerhard Andersson | |||
| This experimental analog component study compared two ways of administrating
relaxation, either via a computer or by a therapist. The second phase of
applied relaxation was used, which is called "release-only relaxation". Sixty
participants from a student population were randomized to one of three groups:
computer-administered relaxation, therapist-administered relaxation, or a
control group in which participants surfed on the Internet. Outcome was
measures using psychophysiological responses and self-report. Objective
psychophysiological data and results on the subjective visual analogue scale
suggest that there was no difference between the two forms of administration.
Both experimental groups became significantly more relaxed than the control
group that surfed on the Internet. Practical applications and future directions
are discussed. Keywords: Applied relaxation; Computer administration; Internet; Psychophysiology | |||
| Online infidelity in Internet chat rooms: an ethnographic exploration | | BIBAK | Full-Text | 11-31 | |
| Beatriz Lia Avila Mileham | |||
| Internet chat rooms have introduced unprecedented dynamics into marital
relationships: never in history has it been so easy to enjoy both the stability
of marriage and the thrills of the dating scene at the same time. This study
examined the phenomenon of online infidelity in chat rooms, a process whereby
individuals involved in a long-term committed relationship seek computer
synchronous, interactive contact with opposite-sex members. The following
factors were investigated: (a) what elements and dynamics online infidelity
involves and how it happens; (b) what leads individuals specifically to the
computer to search for a relationship "on the side"; (c) whether individuals
consider online contacts as infidelity and why or why not; and (e) what
dynamics chat room users experience in their marriages.
The results revealed three theoretical constructs that represent married individuals' chat room experiences. The first construct, Anonymous Sexual Interactionism, refers to these individuals' predilection for anonymous interactions of a sexual nature in chat rooms. The allure of anonymity gains extra importance for married individuals, who can enjoy relative safety to express fantasies and desires without being known or exposed. The second, Behavioral Rationalization, denotes the reasoning that chat room users present for conceiving their online behaviors' as innocent and harmless (despite the secrecy and highly sexual nature). The third, Effortless Avoidance, involves chat room users' avoidance of psychological discomfort by exchanging sexual messages with strangers. Happily married individuals also join such rooms, a trend that is also discussed. Together, these constructs symbolize chat room dynamics and serve as a foundation upon which further studies can build. Keywords: Cyber-relationships; Online relationships; Internet; Chat rooms; Sexual attraction; Interpersonal interactions | |||
| Computer-based tests: the impact of test design and problem of equivalency | | BIBAK | Full-Text | 32-51 | |
| Petr Kveton; Martin Jelínek; Dalibor Voboril; Helena Klimusová | |||
| Nowadays, computerized forms of psychodiagnostic methods are often produced
without providing appropriate psychometric characteristics, or without proving
equivalency with conventional forms. Moreover, there exist tests with more than
one computerized versions, which are mostly designed differently. Study I
focused on the impact of test design. It was found that even simple change of
color scheme (light stimuli on dark background vs. dark stimuli on light
background) had a significant effect on subjects' performance. Study II
examined equivalency of a computerized speeded test, which is broadly used
within psychological practitioners in the Czech Republic; this form was found
non-equivalent with its conventional counterpart. Keywords: Computer-based assessment; Speeded test; Equivalency; Test design; Ergonomics | |||
| A Windows program to aid in MMPI-2 interpretation | | BIBAK | Full-Text | 52-57 | |
| Barry A. Tanner | |||
| The MMPI-2 Assistant is designed and distributed to respond to certain
criticisms of commercially available interpretation programs. The Assistant is
intended for adult psychiatric patient profiles only. The Assistant does not
send output directly to a printer, but rather writes output to a rich text
format disk file, to encourage editing and inclusion of additional information.
The rules for each interpretive hypothesis precede that hypothesis both on the
screen and in the output file. The program is available only upon certification
that the requestor meets the author's rules for its use, including professional
licensure, appropriate training and target population. Finally, research is
encouraged by making the program available to qualified psychologists at no
charge. Keywords: MMPI-2; Computer test interpretation | |||
| Opening up the black box in GSS research: explaining group decision outcome with group process | | BIBAK | Full-Text | 58-78 | |
| Wayne Huang; D. Li | |||
| Group process, a central element of group interaction, has been frequently
treated as a black box in many prior Group Support Systems (GSS) studies. Most
prior GSS research focused on group outcome and efforts to study group process
were relatively limited. As a result, effects of group process on group outcome
in GSS use are not fully understood. This study focuses on group process and
intends to explain variations in group decision outcome from group influence
process. Group process variables investigated were informational influence,
normative influence, and influence equality. Group decision outcome variable
studied was group consensus. The role of task type was also examined. The
research findings indicated that GSS had a complex impact on group decision
outcome for two reasons. First, this impact was mediated by group influence
process variables. Second, this impact was moderated by task type. The research
findings provide an additional clue on why prior GSS empirical studies in the
literature yielded inconsistent research findings. The implications of the
research findings to GSS researchers and users are finally discussed. Keywords: Group support systems; Group interaction process; Group decision outcome; Task type | |||
| Comparison of Internet addicts and non-addicts in Taiwanese high school | | BIBAK | Full-Text | 79-96 | |
| Shu Ching Yang; Chieh-Ju Tung | |||
| This study investigated the difference between Internet addicts and
non-addicts in Taiwanese high schools, and focused specifically on their
Internet usage patterns, and gratification and communication pleasures. A total
of 1708 valid data samples of high school adolescents were collected. Among
this sample, 236 subjects (13.8%) were identified as addicts using the
eight-item Internet addiction Diagnostic Questionnaire designed by Young
[Internet addiction survey [Online]. Available:
http://www.pitt.edu/_ksy/survey.htm]. The analytical results revealed that
Internet addicts spent almost twice as many hours on line on average than the
non-addicts. Notably, surfing with a social/entertainment motivation and
gratification was positively correlated with Internet addiction. Furthermore,
Internet addicts obtained markedly higher overall PIUST scores and scored
higher than non-addicts on four subscales (tolerance; compulsive use and
withdrawal; related problems, including family, school, health, and other
problems; interpersonal and financial problems). While Internet addicts
perceived the Internet to have significantly more negative influences on daily
routines, school performance, teacher and parental relation than non-addicts,
both Internet addicts and non-addicts viewed Internet use as enhancing peer
relations. Moreover, students with personalities characterized by dependence,
shyness, depression and low self-esteem had a high tendency to become addicted. Keywords: Internet addicts; Internet addiction; Internet usage patterns; Adolescents; Gratification and communication pleasures | |||
| Aggression, impulsivity, and health functioning in a veteran population: equivalency and test-retest reliability of computerized and paper-and-pencil administrations | | BIBAK | Full-Text | 97-110 | |
| Alina Surís; Patricia D. Borman; Lisa Lind; T. Michael Kashner | |||
| The present study examined the equivalency and test-retest reliability of
two administration methods (paper-and-pencil and computerized) of the
Aggression Questionnaire (AQ), Barratt Impulsiveness Scale-11 (BIS-11), and
SF-36 Health Survey (SF-36) in a sample of 97 veterans. The two-week
test-retest reliability for the conventional paper-and-pencil administrations
of the AQ, BIS-11, and the SF-36 in the veteran population were generally
reliable and comparable to the test-retest reliability of these measures noted
in the research for other populations. Equivalence of the computer vs.
paper-and-pencil administrations were examined and results indicated that for
the AQ, ICCs for all four subscales and total score were substantially lower
for the PC administration. For the BIS-11, ICCs were comparable with the
exception of the Motor subscale, which was lower in the PC condition. For the
SF-36, two of the domains were higher in the PC condition, with four more being
comparable. Overall, the computerized administration of the BIS-11 and SF-36
was found to be equivalent to the "gold standard" paper-and-pencil
administration of these measures and can be utilized successfully among
veterans. The computerized administration of the AQ, however, was not found to
be equivalent to the paper-and-pencil administration of the measure. Keywords: Aggression; Impulsivity; Veterans; Computers; Physical health; Assessment | |||
| Investigation of online community voluntary behavior using cognitive map | | BIBAK | Full-Text | 111-126 | |
| Inwon Kang; Kun Chang Lee; Sangjae Lee; Jiho Choi | |||
| It is difficult even for experts in organizational behavior to cognitively
predict the causal effect of one factor on the others. A cognitive map is used
to describe the inference process for the investigation of online community
voluntary behavior. The investigation of online community voluntary behavior
demands consideration of the complex causal effect from support for member
communication, perceived community value, recognition for contribution, freedom
of expression, and interactive communication, to community commitment, loyalty,
and social participation. A standardized causal coefficient estimated in
structural equation models (SEMs) is used to create a cognitive map
illustrating the effect of the status of one component on the status of another
component. The cognitive map provides preliminary insights into the direction
of online community voluntary behavior toward maximizing community commitment,
loyalty, and social participation. Keywords: Cognitive map; Factors affecting online community behavior; Community commitment; Loyalty; Social participation; SEM | |||
| The development of a measure of subjective computer experience | | BIBAK | Full-Text | 127-145 | |
| Brooke Smith; Peter Caputi; Patrick Rawstorne | |||
| The present study examined the psychometric properties of a recently
developed measure of subjective computer experience using a sample of 179 first
year psychology students. The Subjective Computer Experience Scale (SCES) was
developed to measure the construct of subjective computer experience, defined
for present purposes, as a private psychological state reflecting the thoughts
and feelings a person ascribes to some previous or existing computing event.
Factor analysis revealed five factors that were labelled, Frustration-Anxiety,
Autonomy-Assistance, Training-Education, Enjoyment-Usefulness and Negative
Performance Appraisal, respectively. Acceptable internal-consistency estimates
of the five subscales were obtained. Convergent validity was evidenced by
significant correlations between the SCES and measures of computer attitude and
objective computer experience. Evidence for divergent validity was obtained
with scores on four of the five subscales of the SCES being unrelated to
dispositional coping style. In sum, the SCES was found to have promise as a
psychometrically sound instrument for measuring subjective computer experience. Keywords: Subjective computer experience; Measurement | |||
| Psychopedagogical components and processes in e-learning. Lessons from an unsuccessful on-line course | | BIBAK | Full-Text | 146-161 | |
| Raquel-Amaya Martínez; María Miláns del Bosch; Ma Henar Pérez Herrero; Andrés Sampedro Nuño | |||
| In this study we are reporting the results of an external evaluation carried
out on an experimental on-line course developed as part of the European project
Multidimensional Approach for Multiplication of Training Environments (MAMUT)
(E/99/1/61440/PI/III.3.a/CONT). The aim was to identify psychopedagogical
processes that might influence the dynamics of the on-line course and to detect
unexpected results. Qualitative analysis of the content of the three hundred
and fifty six (356) messages written by the participants in the virtual
environment was undertaken. The aspects analysed were: Adaptation to Virtual
Environment, Content, Resources, Timing, Tasks, Students' characteristics,
Students' interaction, and Students-Facilitator interaction. Keywords: E-learning; Pedagogy; External evaluation | |||
| Empirical evaluation of the revised end user computing acceptance model | | BIBAK | Full-Text | 162-174 | |
| Jen-Her Wu; Yung-Cheng Chen; Li-Min Lin | |||
| This paper proposed a revised technology acceptance model for measuring end
user computing (EUC) acceptance. An empirical study was conducted to collect
data. This data was empirically used to test the proposed research model. The
structural equation modeling technique was used to evaluate the causal model
and confirmatory factor analysis was performed to examine the reliability and
validity of the measurement model. The results demonstrate that the model
explains 56% of the variance. This finding contributes to an expanded
understanding of the factors that promote EUC acceptance. The implication of
this work to both researchers and practitioners is discussed. Keywords: End user computing; Technology acceptance model; Computer self-efficiency; Network externalities; Computer enjoyment; Task-technology fit | |||
| Self-efficacy and college students' perceptions and use of online learning systems | | BIBA | Full-Text | 175-191 | |
| Reid Bates; Samer Khasawneh | |||
| This research hypothesized a mediated model in which a set of antecedent variables influenced students' online learning self-efficacy which, in turn, affected student outcome expectations, mastery perceptions, and the hours spent per week using online learning technology to complete learning assignments for university courses. The results are consistent with the inference of a partially mediated model in which the block of antecedents had a direct effect on self-efficacy, a direct influence on the outcome measures, and an indirect effect on the outcomes through their influence on self-efficacy. In general, the findings suggest that the relationships between self-efficacy, its antecedents, and several online learning outcomes are more complex than has typically been recognized in the research. | |||
| Providing remote accessible field trips (RAFT): an evaluation study | | BIBAK | Full-Text | 192-219 | |
| D. A. Bergin; A. H. Anderson; T. Molnar; R. Baumgartner; S. Mitchell; S. Korper; A. Curley; J. Rottmann | |||
| RAFT (Remote Accessible Field Trips) provides the possibility for students
to participate in field trips from remote locations. This paper reports on two
studies to test the RAFT concept. The first study used video-mediated
communication (VMC) to allow students to communicate with experts. The second
study tested students' experiences of using off-the-shelf technologies to
transfer data while assigned with specific roles. Participants were school
students aged 11-18 years. The findings showed RAFT resulted in high levels of
interest and was both positive and engaging for students. An increase in
student interest in topic (p < 0.05) was reported in the second study. It is
argued that these aspects of RAFT are of benefit to students and further
developments are discussed. Keywords: RAFT; Education; Video-mediated communication; Roles; Computer-supported collaborative learning; Field trips | |||
| Exploring the user interface of negotiation support systems from the user acceptance perspective | | BIBAK | Full-Text | 220-239 | |
| Kun Chang Lee; Inwon Kang; Jin Sung Kim | |||
| Despite the fact that Web-based negotiation support systems (NSS) have
gained momentum in B2B electronic commerce, there have been few studies
investigating the way the NSS interface might be utilized to promote user
acceptance. This paper presents the results of an empirical study investigating
NSS, from a user acceptance perspective and utilizing a technology acceptance
model. We have explored the influence of three constructs embedded in NSS:
playfulness, causality and subjective norm. The role of causality, in
particular, has never been tested within the context of user interface and user
acceptance of the system, so we developed a prototype NSS called CAKES-NEGO.
Empirical results garnered from 174 valid questionnaires proved the validity of
our proposed research model: the NSS user interface, embedded with the three
constructs, causes users to consider the system more favorably. Keywords: Web-based NSS (negotiation support systems); Causality; Playfulness; Subjective norm; TAMCAKES-NEGO; SEM | |||
| Extending the theory of planned behaviour as a model to explain post-merger employee behaviour of IS use | | BIBAK | Full-Text | 240-257 | |
| Echo Huang; Meng Hao Chuang | |||
| A merger that fails to adequately address technology integration and its
consequent impact on employee IS behaviour is almost doomed from the start. The
theory of planned behaviour, a widely accepted expectancy-value model of
attitude-behaviour relationship, suggests an individual's behaviour is
determined by attitudes toward behaviour, subjective norm, and perceived
behaviour control. This paper examines ways of expanding the model in the
specific area of financial merger through inclusion of an additional risk
variable. Exploratory results from field experiments are then presented. Keywords: Information systems; Risk; The planned behaviour; Bank mergers; IS use | |||
| Effect of experience and mode of presentation on problem solving | | BIBAK | Full-Text | 258-274 | |
| Damien J. Williams; Jan M. Noyes | |||
| The ability to solve problems is an important aspect of everyday activities.
Studying individuals with different levels of experience solve a well-defined
problem will aid our understanding of everyday problem solving. The study
reported considers the way in which the level of experience and different modes
of presentation of the Tower of Hanoi puzzle affect problem solving
performance, in terms of time taken and number of moves made. Participants are
classified as either novice or experienced, and assigned to one of three task
environments, namely computer, mental or physical. Differences in time taken
were found to relate to the level of experience, and the mode of presentation.
This is thought to be due to the alleviation of the load on working memory.
However, no differences were found to exist in the number of moves made to
complete the puzzle. The findings are discussed in terms of the implementation
of modes of presentation to assist the development of problem solving
abilities. Keywords: Problem solving; Level of experience; Tower of Hanoi; Cognitive load theory; Instructional design | |||
| Personalization, authentication and self-disclosure in self-administered Internet surveys | | BIBA | Full-Text | 275-285 | |
| Adam N. Joinson; Alan Woodley; Ulf-Dietrich Reips | |||
| Two studies are presented that examine disclosure of sensitive information and personalization in Internet-based surveys. In the first study, the impact of a personalized salutation on two forms of non-disclosure to a sensitive personal question (salary level) is tested. The results revealed that a personalized salutation tends to increase levels of active non-disclosure (measured through use of an 'I prefer not to answer' option), but not passive non-disclosure (where the respondent selects no option). In the second study, participants are directed to the study via either a personalized URL (which incorporated an encoded identifier not obvious as such to the responder) or via a secure log-on page that required the user to type in identifying information. Non-disclosure to a sensitive question (salary) was significantly higher when participants went through a log-on procedure. We suggest that this pattern of non-disclosure to sensitive questions reflects increases in identifiability when a personalized salutation or log-on procedure is used. We further suggest that the provision of an active non-disclosure option to a sensitive question is particularly appropriate in contexts in which anonymity may be compromised, since it enables participants to both protect their privacy and respond appropriately to the survey. | |||
| Integrating technology into field-based experiences: a model that fosters change | | BIBAK | Full-Text | 286-302 | |
| Sharon Judge; Blanche O'Bannon | |||
| Project ImPACT is an implementation grant supported by the U.S. Department
of Education Preparing Tomorrow's Teachers to Use Technology initiative. The
principal goal of this project, as with all PT3 initiatives, is to develop new
teachers who are capable of infusing technology into the curriculum to enhance
student learning. With this result in mind, a model was developed to foster
change in K-12 field sites that serve as training grounds for preservice
teachers. The ISTE NETS essential conditions provided the framework on which
this model was developed with emphasis on access, professional development,
support, incentives, and assessment. In this article, we describe the
development, implementation, and evaluation of a field-based technology
integration model. The results suggest that the model was effective in
increasing preservice teachers' ability to integrate technologies into the
curriculum in authentic teaching situations. Keywords: Integration; Teacher education; Technology use | |||
| Comparing speakers versus headphones in listening to news from a computer -- individual differences and psychophysiological responses | | BIBAK | Full-Text | 303-317 | |
| Kari Kallinen; Niklas Ravaja | |||
| When audio is listened with speakers, the sound comes from a distance. With
headphones, the surrounds are more isolated and the sound comes closer to the
listener, and may thus create a more intimate and immersive listening
experience. We examined the emotion-related subjective and psychophysiological
responses elicited when listening news from a computer with speakers versus
headphones, and the individual differences in these responses. Self-reported
preference, valence, arousal, and understandability of the news, as well as
electrodermal activity (EDA), pulse transit time (PTT), respiratory sinus
arrhythmia (RSA), and facial electromyography (EMG), were measured.
Headphone listening was preferred over speaker listening, and it elicited more positive emotional responses as indexed by orbicularis oculi and zygomaticus major EMG activity, and higher attention as indexed by shorter PTTs, than speaker listening. However, speaker listening prompted more attention as indexed by RSA among subjects scoring high on the sociability and activity personality scales. Speaker listening also elicited higher physiological arousal as indexed by EDA among high impulsive-sensation seeking and sensation-seeking scorers. The results are discussed from the interpersonal distance and isolation of the surrounds point of view. The present results are of practical importance, given the possibilities afforded by modern technology to present multimodal information effectively and adapt the information and/or interfaces to fit the individual characteristics of the user (e.g., personality). Keywords: Speakers; Headphones; News; Personality; Psychophysiology | |||
| Email end users and spam: relations of gender and age group to attitudes and actions | | BIBAK | Full-Text | 318-332 | |
| Galen A. Grimes; Michelle G. Hough; Margaret L. Signorella | |||
| As the problem of spam email increases, we examined users' attitudes toward
and experience with spam as a function of gender and age. College-age,
working-age, and retirement-age men and women were surveyed. Most respondents
strongly disliked receiving spam yet took few actions against it. There were
fewer gender differences than predicted, but age was a significant predictor of
several responses. Retirement age men rated themselves as significantly lower
in expertise than did working age men, and the oldest and youngest age groups
took fewer actions against spam, used the computer less often, and spent fewer
hours online than did the working age respondents. Older respondents were more
likely than younger ones to report making a purchase as a result of a spam
email and received the same amount of spam as other age groups in spite of
lower overall use of the computer. The results suggest both that older computer
users may be more vulnerable to spam, and that the usability of email for all
users may be threatened by the inability of users to effectively take action
against spam. Keywords: Age differences; Attitudes; Electronic communication; Gender differences; Internet; Consumer behavior | |||
| Learning performance and computer software: an exploration of knowledge transfer | | BIBAK | Full-Text | 333-352 | |
| Robin H. Kay | |||
| Computer studies educators have a challenging task in keeping pace with the
rapidly changing content of computer software. One way to meet this challenge
is to examine the nature of knowledge transfer. Instead of focusing on unique
software packages, teachers could concentrate on knowledge that is likely to
transfer from one software application to another. The purpose of the current
study was to describe what kind of knowledge is used in learning new software,
assess the relative effectiveness of this knowledge in aiding the learning
process, and examine how the results could advance educational learning theory
and practice. Thirty-six adults (18 male, 18 female), representing three
computer ability levels (beginner, intermediate, and advanced), volunteered to
think out loud while they learned the rudimentary steps (moving the cursor,
using a menu, entering data) required to use a spreadsheet software package
(Lotus 1-2-3). Previous understanding of terminology, software concepts and
actions, and other software packages had the largest impact, both positive and
negative, on learning. A basic understanding of the keyboard and common
movement keys was also important, although higher level knowledge (e.g., terms,
concepts, actions) is probably necessary for significant gains in learning
performance. Computer ability had little impact on the type of transfer
knowledge used, except with respect to the use of software concepts and, to a
lesser extent, terminology. The interaction between problem type and
effectiveness of a specific transfer area suggests that identifying specific
common tasks among software packages is important in detecting useful transfer
knowledge. It is equally important that computer users understand labeling
idiosyncrasies of these common tasks. Keywords: Learning; Transfer knowledge; Computer; Software | |||
| The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: a matter of triangulation | | BIBAK | Full-Text | 353-380 | |
| Jan-Willem Strijbos; Rob L. Martens; Wim M. G. Jochems; Nick J. Broers | |||
| In this article, the effect of functional roles on group performance and
collaboration during computer-supported collaborative learning (CSCL) is
investigated. Especially the need for triangulating multiple methods is
emphasised: Likert-scale evaluation questions, quantitative content analysis of
e-mail communication and qualitative analysis of open-ended questions were
used. A comparison of 41 questionnaire observations, distributed over 13 groups
in two research conditions -- groups with prescribed functional roles (n = 7, N
= 18) and nonrole groups (n = 6, N = 23) -- revealed no main effect for
performance (grade). Principal axis factoring of the Likert-scales revealed a
latent variable that was interpreted as perceived group efficiency (PGE).
Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most
groups in the role condition report a higher degree of PGE than nonrole groups.
Content analysis of e-mail communication of all groups in both conditions (role
n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups
contribute more 'coordination' focussed statements. Finally, results from cross
case matrices of student responses to open-ended questions support the observed
marginal effect that most role groups report a higher degree of PGE than
nonrole groups. Keywords: Computer-supported collaborative learning; Roles; Coordination; Collaboration; Computer-mediated communication | |||
| The conceptualization and measurement of m-commerce user satisfaction | | BIBAK | Full-Text | 381-398 | |
| Yi-Shun Wang; Yi-Wen Liao | |||
| Many of the instruments for measuring user-perceived system quality and user
information satisfaction were developed in the context of mainframe, PC and
wire-based technologies of a bygone era. With the proliferation of wireless
technologies, users are increasingly interfacing and interacting with mobile
commerce (m-commerce) systems. It is therefore important to develop new
instruments and scales, which are directly targeted for these new interfaces
and applications. User satisfaction is commonly acknowledged as one of the
useful proxy measures of system success. This study addresses the concern for
an effective m-commerce system design by means of the conceptualization and
measurement of an m-commerce user satisfaction (MCUS) construct. In this
article, we introduce and define this construct of MCUS, provide empirical
validation of the construct and its underlying dimensionality, develop a
standardized instrument with desirable psychometric properties for measuring
MCUS, and explore the measure's theoretical and practical application. This
empirically validated instrument will be useful to researchers in developing
and testing m-commerce systems theories, as well as to organizations in
designing better-accepted m-commerce systems. Keywords: Mobile commerce; User satisfaction; Measurement; Instrument development | |||
| Computers and the Internet as a job assisted tool: based on the three-tier use model approach | | BIBAK | Full-Text | 399-414 | |
| Shu-Sheng Liaw | |||
| Personal attitudes are a major factor to affect individual information
technology usage. The purpose of this study is to explore the role of
individual attitudes toward computers and the Internet usage for assisting job
performance. This research applies the 3-TUM approach to understand individual
attitudes toward computers and the Internet usage. After statistical analysis,
the results provide a support that the 3-TUM is appropriate model for
investigating faculty and staff perceptions toward computers and Internet. In
addition, the results also support that using computers and the Internet may
assist individual job performance. Furthermore; this study offer evidence that
when individuals have more self-efficacy and feel computers and the Internet
are more useful, then they have more behavioral intention to use and learn
computers and the Internet for assisting their job performance. Keywords: 3-TUM; Attitude; Job assisted tool; Computer and Internet usage | |||
| Relationships between identity formation and computer use among black and white emerging adult females | | BIBAK | Full-Text | 415-423 | |
| Ronald L. Mullis; Ann K. Mullis; Thomas A. Cornille | |||
| The purpose of this study was to examine the relationships between computer
use, identity formation, and self-esteem among Black and White emerging adult
females. One hundred 56 female college students participated in this study by
completing a survey that included the Internet/Computer Use Questionnaire, the
Ego Identity Process Questionnaire, and the Rosenberg Self Esteem Scale. Racial
differences were found between Black and White females with regard to perceived
problematic use of the Internet and use of the computer for communication and
use of the Internet for schoolwork. In addition, differences between Black and
White females were found between identity formation and problematic use of the
Internet and between self-esteem and type of use of the Internet. These
findings were discussed in relation to future research and interventions. Keywords: Identity development; Computers; Racial differences; Emerging adulthood | |||
| Examining effective technology project leadership traits and behaviors | | BIBAK | Full-Text | 424-462 | |
| Kenneth David Strang | |||
| Effective project team leadership theory is explored from the perspective of
leader traits, skills, roles, and behaviors. Existing leadership traits and
behaviors are examined from organization science empirical studies, they are
differentiated from management functions, and the gap between extant theory and
the project management domain is highlighted through this research. Leadership
principles are examined from actual organizational work settings, specifically
dynamic projects, with a view to discovering what actually happens as compared
with espoused theory. The underlying research question is whether these
theories hold up and can be effectively integrated to the project management
domain. The significance of leadership behavior differences at the project and
organizational levels is grounded on empirical evidence. The reflection of
integrated organizational science and project leadership theory using
qualitative and quantitative research methods contributes to the body of
knowledge by sharing and learning in professional and academic communities of
practice.
Design/methodology/approach. Contemporary and alternative trait-based leadership theories are discussed, such as task/relationship orientations, emotionality maturity, Leadership Virtual Reality, Level 5 Leader Trait Hierarchy, charisma, emotional maturity, and personality traits are discussed. Multiple theories and typologies such as Managerial Roles, Leadership Roles Model, and Competing Values Framework, as well as the Meta-Category Leadership Taxonomy are explained using models, diagrams, and matrices. Theoretically sampled case studies are analyzed using several typologies to explore leadership behavior and traits across leaders in different projects and organizations. Participant assessments and 360° peer reviews are triangulated with qualitative and quantitative statistical measures to test hypotheses and analyze correlation between leader skills, traits, and behaviors across their projects. Findings and research value. This research identified a gap between extant organizational leadership theory and applied leadership behavior in effective projects. The preliminary results are surprising in a few cases but they generally support the proposition that effective leadership behaviors in any context are partly explained by leader traits, skills, and personality. The most unusual finding was these projects actually show that leadership principles from management science are not universally applicable (observable) in effective and efficient projects -- instead the project leaders exhibited self-management theory and applied specific leader behaviors according to the situation. These findings, albeit on a small statistical scale of global significance, are a catalyst for continued and broader reflective leadership research using case study methods and hypotheses replication with these constructs. Keywords: Technology project leadership; Leader traits; Technology manager roles | |||
| Social desirability effects on computerized and paper-and-pencil questionnaires | | BIBA | Full-Text | Erratum | 463-477 | |
| Stephanie Booth-Kewley; Gerald E. Larson; Dina K. Miyoshi | |||
| The objectives of the present study were to determine the impact of computer administration of questionnaires on impression management (IM) and self-deceptive enhancement (SDE) and on the disclosure of sensitive information such as alcohol use and risky sex. College students (N = 301) completed several questionnaires in either a computer-administered or paper-and-pencil condition. Respondents who completed the survey on the computer scored significantly higher on SDE than those completing the survey on paper. No differences were found for IM. Respondents in the computer condition also reported a higher level of alcohol consumption and riskier sexual behaviors than those in the paper-and-pencil condition. It is possible that computer administration of surveys creates a social situation that produces a sense of disinhibition in respondents, and this sense of disinhibition may lead to greater reports of risky behaviors. | |||
| The development of an instrument to measure the degree of animation predisposition of agent users | | BIBAK | Full-Text | 478-495 | |
| Alexander Serenko | |||
| The study reports on the development and operationalization of a construct
that captures an individual's degree of predisposition towards watching
animated films. It is believed that this construct may potentially explicate a
person's perceptions and usage behavior towards animated agents in Microsoft
Office applications. Animation predisposition is defined as an individual
specific trait that reflects a person's predisposition towards watching
animated films. It is operationalized in form of a four-item Likert type scale,
which was found highly reliable and valid. This construct does not correlate
with two other individual specific traits: computer playfulness and personal
innovativeness in the domain of information technology. As such, it is
suggested that animation predisposition is a distinct and independent research
construct exhibiting desirable psychometric properties. The analysis
demonstrates that the degree of people's animation predisposition is positively
associated with their perceptions of enjoyment with an animated agent in MS
Office. The computer users who have a higher degree of animation predisposition
attempt to explore an agent's personalization settings more frequently than
those with a lower degree of animation predisposition. Overall, this study
offers a new approach to the investigation of an untapped area aiming to
improve the quality of the contemporary research on the usefulness and user
acceptance of animated agents. Keywords: Animated agents; Animation predisposition; Instrument development | |||
| Students' experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments | | BIBAK | Full-Text | 496-514 | |
| Silvia Dewiyanti; Saskia Brand-Gruwel; Wim Jochems; Nick J. Broers | |||
| This paper describes an explorative study carried out to gain response from
distance students on their experiences with collaborative learning in
asynchronous computer supported collaborative learning (CSCL) environments. In
addition, this study also attempts to have a good grip of crucial aspects
concerning collaborative learning. The study was undertaken among distance
learners from the Open University of the Netherlands who were working in groups
of 4-11 persons. During and after the course students' experiences with
collaborative learning were measured and after the course also students'
satisfaction with collaborative learning was assessed. The finding revealed
that distance learners appreciate the opportunities to work collaboratively.
They show positive experiences and are quite satisfied with collaborative
learning. This study also sought to explore individuals as well as course
characteristics that influenced aspects of collaborative learning, and to
search aspects of collaborative learning that influenced students'
satisfaction. The findings suggested that a group product influences group
process regulation and group cohesion influences students' satisfaction with
collaborative learning. Keywords: Asynchronous CSCL environment; Collaborative learning; Distance education; Multilevel analysis | |||
| Rotational movements in real and virtual environments | | BIBAK | Full-Text | 515-524 | |
| Michael Tlauka | |||
| The study compared spatial learning in real and virtual small-scale
environments. Twenty-four participants were placed in the center of laboratory
and equivalent virtual environments. The participants' task was to learn the
location of target objects by turning left or right using rotational movements
only. Knowledge of the location of the targets was subsequently assessed in
pointing and map tasks. The main finding was comparable pointing performance
following real and virtual learning. Increasing the amount of practice
decreased pointing errors, and augmenting the environments with cardinal
reference directions resulted in a reduction in error scores. The results
suggest that learning through rotational movements is relatively unaffected by
lack of vestibular feedback. Keywords: Spatial cognition; Desktop virtual environment; Rotation | |||
| First impressions last a lifetime: effect of interface type on disorientation and cognitive load | | BIBAK | Full-Text | 525-535 | |
| Raafat George Saadé; Camille Alexandre Otrakji | |||
| Today, technology users are faced with a multitude of different interfaces
for computer applications, web sites, vehicle navigation, and cellular phones.
In most cases, training to use these technologies is minimal or none and is
left up to the user to learn the use of the technology at hand. Subsequently,
their initial impression, which is dependent on how successful they can achieve
simple tasks during their self-directed learning process, plays an important
role in their intention to adopt the technology. Many users have trouble
learning and remembering information presented on the screen. Disorientation
and cognitive loading are two primary cognitive conditions that may be used to
learn more about human behavior while using different type of interfaces. This
paper presents the results of an experiment on computer user's behavior while
using one of two types of software interfaces: a menu-driven and an icon-based
interfaces. Disorientation and cognitive loading theories are used to explain
observations. A research model based on the technology acceptance model is
used. Results show a strong relationship between performance and perceptions.
The mediating effects on the different interfaces on perceptions are evident
and significant considering that perceptions have been shown to predict
computer user's attitudes towards their intentions to use a technology. The
experiment demonstrated the need to consider standard consistent interfaces
when training is not provided. Keywords: Human-computer interactions; Disorientation; HCI; Cognitive overload; Interface design; Menu type interfaces; Icon based interfaces; Graphic software | |||
| How do instructional designers use automated instructional design tool? | | BIBAK | Full-Text | 536-553 | |
| Letitia Uduma; Gary R. Morrison | |||
| The purpose of this study was to investigate the use of an automated design
tool by naive, novice, and expert instructional designers. A talk-aloud
protocol, attitude survey, performance assessment, and direct observation were
used to gather data. While the expert designers used the tool, they used it as
a word processor with a rich database of instructional strategies. The novice
designers relied on the tool for advice, guidance, and assistance in completing
all the design tasks. Non-designers used the tool for learning about design.
The novice designer is likely to gain more benefit from using the tool than a naïve or expert designer. Novice designers can use the tool to reinforce their prior knowledge as well as filling in any gaps in the knowledge of the design process. Based on this study, we might expect the use of an automated tool to diminish as the designer gains experience. Non-designers should probably be trained on instructional design tasks prior to exposure to automated instructional design tools. Keywords: Instructional design; Automated design | |||
| Translating user control availability into perception: the moderating role of prior experience | | BIBA | Full-Text | 554-563 | |
| Brian G. Southwell; George Anghelcev; Itai Himelboim; Julie Jones | |||
| On a basic level, perception of user control over media content should be partially a function of control option availability. At the same time, prior user experience with control options should interact with control availability to produce joint effects on control perception. To assess these ideas, we present experimental data from 101 University students in the United States. Participants engaged a documentary in one of three ways: by simply watching the documentary, by watching the documentary with the option of using typical VCR-type controls (such as fast-forward or reverse), or by watching and having available both VCR-type controls and scene sequencing control. Data support our hypotheses. While there was a generally positive relationship between exposure to user control options and user control perception across all participants, those participants with relatively less prior experience with Internet-based applications demonstrated a somewhat different relationship between control availability and control perception. | |||
| An effectiveness analysis of information channeling in choice decision making with attribute importance weights | | BIBAK | Full-Text | 564-577 | |
| Manouchehr Tabatabaei | |||
| In multi-alternative, multi-attribute choice decision tasks, decision makers
use either alternative-based or attribute-based information processing
patterns. Evidence suggests that channeling of access patterns may be
effective. Restricted search of only key information attributes may be further
encouraged when importance weights for attributes are predetermined and
provided to the decision makers. This study examines the effectiveness of
alternative-based channeling and attribute-based channeling with or without the
provision of attribute importance weights. Both alternative-based and
attribute-based channeling improves the decision accuracy when attribute
weights are provided. In addition, the results indicate statistically
significant effects on decision accuracy for the type of information display. Keywords: Decision making; Weighted attributes; Information processing | |||
| The Greek computer attitudes scale: construction and assessment of psychometric properties | | BIBAK | Full-Text | 578-590 | |
| Petros Roussos | |||
| 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. Keywords: Attitudes toward computers; Computer experience; Greece | |||
| Evaluating compliance with a computer assisted randomized response technique: a qualitative study into the origins of lying and cheating | | BIBAK | Full-Text | 591-608 | |
| Gerty J. L. M. Lensvelt-Mulders; Hennie R. Boeije | |||
| This paper presents the results of a phased qualitative study into the
possibilities of a combination of computer assisted self-interviewing with the
randomized response technique to decrease evasive answer bias when sensitive
topics are studied. As a sensitive topic, compliance with rules concerning the
right to receive welfare was studied. In total, 18 respondents (age 21-63, 12
females, 6 males) filled out the questionnaire and were interviewed afterwards.
In the first phase, 11 respondents did not follow the randomized response
instructions, but after the questionnaire was adapted, cheating (i.e., not
operating according to randomized response rules) diminished to nil in the
second phase. Most respondents trusted the research setting enough to give
incriminating answers to sensitive questions, but lying (i.e., not giving an
accurate answer to a question) could not be totally prohibited. Recommendations
are formulated for researchers who want to set up their own computer assisted
randomized response questionnaires. Keywords: Computer assisted randomized response; Forced response; Qualitative methods; Evasive answer bias; Sensitive research | |||
| A Bayesian sequential procedure for determining the optimal number of interrogatory examples for concept-learning | | BIBAK | Full-Text | 609-627 | |
| Hans J. Vos | |||
| The purpose of this paper is to derive optimal rules for sequential
decision-making in intelligent tutoring systems. In a sequential mastery test,
the decision is to classify a student as a master, a nonmaster, or to continue
testing and administering another item. The framework of Bayesian sequential
decision theory is used; that is, optimal rules are obtained by minimizing the
posterior expected losses associated with all possible decision rules at each
stage of testing and using techniques of backward induction. The main advantage
of this approach is that costs of testing can be taken explicitly into account.
The sequential testing procedure is demonstrated for determining the optimal
number of interrogatory examples for concept-learning in the Minnesota adaptive
instructional system. The paper concludes with an empirical example in which,
for given maximum number of interrogatory examples for concept-learning in
medicine, the appropriate action is indicated at each stage of testing for
different number-correct score. Keywords: Intelligent tutoring systems; Minnesota adaptive instructional system; Concept-learning; Sequential decision-making; Bayesian sequential principle | |||
| Causal knowledge-based design of EDI controls: an explorative study | | BIBAK | Full-Text | 628-663 | |
| Kun Chang Lee; Sangjae Lee | |||
| This paper proposes a causal knowledge-based expert system (CAKES) for
modeling and designing electronic data interchange (EDI) controls. The case
base of CAKES incorporates environmental, EDI control and EDI implementation
factors. The primary reason for designing EDI controls is to promote
consideration of the complex causal relationships that exist among various
environments and EDI controls. A better understanding of industry,
organization, and system characteristics is a necessary prerequisite to design,
since it is difficult even for EDI experts to cognitively predict the causal
effect of one control on the others. A fuzzy cognitive map is used for building
a causal knowledge-base for the design. Initially, structural equation models
(SEMs) are used to identify the relevant relationships among the components and
to indicate their direction and strength. A casual inference in control design
is possible, among environments, EDI controls and EDI implementation, through
the CAKES-EDI. Keywords: EDI; EDI Control; Causal relationship; Cognitive map | |||
| The role of computer tools in experts' solving ill-structured problems | | BIBAK | Full-Text | 664-704 | |
| Kausalai Kay Wijekumar; David H. Jonassen | |||
| The focus of this study is first, the qualitative changes within the human
agent as a result of extensive computer tool use (over 5 years), also described
as the effect of tool use [Pea, R. D. (1985). Beyond amplification: using the
computer to reorganize mental functioning. Educational Psychologist, 20(4),
167-182; Salomon, G. (1990). Cognitive effects with and of computer technology.
Communication Research, 17(1), 26-44], and second, the "quantitative changes in
accomplishment" of the human agent in the presence of computer tools, also
described as effect with-tools [Pea (1985, p. 57); Solomon (1990)]. This
research used ill-structured problem solving as the task and experts with more
than 6 years of domain and tool experience to document the changes in their
knowledge structures. The study also compared the differences between the
ill-structured problem solving with and without the computer tool to identify
differences that may be a result of the computer's presence. Keywords: Computers and media; Cognitive science; Conceptual knowledge; Problem solving | |||
| Image effects on selective exposure to computer-mediated news stories | | BIBAK | Full-Text | 705-726 | |
| Stephanie Lee Sargent | |||
| Do pictures accompanying news stories influence selective exposure to the
stories as compared to the same stories viewed without pictures? Further, does
the emotional nature of the image -- non-threatening versus threatening --
impact selective exposure? This study aimed to answer these questions by
examining the impact of different types of pictures on selectivity of and
duration of exposure to computer-mediated news stories. Male and female
participants were randomly assigned to one of four image conditions (text only
control, reporter portrait, non-threatening, threatening) in which they were
able to freely select and view news stories via a computer based delivery
system. The findings of this study revealed that exposure to both
non-threatening and threatening images resulted in significantly longer
self-exposure to that portion of the news story where the image and text were
presented concurrently. Furthermore, the data at hand shows that the
incorporation of negatively valenced images accompanying news stories resulted
in significantly longer self-exposure time to subsequent sections of the news
story text devoid of an accompanying image. This latter finding provides the
first evidence of selective exposure induced by a graphic, threatening image
that is not confounded with the presence of the image. Some implications of
these findings and avenues for future research are discussed. Keywords: Selective exposure; Image effects; Graphic and threatening images; Computer-mediated | |||
| Please advise: using the Internet for health and financial advice | | BIBAK | Full-Text | 727-748 | |
| Elizabeth Sillence; Pam Briggs | |||
| The Internet is a popular source of information and advice especially within
the fields of health and finance. Previous research has raised the issue of
quality with respect to online information and has suggested differences
between the way consumers and experts search for and appraise online
information. However, many studies have asked students to act as 'consumers' or
have relied upon artificial search tasks. This paper reports on research using
'genuine' consumers. The first study examines the trust markers held by genuine
consumers in both the health and finance domains. The second study explores the
perceptions of people who have actually used sources of online advice. The
results indicate similarities between the trust markers of genuine consumers
and experts. Trust markers differed between the two domains of health and
finance and this was revealed in terms of the features of the sites visited.
Genuine consumers may have different requirements and may be under different
pressures compared to expert evaluators. Keywords: Internet; Advice; Trust; Discussion groups; Questionnaires; Health; Finance | |||
| Can private reports enhance children's event recall, lower their suggestibility and foster their metacognitive monitoring compared to face-to-face interviews? | | BIBAK | Full-Text | 749-769 | |
| Claudia M. Roebers; Pauline Howie; Eva Beuscher | |||
| In this paper, two studies are presented in which the social demands of an
event recall interview situation were manipulated using two different
methodologies and by using different dependent measures as indices for
children's event memory, suggestibility and metacognitive monitoring processes.
Participants aged 6-10 years were shown a brief video and then questioned about
it 2-3 weeks later. Answers to the recall questions were either given privately
by whispering into a teddy bear's ear or publicly in a normal face-to-face
interview. Confidence judgments as indicators for metacognitive monitoring were
entered into a computer, either with the interviewer having direct knowledge
about them, or with the children entering the confidence judgments in privacy.
In line with previous research on this topic, although private reports did not
produce poorer performance, neither did they improve performance. In both
studies there were no effects of the social manipulations on either recall or
metacognitive monitoring and also no age-dependent benefits. The results are
discussed in terms of the chosen methodologies and in the light of previous
studies. Keywords: Children; Interview; Event recall; Development | |||
| Implications of gender differences for the development of animated characters for the study of bullying behavior | | BIBAK | Full-Text | 770-786 | |
| Sarah Woods; Lynne Hall; Kerstin Dautenhahn; Dieter Wolke | |||
| This paper considers the impact of gender on the design of animated agents
that aim to evoke empathy and to encourage children to explore issues related
to bullying. High fidelity storyboards containing bullying scenarios were
presented to 80 ten year old children from two schools. Children individually
completed a questionnaire that focused on amongst other things the empathic
relationship between the child and the characters in the storyboard. Results
indicate significant differences between the genders, with greater levels of
empathy and comprehension achieved when characters are of the same gender as
the child. This has considerable implications for the design of animated
characters for bullying scenarios, requiring that the gender of the child is
taken into account when designing animated characters and the scenarios they
participate in. Keywords: Children; Technology; Education; Victimization; Virtual reality; Aggressive behavior | |||
| E-negotiation versus face-to-face negotiation what has changed -- if anything? | | BIBAK | Full-Text | 787-797 | |
| Amira Galin; Miron Gross; Gavriel Gosalker | |||
| The focus of the present study is the relatively new and still controversial
electronically mediated negotiation (hence denoted e-negotiation) as compared
to the good old face-to-face negotiations. The main research question is the
impact that the type of negotiation media (face-to-face versus e-negotiation)
has on the features of the negotiation process (duration and tactics) and on
its outcomes. It also examines the moderation effects of the sequence of the
negotiation media, i.e., face-to-face negotiation, when carried out prior to,
or after e-negotiation. For this purpose, 80 young students were exposed to the
two types of negotiations, whilst various intervening variables were controlled
by randomization. It was found that the negotiation media, as well as the
negotiation sequence, barely affects the negotiation outcomes. Face-to-face
negotiation was not different than e-negotiation, in terms of the final price,
the number of installments for the balance and the sum of the advanced payment.
However, both the negotiation media and the negotiation sequence significantly
affected the main features of the negotiation process, in terms of time
duration and the use of hard or soft tactics. These results are discussed and
interpreted in terms of existing theories. Keywords: E-negotiation; Face to face negotiation; Negotiation outcomes; Negotiation tactics | |||
| Learning with versus without technology in elementary and secondary school | | BIBA | Full-Text | 798-811 | |
| Lydotta M. Taylor; Donna J. Casto; Richard T. Walls | |||
| "Evidence-based practices" and "scientifically based research" have become watch-words of legislation and organizations concerned with education, and technology integration across the curriculum has been implicated in this call. As a portion of the validation of a Technology Innovation Challenge Grant program, the present work sought to make a fair test of learning the same curriculum-relevant subject matter with technology versus without technology. Results from elementary and secondary schools indicated that students had significantly greater pretest to posttest gains when the target subject matter was integrated with appropriate technologies than when the same subject matter was not integrated with technologies. The topics selected by teachers from www.thesolutionsite.com/ included a broad range of subject matter in the different grade levels (e.g., cultures, syntax, farm animals, employment, butterflies, family origins). | |||
| Gender differences in Taiwan high school students' computer game playing | | BIBAK | Full-Text | 812-824 | |
| Chien Chou; Meng-Jung Tsai | |||
| The purpose of this study is to explore gender differences among adolescents
who play computer games: key areas of study include hours played, motivation,
enjoyment experienced, and the impacts on the students' lives. The data were
obtained from 535 Taiwan high school students. Results indicated that males
spent more time playing computer games than did females and also enjoyed it
more. Results also indicated that male students are more strongly motivated to
play computer games. Gender differences exist in both the frequency and the
types of games the subjects played. It is interesting to note that even with
significant gender differences, both genders overwhelmingly concluded that
playing computer games has helped the quality of their friendships. Finally,
results also showed a slight gender difference regarding the predictors of
Taiwan high school students' game playing enjoyments. Keywords: Computer game; Game playing; Adolescence; Taiwan high school students | |||
| Does a positive gain spiral of resources, efficacy beliefs and engagement exist? | | BIBAK | Full-Text | 825-841 | |
| Susana Llorens; Wilmar Schaufeli; Arnold Bakker; Marisa Salanova | |||
| The present study among 110 Spanish university students expands previous
research on work engagement by investigating the causal relationships between
two potentially important resources in the use of Information &
Communication Technology (i.e., time control and method control), efficacy
beliefs and engagement. More specifically, two questions are addressed: (1) do
personal resources mediate the relationship between task resources and work
engagement? (2) does engagement increase personal and task resources? Results
show that efficacy beliefs play a mediating role between task resources and
engagement. Engagement increases efficacy beliefs, which in turn increase task
resources over time. These findings suggest a positive gain spiral in which
efficacy beliefs play a central role. Keywords: Resources; Engagement; Efficacy belief; Gain spiral | |||
| Emoticons and social interaction on the Internet: the importance of social context | | BIBAK | Full-Text | 842-849 | |
| Daantje Derks; Arjan E. R. Bos; Jasper von Grumbkow | |||
| The present study examines the influence of social context on the use of
emoticons in Internet communication. Secondary school students (N = 158)
responded to short internet chats. Social context (task-oriented vs.
socio-emotional) and valence of the context (positive vs. negative) were
manipulated in these chats. Participants were permitted to respond with text,
emoticon or a combination of both. Results showed that participants used more
emoticons in socio-emotional than in task-oriented social contexts.
Furthermore, students used more positive emoticons in positive contexts and
more negative emoticons in negative contexts. An interaction was found between
valence and kind of context; in negative, task-oriented contexts subjects used
the least emoticons. Results are related to research about the expression of
emotions in face-to-face interaction. Keywords: Emoticons; Emotions; Social interaction; Social context; Internet | |||
| Does therapist guidance improve uptake, adherence and outcome from a CD-ROM based cognitive-behavioral intervention for the treatment of bulimia nervosa? | | BIBAK | Full-Text | 850-859 | |
| Kathryn Murray; Ulrike Schmidt; Maria-Guadelupe Pombo-Carril; Miriam Grover; Joana Alenya; Janet Treasure; Christopher Williams | |||
| Background: We recently demonstrated the efficacy and feasibility of a novel
CD-ROM based cognitive-behavioral multi-media self-help intervention for the
treatment of bulimia nervosa. What is not known in CD-ROM treatments is how to
best to deliver and support such packages in clinical practice. In particular,
it is of great importance to identify to what extent such packages can be
offered stand alone, and to what extent additional support from a practitioner
is required.
Objective: The aim of the present study was to examine whether the addition of therapist support to the CD-ROM intervention would improve treatment uptake, adherence and outcome. Method: Two cohorts of patients with full or partial bulimia nervosa referred to a catchment area based eating disorder service were offered an eight session CD-ROM-based cognitive-behavioral self-help treatment ("Overcoming Bulimia"). The first cohort received minimal guidance only and the second cohort were offered three brief focused support sessions with a therapist. The two cohorts were compared on treatment uptake, adherence and outcome. Results: Patients in both groups improved significantly. There were no significant differences between the two groups in terms of treatment uptake, adherence or outcome, except that the therapist guidance group more often achieved remission from excessive exercise at follow-up. Discussion: These findings provide further support for the acceptability and efficacy of the CD-ROM intervention for bulimia nervosa. Brief focused therapist guidance did not confer any significant additional benefits. This result has important implications for the widespread adoption of such approaches. Keywords: Bulimia nervosa; Eating disorder; CD-ROM; Treatment; Self-help; Computerised cognitive-behavior therapy | |||
| Technology-enhanced language learning: A case study | | BIBAK | Full-Text | 860-879 | |
| Shu Ching Yang; Yi-Ju Chen | |||
| This study explores participant views regarding the integration of Internet
tools in language learning activities. The descriptive study has illustrated
the perceptions of a class of senior high school students regarding language
learning in a technology environment. The subjects were 44 10th-grade male
students and their teacher who together joined a technology-enhanced language
learning (TELL) project in Taiwan known as "Advanced Joint English Teaching"
(AJET). The students participated in six Internet-based teaching activities;
group e-mailing, a Web-based course, an e-mail writing program, English
homepage design, video-conferencing and chat room discussion. This study found
that the AJET project provided the students with an opportunity to experience
new technologies; learners experienced the pleasure of learning and thus
increased their learning possibilities. The students liked and approved of
learning English using the Internet, but had differing opinions about its
benefits. The study demonstrated that learners bring different perspectives to
TELL, and that learners who are passively oriented towards Internet English
learning require careful guidance from pedagogical applications to this
approach. Making students aware that learning English through multimedia
technology demands new learning strategies and self-directed learning is a
crucial first step. Some pedagogical suggestions are provided for effectively
using computer networking in second- and foreign language classrooms. Keywords: EFL; Technology-enhanced language learning; Internet-based teaching; Student attitudes | |||
| The effects of need for cognition on Internet use | | BIBAK | Full-Text | 880-891 | |
| Yair Amichai-Hamburger; Or Kaynar; Adi Fine | |||
| One of the undisputed roles of the Internet is information spreading.
However, to this day there is little understanding of the interaction between
the way in which information is provided on the Internet and the behavior of
different human personality types. This article focuses on the impact of the
need for cognition on the desired level of interactivity of a given Website and
on web surfing in general. For this experiment, four commercialized Websites
were used: (1) flat with no hyperlinks and no time pressure; (2) flat with time
pressure; (3) interactive1Interactivity in this paper refers to the fact that a
person surfing on the net is actually interacting with the website so that each
surfer is likely to create a different interaction according to his personality
and needs. 1 with no time pressure; and (4) interactive with time pressure. All
of the Websites contained identical information presented in different ways.
The relations between need for cognition as a personality variable, time
pressure as a situational stressor, the interactivity of the Web site, and
several demographic variables were examined on Internet users' behavior while
surfing and on their preferences. One hundred and eighty-two experienced Web
surfers took part in the experiment and were randomly assigned to one of the
Websites. The number of hyperlinks used while surfing were counted by specially
designed software. After surfing, the participants completed questionnaires
regarding their satisfaction from the site, their willingness to return to the
site, how persuasive the site was, and demographic data. It was predicted that
people with high need for cognition would be more experienced in the Internet,
use more hyperlinks, and stay longer in the site. People with a low need for
cognition were predicted to prefer interactive over linear sites. Results
support the preferences of people low in need for cognition of an interactive
site. Other predictions were supported only partially. Implementations for
Website design and further research are discussed. Keywords: Internet; Personality; Need for cognition | |||
| Internet and well-being | | BIB | Full-Text | 893-897 | |
| Yair Amichai-Hamburger | |||
| Obituary: Professor Michael Argyle | | BIB | Full-Text | 898-900 | |
| Mary Sissons Joshi; Roger Lamb | |||
| The use of computer-mediated interaction in exploring affective influences on strategic interpersonal behaviours | | BIBAK | Full-Text | 901-919 | |
| Joseph P. Forgas; Rebekah East; Norman Y. M. Chan | |||
| What role can computers play in the study of strategic interpersonal
behaviours, and research on affective influences on social behaviour in
particular? Despite intense recent interest in affective phenomena, the role of
affect in social interaction has rarely been studied. This paper reviews past
work on affective influences on interpersonal behaviour, with special emphasis
on Michael Argyle's pioneering studies in this field. We then discuss
historical and contemporary theories of affective influences on social
behaviour. A series of experiments using computer-mediated interaction tasks
are described, investigating affective influences on interpersonal behaviours
such as self-disclosure strategies and the production of persuasive arguments.
It is suggested that computer-mediated interaction offers a reliable and valid
technique for studying the cognitive, information processing variables that
facilitate or inhibit affective influences on interpersonal behaviour. These
studies show that mild affective states produce significant differences in the
way people perform in interpersonal situations, and can accentuate or attenuate
(through affective priming) self-disclosure intimacy or persuasive argument
quality. The implications of these studies for recent theories and
affect-cognition models, and for our understanding of people's everyday
interpersonal strategies are discussed. Keywords: Affect; Interpersonal behavior; Computer-mediated interaction; Affect and cognition | |||
| Strategies of parental regulation in the media-rich home | | BIBAK | Full-Text | 920-941 | |
| Sonia Livingstone | |||
| This paper investigates practices of domestic regulation of media within the
family, focusing on parental attempts to manage children's access to and use of
new media. Theoretically, the paper seeks to integrate the specific literature
on domestic rules and regulation of media use with the broader literature on
the rules and roles in social situations, arguing that parental strategies in
relation to domestic media reveal both the enactment of and the negotiations
over the typically informal and implicit rules and roles in family life. These
issues are explored using data from two surveys: (1) the 'Young People, New
Media' project surveyed 1300 children and their parents, examining the social,
relational and contextual factors that shape the ways in which families develop
rules for managing the introduction of the personal computer and the
multiplication of television sets, among other new media changes, in the home;
(2) the 'UK Children Go Online' project surveyed 1500 children and their
parents, updating the picture by examining the introduction of the Internet
into the family home. On the basis of these data, it is argued that despite the
'newness' of media as they successively arrive in the home, there are
considerable consistencies over time in the responses of families, it being the
slow-to-change relations between parents and children that shape patterns of
domestic regulation and use. Keywords: New media; Parental mediation; Children; Television; Personal computer; Internet; Social situations | |||
| Give me that online-time religion: The role of the internet in spiritual life | | BIBA | Full-Text | 942-954 | |
| Katelyn Y. A. McKenna; Kelly J. West | |||
| Online religious forums allow individuals to meet and interact with others who share their faith, beliefs, and values from the privacy of their homes. Active membership in traditional religious organizations has been shown to fulfill important social needs and to be associated with a number of benefits for the individuals involved. The survey study we report here found that many of the self and social benefits derived from participation in local religious institutions also accrue for those who take part in virtual religious forums. These interactive online forums were found to attract both those who are actively engaged in their local religious organizations and those who are unaffiliated. | |||
| Two faces of anonymity: Paradoxical effects of cues to identity in CMC | | BIBA | Full-Text | 955-970 | |
| Martin Tanis; Tom Postmes | |||
| This paper presents two experimental studies investigating the effects of presenting cues that provide information about the interactors -- called cues to identity -- in computer mediated communications (CMCs). Study 1 shows that even though cues to identity affected interpersonal evaluations, in making them more positive, the presence of these cues were associated with less certainty and less medium satisfaction for users with experience in online communication. Study 2 shows that when performing an online communication task, participants felt more certain, were more satisfied with the medium, and thought they had performed better in the absence of cues to identity. Thus, this study supports the widespread assumption that rich interactions (i.e., interactions that allow the transmission of cues to identity such as face-to-face) are superior in that they make the interaction more personal, but that these outcomes are not mirrored by the evaluation of the interaction. It is suggested that the presence of cues to identity positively affects interpersonal perceptions, but at the same time decreases perceptions of solidarity or entitativity. | |||
| Emotional support and suicide prevention through the Internet: A field project report | | BIBAK | Full-Text | 971-984 | |
| Azy Barak | |||
| The Internet can be efficiently exploited to help people in severe emotional
distress, including those contemplating suicide. Based on this premise and
guided by various psychological principles that characterize Internet
communication and behavior, on the one hand, and by factors related to the
provision of emotional support, on the other, an Israeli project with the
Hebrew acronym SAHAR was established. The idea behind SAHAR was to initiate an
anonymous, confidential online environment that would attract people in a
crisis situation and offer them a listening ear, mental support, and warmth,
provided by anonymous, skilled helpers. At the heart of this exclusively online
service is a content-rich Hebrew website (http://www.sahar.org.il) that
provides relevant and continuously updated information for people in need.
Accessed through the site, SAHAR offers, in addition, personal communication to
users through synchronous and asynchronous support. For group communication,
SAHAR provides online forums (a chat room will soon be launched). The website
is accessed more than 10,000 times a month, or 350 times a day, a considerable
number relative to Israel's small population. Approximately 1000 personal
contacts with SAHAR itself take place, each month, of which at least a third of
the distressed users are clearly suicidal. The forums receive over 200 new
messages a day. SAHAR on numerous occasions has participated in rescue
operations of individuals who threatened to commit suicide or were actually in
the process of trying. In many other cases, a supportive conversation or a
referral to appropriate help resources prevented hasty decisions by highly
distressed, desperate people contemplating suicide. Feedback by users also
indicates the success of SAHAR as a unique psychological application on the
Internet. Keywords: Emotional support; Suicide; Online counseling; Prevention | |||
| Bringing theory to research on computer-mediated comforting communication | | BIBAK | Full-Text | 985-998 | |
| Scott E. Caplan; Jacob S. Turner | |||
| The current paper sought to advance the literature on computer-mediated
emotional support by outlining a candidate theory of online comforting
communication. We present a model that explicates the discursive, cognitive,
and affective processes that function to reduce emotional distress and help
improve one's psychosocial well-being. We identify unique attributes of online
social interaction, as compared to face-to-face (FtF) interaction, that may be
especially useful for facilitating empathic and adaptive comforting
communication. Additionally, we explain how unique features of
computer-mediated comforting communication may work to facilitate the cognitive
and affective processes that result in alleviation of emotional distress. Final
sections of the paper advance research questions and hypotheses to guide future
empirical research examining the efficacy of online emotional support. Keywords: Social support; Internet; Computer-mediated communication; Emotional support; Appraisal theory; Comforting | |||
| Persuade him by email, but see her in person: Online persuasion revisited | | BIBA | Full-Text | 999-1015 | |
| Rosanna E. Guadagno; Robert B. Cialdini | |||
| This study replicated and expanded on earlier research on gender differences in the evaluation of computer-mediated persuasive messages. Participants discussed a counter-attitudinal topic with a same-gender confederate. Those participants made to feel a sense of shared identity (high oneness) with the communicator were the most favorable toward the proposal whereas those participants made to feel a distinct identity (low oneness) were the least favorable. However, the results were different for men and women depending on communication modality. Cognitive responses indicated that men engaged in a more rational evaluation of the persuasive message in the email condition, even when the communicator and recipient did not share an identity. Thus, one implication of this research is that email may be an effective route for men to use for interacting with one another if they share no mutual identity. | |||
| ICTs, social thinking and subjective well-being -- The internet and its representations in everyday life | | BIBAK | Full-Text | 1016-1032 | |
| A. Contarello; M. Sarrica | |||
| The spread of ICTs constitutes an intriguing phenomenon for studying the
interweaving between ways of knowing, thinking and experiencing new
'realities'. A suitable framework for investigating this topic is the social
representations one, which addresses socially shared structures of knowledge,
loaded with emotional features and symbolic values. In the present study, we
explore how the internet is represented and how it is related to social
well-being.
The number of participants was 101. The components of the representation -- information, attitude, representational field -- were investigated using a qualitative-quantitative methodology; social well-being (in general, and after the internet entered one's own life) was measured through Keyes' scale [Social Well-Being. Social Psychology Quarterly, 61(2), 121-140]; levels of practice were also taken into account. Participants show a medium-high level of social well-being in its various components (integration, acceptance, contribution, actualisation and coherence). A more complex picture appears 'after internet', with gains in terms of closeness, contribution, actualisation of society, counterbalanced by diminished trust in people and resort to one's own group for security and comfort. The representational field opposes an intimate picture to a wider perspective; space to time; functional to experiential features of the internet. Participants take different positions on these dimensions, providing foreseen and unexpected patterns of images and meanings. Keywords: Internet; Well-being; Social representations; Attitudes; Practices | |||
| The Positive Net | | BIBAK | Full-Text | 1033-1045 | |
| Yair Amichai-Hamburger; Adrian Furnham | |||
| The Internet has been ascribed a negative reputation among scholars, for its
potentially damaging influence on its users. These include addiction,
depression, and loneliness. Although there are individuals who have been harmed
through their use of the Internet, this is certainly not the whole story. The
Internet provides a rich environment which includes significantly positive
aspects as well as negative ones, and, when used appropriately, the Internet
may greatly improve the quality of life for its users. This article will focus
on the affirmative aspects of the net and on ways in which it may be used to
enhance and increase surfers' well-being, both collectively and individually.
The topics discussed below are: (1) how the net experience can help socially inhibited people and those with a negative social stigma; (2) social support systems on the net; (3) how the net can improve intergroup relationships; (4) the ability of the net to solve the conflict between individuality and belonging to a group. It is suggested that understanding the positive aspects of the net will promote its potential to improve the psychological well-being of surfers. Keywords: Internet; Personality; Well-being | |||
| Designing support to facilitate learning in powerful electronic learning environments | | BIBAK | Full-Text | 1047-1054 | |
| Liesbeth Kester; Paul Kirschner; Gemma Corbalan | |||
| This special issue reflects current developments in instructional design for
powerful electronic learning environments. It presents a compilation of
contributions to a combined special interest group (SIG) meeting (2006) of
Instructional Design and Learning and Instruction with Computers. Both SIGs are
part of the European Association for Research on Learning and Instruction
(EARLI). The SIG-meeting focused on the design of powerful electronic learning
environments for complex learning. The articles in this issue describe how to
design support to help learners during complex individual or collaborative
learning. This introduction provides the context for the issue and a short
overview of the contributions. Keywords: Electronic learning environments; Whole-task practice; Self-regulated learning; Collaborative learning | |||
| The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation | | BIBAK | Full-Text | 1055-1071 | |
| Tina Seufert; Inge Jänen; Roland Brünken | |||
| Learning with multiple representations requires the mental integration of
corresponding information. This highly demanding process of coherence formation
can, for example, be assisted by inter-representational hyperlinks, which
foster the visual search for correspondences. In three studies we analyzed the
effectiveness of hyperlinks depending on the amount of intrinsic cognitive load
(ICL), which is on the one hand determined by the complexity of the learning
task and on the other hand by the learners' expertise. In the first two studies
we varied the complexity of the integration task and found that the hyperlinks
were only effective for the less complex task (low ICL). In the third study the
amount of ICL has been varied by the level of expertise and the effects
supported the previous outcomes: the help again was only effective in
conditions of low ICL (higher expertise), whereas with high ICL (lower
expertise) it was ineffective. Keywords: Multiple representations; Cognitive load; Expertise; Task complexity; Help for coherence formation | |||
| Supporting interactive argumentation: Influence of representational tools on discussing a wicked problem | | BIBAK | Full-Text | 1072-1088 | |
| Lisette Munneke; Jerry Andriessen; Gellof Kanselaar; Paul Kirschner | |||
| This study describes difficulties students can encounter when discussing a
wicked problem and in what way two different representational tools can support
interactive argumentation between students. About 55 pairs discussed in chat
and wrote about genetically modified organisms in a groupware environment,
supported by a text-outline or an argumentative diagram. The expectation was
that students who were constructing a diagram would argue in a more thorough
way, which is called the broadening and deepening in the space of debate. The
expectations were partially confirmed. Diagrams help students to argue in a
more thorough way, but only in the diagrams itself and not, as expected, in the
discussion. This article shows the difficulties of supporting interactive
argumentation with representational tools, because of the great amount of other
variables in task and learning environment that effect the way students broaden
and deepen an argument. Keywords: Interactive argumentation; Computer-supported collaborative learning; Representational tools; Argumentative tasks | |||
| Learning cell biology with close-up views or connecting lines: Evidence for the structure mapping effect | | BIBA | Full-Text | 1089-1104 | |
| Thomas Huk; Mattias Steinke | |||
| Different visualization strategies for structuring non-hierarchical learning tasks in hypermedia are used until now. Do these strategies differ in learning effectiveness? In the present study, a hypermedia learning environment about cell biology was investigated. The graphical properties of a content module were created in two different ways, either depicting close-up views of the cell organelles or with connecting lines between the cell organelles and their respective technical terms within the graphic of the whole cell. Students' post test performance indicate that connecting lines fostered auditory recall, that is remembering and understanding of narrative information, more efficiently than close-up views. In the case of visual recall, that is identification of electron microscopic pictures depicting cell structures, there was no difference in performance between these two visualization techniques. Transfer performance depended on an interaction between visualization technique and students' spatial ability: Only students with high spatial ability benefited from the connecting lines variant. With respect to auditory recall and transfer performance, the present study supports the structure mapping effect as proposed by the integrated model of text and picture comprehension. Especially students with low spatial ability seem to be prone to an illusion of knowing. | |||
| Visualization of agreement and discussion processes during computer-supported collaborative learning | | BIBAK | Full-Text | 1105-1125 | |
| Jeroen Janssen; Gijsbert Erkens; Gellof Kanselaar | |||
| This study examined the effects of the shared space (SS) on students'
behaviors in a computer-supported collaborative learning (CSCL) environment.
The SS visualizes discussion and agreement during online discussions. It was
hypothesized the SS would increase the media richness of the CSCL-environment,
would stimulate critical and exploratory group-norms, would lead to more
positive perceptions of online collaboration, and would have an impact on
students' collaborative activities. In total, 59 students working in 20 groups
had access to the SS visualization, while 58 students working in 20 groups did
not. The results show that students with access to the SS visualization: (a)
perceived higher media richness; (b) had a more exploratory group-norm
perception; (b) perceived more positive group behavior; (c) perceived their
group's task strategies to be more effective; (d) engaged in different
collaborative activities and (e) performed better on one part of the group
task. These results demonstrate the potential benefits of visualizing agreement
and discussion during CSCL. Keywords: Computer-supported collaborative learning; Collaboration; Computer-mediated communication; Visualizations; Secondary education | |||
| Promoting self-regulated learning in web-based learning environments | | BIBAK | Full-Text | 1126-1144 | |
| Susanne Narciss; Antje Proske; Hermann Koerndle | |||
| Self-regulated learning with the Internet or hypermedia requires not only
cognitive learning strategies, but also specific and general meta-cognitive
strategies. The purposes of the Study2000 project, carried out at the TU
Dresden, were to develop and evaluate authoring tools that support teachers and
students in web-based learning and instruction. This paper presents how the
authoring tools of the Study2000 project can implement psychologically sound
measures to promote (a) active and elaborated learning activities and (b)
meta-cognitive activities in a web-based learning environment. Furthermore, it
describes a study involving 72 university students in the use of such a
web-based learning environment in a self-regulated learning setting at the
university level. Results show that students spent almost 70% of their study
time with texts, 11% with learning tasks and 12% with the active and elaborated
learning tools, whereas meta-cognitive aids where hardly used (<1%). Keywords: Self-regulated learning; Web-based learning environments; Learning strategies | |||
| Supporting the instructional design process for team training | | BIBAK | Full-Text | 1145-1161 | |
| Marcel P. W. van Berlo; Joost Lowyck; Alma Schaafstal | |||
| Conducting team training is daily business for the military. Designing team
training programs and exercises, however, is not always that structured.
Instructional designers are in fact trained to design instruction primarily for
individuals. After their instructional design course, they learn to design team
training more or less on the job. This process may be improved by offering
these instructional designers adequate support. During three
design-experiments, we developed and tested guidelines and a workshop
supporting the analysis of team tasks and the design of team training
scenarios. For the first (task analysis) and second (scenario design)
experiment, two versions of guidelines were developed: an experimental version
with an explicit focus on team aspects, and a control version in which this
specific focus was absent, resembling traditional guidelines. The results of
the first design-experiment show that the experimental guidelines lead to a
significantly better quality of the analysis process; the results of the second
design-experiment show no significant effects. The purpose of the third
design-experiment was to investigate the effect of a more elaborate
introduction (an interactive workshop) of both sets of experimental guidelines.
The results show that only on topics that were explicitly dealt with, the
analysis and design process improved. Keywords: Team training; Instructional design; Team task analysis; Team training scenarios; Military training; Guidelines | |||
| Supporting learners: Increasing complexity? | | BIBA | Full-Text | 1162-1166 | |
| Jan Elen; Geraldine Clarebout | |||
| The different papers in this special issue all addressed learning with complex tasks. All of these papers reached only partially the expected results. This discussion on possible factors that may explain these unexpected results. A first issue that is questioned is the functionality of the tools in the studies. Secondly, the learners lack of compliance is addressed. It may have been that the learners did not take the opportunities offered to them. Third, the use of the support by the learners itself is questioned. Although some methodological issues can be raised, the different papers made a worthwhile attempt to grasp the complexity in a learning environment. Moreover, they highlight the importance of a consolidated framework to determine relevant factors that should be considered when dealing with complexity. | |||
| Evaluating an automated mental health care system: making meaning of human-computer interaction | | BIBAK | Full-Text | 1167-1182 | |
| Ramesh Farzanfar; Sophie Frishkopf; Robert Friedman; Kevin Ludena | |||
| Objectives: To qualitatively evaluate the response of patients with unipolar
depression who used a computer telephony system designed to monitor their
disease severity and support self-care, principally adherence to medication
regimen and clinical office visit attendance.
Methods: Weekly in-depth interviews were conducted with 15 patients who used the computer telephony system for 4 weeks. Users had a diagnosis of unipolar depression and took at least one antidepressant. All interviews were audio-taped and immediately transcribed. The transcripts of the interviews were subsequently coded and analyzed thematically by two qualitative researchers. Results: The patients spoke about the automated system as if it was a social actor. They did not, however, have an illusion that there was a health professional communicating through the system. Instead, they felt that it was designed to appear human-like. The majority offered suggestions intended to make the system behave and sound more like a "human professional" and less like a "machine". They believed that the system would be more usable, acceptable and effective if these changes were made. Conclusions: These results do not support the "anthropomorphism" construct which posits that users of computer-mediated systems who attribute human qualities to the system are under an illusion that the system is human. Keywords: Automated patient management; Qualitative evaluation; Anthropomorphism | |||
| Internet-based attitude assessment: does gender affect measurement equivalence? | | BIBAK | Full-Text | 1183-1194 | |
| Brian G. Whitaker | |||
| As researchers and practitioners increasingly turn to the Internet as a data
collection medium, investigating the differential effects of administration
mode on data quality becomes increasingly important. To date, no research has
investigated whether data gathered from differing subgroups demonstrate
measurement equivalence across Internet and paper-and-pencil administration
modes despite the large literature suggesting that males and females differ in
terms of computer anxiety. The present study, employing a repeated measures
design, investigated systematic cross-mode differences in responding as a
function of gender. Results demonstrate that both sexes use the same
psychological metric when providing satisfaction ratings regardless of Internet
or paper-and-pencil administration (equivalent factor structure and factor
loadings). Furthermore, there were no statistically significant differences in
scale/item means over the modes of administration according to gender. These
results suggest that gender does not lead to a negative impact on cross-mode
measurement equivalence for self-report ratings. Keywords: Internet; Measurement; Equivalence; Gender; Administration; Ratings | |||
| The effects of individually personalized computer-based instructional program on solving mathematics problems | | BIBAK | Full-Text | 1195-1210 | |
| Heng-Yu Ku; Christi A. Harter; Pei-Lin Liu; Ling Thompson; Yi-Chia Cheng | |||
| This study investigated the effects of an individually personalized
computer-based instructional program on the achievement and attitudes regarding
mathematics computational problems and word problems of 104 middle school
American students. Students were blocked by math entering knowledge based on
pre-test scores, then randomly assigned to a personalized or non-personalized
version of the computer-based instructional program. A significant two-way
interaction (treatment by math entering knowledge) reflected that personalized
higher-level math entering knowledge students and non-personalized higher-level
math entering knowledge students had similar post-test scores but personalized
lower-level math entering knowledge students scored significantly higher on the
post-test than non-personalized lower-level math entering knowledge students.
Another significant two-way interaction (math entering knowledge by problem
type) reflected that students with higher-level math entering knowledge scored
considerably higher on the computational problems than on the word problems
while students with lower-level math entering knowledge scored significantly
higher on the computational problems than on the word problems. Student
attitudes were significantly more favorable toward the personalized
computer-based instructional program. Keywords: Personalization; Computer-based instruction; Word problems | |||
| Impact of spatial auditory feedback on the efficiency of iconic human-computer interfaces under conditions of visual impairment | | BIBAK | Full-Text | 1211-1231 | |
| Armando B. Barreto; Julie A. Jacko; Peterjohn Hugh | |||
| This paper investigates the addition of spatial auditory feedback as a tool
to assist people with visual impairments in the use of computers, specifically
in tasks involving iconic visual search. In this augmented interface, unique
sounds were mapped to visual icons on the screen. As the screen cursor
traversed the screen, the user heard sounds of nearby icons, spatially,
according to the relative position of each icon with respect to the screen
cursor. A software prototype of the design was developed to evaluate the
performance of users in the search of icons within the proposed interface.
Experiments were conducted with simulated visual impairments on volunteer
participants to evaluate if the addition of spatial auditory feedback makes the
interface more accessible to users with impaired vision. Results demonstrated
that spatialization of icon sounds provides additional remote navigational
information to users, enabling new strategies for task completion. Directions
for future research are discussed and prioritized. Keywords: Human-computer interaction; Visual impairment; 3-D sound; sound spatialization; Multimedia; Icon | |||
| Perceived usefulness, user involvement and behavioral intention: an empirical study of ERP implementation | | BIBAK | Full-Text | 1232-1248 | |
| Kwasi Amoako-Gyampah | |||
| Many firms have implemented enterprise resource planning (ERP) systems in
the past few years. The expensive nature of these systems requires that
effective usage of these systems be attained in order for an organization to
derive the expected benefits from the technology. This study looks at the
influence that perceived usefulness, user involvement, argument for change,
prior usage and ease of use have on the behavioral intention to use an ERP
system. A mail survey was used to collect data in an organization that was
implementing an ERP system. A total of 571 responses were obtained. The results
indicate that users perception of the perceived usefulness, ease of use of the
technology, and the users' level of intrinsic involvement all affect their
intention to use the technology. The results seem to suggest that managerial
efforts aimed at increasing the users' perceptions of the usefulness and
personal relevance of the technology will contribute to implementation success,
where success is defined as effectual usage of the technology. The paper ends
with possible extensions to this study. Keywords: Enterprise resource planning systems; Perceived usefulness; Ease of use; Technology acceptance; User involvement | |||
| The who and the what of usage of two cancer online communities | | BIBAK | Full-Text | 1249-1257 | |
| Thomas O. Blank; Margaret Adams-Blodnieks | |||
| The explosion of use of Internet-based communication for health requires
attention to the ways survivors of specific diseases and those close to them
participate in using resources. This research focuses on two cancer groups --
breast and prostate -- and how they use WebMD asynchronous bulletin boards.
Four hundred and eighty two messages were coded for communicator (survivors,
spouses, others) and content of messages. Most common communicators were
survivors, but the two groups differed in percentages of communicator. Of four
main categories of content -- medical/treatment, intimacy/sexuality, emotional
expression, and support -- most common were support and medical/treatment. The
groups differed significantly on those four categories, with breast cancer more
support-dominated and prostate more medical/treatment-dominated and more
intimacy/sexuality messages. There were no group differences in emotional-toned
vs. social support seeking vs. providing support, or positive vs. negative
emotions expressed. Generally, there was considerable commonality, and the
differences found primarily supported gender-specific notions of communication
and need. Keywords: Internet; Cancer; Support; Gender; Health | |||
| Does computer anxiety reach levels which conform to DSM IV criteria for specific phobia? | | BIBAK | Full-Text | 1258-1272 | |
| S. J. Thorpe; M. J. Brosnan | |||
| Fear of technology in general and of computers in particular has been shown
to be prevalent in the population. This study sets out to explore the
experience of computer anxiety and is in two parts. The first part examines
computer anxiety in the context of DSM IV criteria for specific phobia by
comparing the incidence of underlying beliefs of those high in computer anxiety
with people with spider phobia and with a non-anxious group. 185 Participants
filled in questionnaires concerning general and specific measures of anxiety.
Results provide tentative support for the claim that computer anxiety may reach
clinical levels, that some cognitions held by the computer anxious are held in
common with the cognitions of those suffering from spider phobia who conform to
DSM IV criteria for specific phobia, and that a case may be made for computer
anxiety to enter into the framework of problematic fears. However, several of
the cognitions core to the experience of spider phobia were not found in the
computer anxious participants. Examination of individual cognitions revealed
that the kinds of concerns being expressed were more akin to social or test
anxiety ('I would make a fool of myself') than to specific phobia ('I would
scream', 'I would become hysterical'). In a further exploration of this, the
second study with 164 participants compared aspects of computer anxiety and
avoidance with measures of social, performance, and test anxiety. These were
found to be significantly related to each other. The implications and
limitations of the studies are discussed. Keywords: Computer anxiety; Technophobia; Computerphobia; Test anxiety; Social phobia | |||
| Unrealistic optimism in internet events | | BIBAK | Full-Text | 1273-1284 | |
| Jamonn Campbell; Nathan Greenauer; Kristin Macaluso; Christian End | |||
| This study assessed the tendency for individuals to be unrealistically
optimistic about internet related activities. Ninety-seven participants
estimated their chances of experiencing 31 positive and negative internet
events compared to the average student at their school. The data indicated that
students believed positive internet events were more likely to happen to them
and negative events were less likely to happen to them compared to the average
student. Heavy internet users reported more optimistic responses than did light
users. Perceptions of event characteristics (controllability, desirability, and
personal experience) were also significantly correlated with optimistic bias. Keywords: Optimism; Internet; Privacy; Consumer behavior | |||
| Computer phobia and computer self-efficacy: their association with undergraduates' use of university computer facilities | | BIBAK | Full-Text | 1285-1299 | |
| David Mcilroy; Carol Sadler; Nadine Boojawon | |||
| 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. Keywords: Computer phobia; Computer anxiety; Computer self-efficacy | |||
| Prevalence of perceived stress, symptoms of depression and sleep disturbances in relation to information and communication technology (ICT) use among young adults -- an explorative prospective study | | BIBA | Full-Text | 1300-1321 | |
| Sara Thomée; Mats Eklöf; Ewa Gustafsson; Ralph Nilsson; Mats Hagberg | |||
| The aim of this study was to prospectively investigate whether high quantity of information and communication technology (ICT) use is a risk factor for developing psychological symptoms among young ICT users. A cohort of college students responded to a questionnaire at baseline and at 1-year follow-up (n = 1127). Exposure variables, such as different types of ICT use, and effect variables, such as perceived stress, symptoms of depression and sleep disturbances, were assessed. Prevalence ratios were computed, based on symptom-free subjects at baseline and prevalence of symptoms at follow-up. For women, high combined use of computer and mobile phone at baseline was associated with increased risk of reporting prolonged stress and symptoms of depression at follow-up, and number of short message service (SMS) messages per day was associated with prolonged stress. Also online chatting was associated with prolonged stress, and e-mailing and online chatting were associated with symptoms of depression, while Internet surfing increased the risk of developing sleep disturbances. For men, number of mobile phone calls and SMS messages per day were associated with sleep disturbances. SMS use was also associated with symptoms of depression. The findings suggest that ICT may have an impact on psychological health, although causal mechanisms are unclear. | |||
| Extroversion, neuroticism and self-concept: their impact on internet users in India | | BIBAK | Full-Text | 1322-1328 | |
| H. M. Nithya; Sheela Julius | |||
| The aim of this study was to find out the influence of personality structure
of an individual, i.e., extroversion, neuroticism and self-concept on the usage
of the Internet in India. Further, it was also aimed to find out the
correlation between the three above-mentioned variables in the light of
Internet usage. Exploratory research design was used in this study and the
tools used were: Eysenck Personality Inventory and Mohsin Self-Concept
Inventory. The Internet was the medium for data collection and individuals were
invited by e-mail to participate in the study. The method of random sampling
was used for selecting the sample size of 200. In this study, Internet users
were classified as heavy or light users based on the number of hours spent
online. While we found no significant difference between heavy and light users
of Internet on extroversion and neuroticism, it was found that the heavy users
scored high on self-concept. Keywords: Internet; Extroversion; Neuroticism; Self-concept | |||
| Measuring user satisfaction with knowledge management systems: scale development, purification, and initial test | | BIBAK | Full-Text | 1329-1346 | |
| Chorng-Shyong Ong; Jung-Yu Lai | |||
| The shift from a product-based to a knowledge-based economy has resulted in
an increased demand for knowledge workers who are capable of higher-order
thinking and reasoning to solve intricate problems in the workplace. This
requires organizations to introduce knowledge management systems (KMS) for
employees and has fueled predictions and speculations about what makes KMS
effective. Unfortunately, there are very few empirical studies that examine
this issue. Thus, this paper develops a validated instrument to measure user
satisfaction as a surrogate measure of KMS effectiveness. Based on a survey of
147 respondents practicing mostly in four international semiconductor
manufacturing companies in the Hsin-Chu Science-based Industrial Park in Taiwan
suggests a 16-item instrument that measures four dimensions of user
satisfaction with knowledge management systems (USKMS) is well-validated. The
instrument and comprehensive model proposed in this paper would be valuable to
researchers and practitioners interested in designing, implementing, and
managing knowledge management systems. Keywords: Instrument; Knowledge management systems; Measurement; User satisfaction | |||
| Absorption, dissociation, locus of control and presence in virtual reality | | BIBAK | Full-Text | 1347-1354 | |
| Craig D. Murray; Jezz Fox; Steve Pettifer | |||
| The present study aimed to explore the relationship between a number of
psychological variables and a reported sense of presence in immersive virtual
reality (IVR). It was hypothesised that participants' scores on measures of
absorption, dissociation, and external locus of control would be positively and
significantly correlated with a measure of their sense of presence in IVR. A
total of 64 people took part. Significant correlations were found between
presence and dissociation (r = 0.403, p < 0.01), and presence and locus of
control (r = 0.268, p < 0.05). However, the correlation between presence and
absorption was not significant (r = -0.037, p = 0.386). The findings reported
here suggest a complex interrelationship of psychological variables in relation
to presence in IVR that warrants further research. Keywords: Absorption; Dissociation; Locus of control; Presence; Virtual reality | |||
| Identifying a transition period at the midpoint of an online collaborative activity: a study among adult learners | | BIBAK | Full-Text | 1355-1371 | |
| Estelle Michinov; Nicolas Michinov | |||
| This case study describes the group development in an online learning group.
Adult learners enrolled in a MBA partially delivered at a distance were
observed during fifteen weeks to better understand the group development of an
online learning group. Both qualitative and quantitative methods were used to
capture the dynamic of social interactions within the group and some affective
reactions of members. The results revealed a transition period at the midpoint
of the collaborative activity showing a decline of task-oriented
communications, motivation and positive mood from this period. Results were
discussed through models of group development validated in face-to-face
environments. Some implications were proposed to facilitate online activities
in computer-supported learning groups. Keywords: Group development; Computer-supported collaborative learning; Computer-mediated communication; Online facilitation; Lifelong learning | |||
| Personalized salutation, power of sender and response rates to Web-based surveys | | BIBAK | Full-Text | 1372-1383 | |
| Adam N. Joinson; Ulf-Dietrich Reips | |||
| Three studies were conducted to examine the effect of personalized
salutation and sender power on signing up to an online survey panel, and
subsequent survey response rates. In the first study, significantly more people
joined a panel if addressed by a personalized salutation. In Study 2, this
effect was replicated using an invitation to leave a second panel. In the final
study, a significant salutation effect was found when power of the sender was
high, and not when power of the sender was neutral. It is argued that for this
sample, power of audience and participant identifiability linked to create a
compliance-based motivation to join and maintain membership of an online panel.
Implications for the maintenance of online panels, survey response rates, and
the collection of sensitive personal information, are discussed. Keywords: Personalization; Response rates; Salutation; Survey methodology; Power | |||
| Reliability of self-report: paper versus online administration | | BIBAK | Full-Text | 1384-1389 | |
| Kristine H. Luce; Andrew J. Winzelberg; Smita Das; Megan I. Osborne; Susan W. Bryson; C. Barr Taylor | |||
| This investigation compared online and paper administration of self-report
measures of weight and shape concerns, mood, weight and height. The former was
designed as a screening instrument for adolescent students to determine risk
for eating disorders. Participants were female sophomores (N = 74) from a San
Francisco Bay area private high school. A counterbalanced designed was used to
control for order effects. Four classes were randomly assigned to one of four
conditions: (1) online-paper; (2) paper-online; (3) online-online; and (4)
paper-paper. Participants completed self-report questionnaires twice, online
and/or on paper, separated by 1 week. Agreement between online and paper
assessment of weight and shape concerns and BMI ranged from 0.73 to 0.97 and
0.80 to 1.0, respectively. Agreement for positive mood ranged from 0.58 to 0.85
and negative mood from 0.59 to 0.82. Mean scores for weight and shape concerns
and mood variables were significantly lower at the second testing. Online and
paper assessment of weight and shape concerns was significantly correlated.
However, there was a significant time effect. Mood was less stable and
correlations between the two modes of self-report were less correlated. Online
assessment may be beneficial and appropriate for many settings. Keywords: Online assessment; Reliability; Female; Adolescent; Screening; Weight concerns | |||
| The effects of attention inertia on advertisements on the WWW | | BIBAK | Full-Text | 1390-1407 | |
| Jyun-Cheng Wang; Rong-Fuh Day | |||
| When a viewer browses a web site, one presumably performs the task of
seeking information from a sequence of scattered web pages to form a meaningful
path. The aim of this study is to explore changes in the distribution of
attention to banner advertisements as a viewer advances along a meaningful path
and their effects on the advertisements. With aid of an instrument called
eye-tracker, a laboratory experiment was conducted to observe directly the
attention that subjects allocate along meaningful paths. Our results show that
at different levels of depth in a meaningful path, the amount of attention
allocated to the content of a web page is not the same, regardless of whether
attention indexes were based on dwell time or the number of fixations.
Theoretically, this experiment successfully generalizes the attentional inertia theory to web environment and elaborates web advertising research by involving a significant web structural factor. In practice, this findings hint that web advertising located in the earlier and later phases of a path should be priced higher than advertising in the middle phases because, during these two phases, the audience is more sensitive to the peripheral advertising. Keywords: Attentional inertia; Meaningful path; Web structure; Web advertisement; Semantic dependency | |||
| The relationship between Internet identification, Internet anxiety and Internet use | | BIBAK | Full-Text | 1408-1420 | |
| Richard Joiner; Mark Brosnan; Jill Duffield; Jeff Gavin; Pam Maras | |||
| This paper reports a study investigating the relationship between Internet
identification, Internet anxiety and Internet use. The participants were 446
students (319 females and 127 males) from two universities in the UK and one
university in Australia. Measures of Internet identification and Internet
anxiety were developed. The majority of participants were NOT anxious about
using the Internet, although there were approximately 8% who showed evidence of
Internet anxiety. There was a significant and negative relationship between
Internet anxiety and Internet use. Those who were more anxious about using the
Internet used the Internet less, although the magnitude of effect was small.
There was a positive and significant relationship between Internet use and
Internet identification. Those who scored high on the measure of Internet
identification used the Internet more than those who did not. There was also a
significant and negative relationship between Internet anxiety and Internet
identification. Finally, males had a significantly higher Internet
identification score than females. Implications of these findings are
discussed. Keywords: Internet anxiety; Internet identification; Internet use | |||
| Internet vs. paper and pencil administration of questionnaires commonly used in panic/agoraphobia research | | BIBAK | Full-Text | 1421-1434 | |
| Per Carlbring; Sara Brunt; Susanne Bohman; David Austin; Jeffrey Richards; Lars-Göran Öst; Gerhard Andersson | |||
| The aim of this study was to investigate the psychometric properties of
Internet administered questionnaires used in panic research. Included were 494
people who had registered for an Internet-based treatment program for panic
disorder (PD). Participants were randomly assigned to fill in the
questionnaires either on the Internet or the paper-and-pencil versions, and
then to fill in the same questionnaires again the next day using the other
format. The questionnaires were the body sensations questionnaire [BSQ;
Chambless, D. L., Caputo, G. C., Bright, P., & Gallagher, R. (1984).
Assessment of fear of fear in agoraphobics: the body sensations questionnaire
and the agoraphobic cognitions questionnaire. Journal of Consulting and
Clinical Psychology, 52, 1090-1097], agoraphobic cognitions questionnaire [ACQ;
Chambless, D. L., Caputo, G. C., Bright, P., & Gallagher, R. (1984).
Assessment of fear of fear in agoraphobics: the body sensations questionnaire
and the agoraphobic cognitions questionnaire. Journal of Consulting and
Clinical Psychology, 52, 1090-1097], mobility inventory [MI; Chambless, D. L.,
Caputo, G., Jasin, S., Gracely, E. J., & Williams, C. (1985). The mobility
inventory for agoraphobia. Behaviour Research and Therapy, 23, 35-44], beck
anxiety inventory [BAI; Beck, A. T., Epstein, N., Brown, G., & Steer, R. A.
(1988). An inventory for measuring clinical anxiety: psychometric properties.
Journal of Consulting and Clinical Psychology, 56, 893-897], beck depression
inventory II [Beck, A. T., & Steer, R. A. (1996). Beck Depression
Inventory. Manual, Svensk version (Swedish version). Fagernes, Norway:
Psykologiförlaget, AB], quality of life inventory [QOLI; Frisch, M. B.,
Cornell, J., Villanueva, M., & Retzlaff, P. J. (1992). Clinical validation
of the quality of life inventory. A measure of life satisfaction for use in
treatment planning and outcome assessment. Psychological Assessment, 4,
92-101], and montgomery Åsberg depression rating scale [MADRS; Svanborg,
P., & Åsberg, M. (1994). A new self-rating scale for depression and
anxiety states based on the comprehensive psychopathological rating scale. ACTA
Psychiatrica Scandinavica, 89, 21-28]. Results showed largely equivalent
psychometric properties for the two administration formats (Cronbach's α
between 0.79 and 0.95). The results also showed high and significant
correlations between the Internet and the paper-and-pencil versions. Analyses
of order effects showed an interaction effect for the BSQ and the MI (subscale
Accompanied), a main effect was identified for ACQ, MI-Alone, BAI and BDI II.
However, in contrast to previous research, the Internet version did not
consistently generate higher scores and effect sizes for the differences were
generally low. Given the presence of an interaction effect, we recommend that
the administration format should be stable in research across measurement
points. Finally, the findings suggest that Internet versions of questionnaires
used in PD research can be used with confidence. Keywords: Internet administration; Panic disorder; Questionnaire; Psychometrics | |||
| Online recreation: The relationship between loneliness, Internet self-efficacy and the use of the Internet for entertainment purposes | | BIBAK | Full-Text | 1435-1446 | |
| Monica T. Whitty; Deborah McLaughlin | |||
| In this study, 150 undergraduates answered questions about their Internet
usage and completed a loneliness and an Internet self-efficacy questionnaire. A
factor analysis of the Internet usage items revealed three facets of online
recreation, including, using the Internet for: computer-based entertainment, to
facilitate offline entertainment, and for information about the entertainment
world. Those who scored higher on loneliness were more likely to use the
Internet for computer-based entertainment, as well as, use the Internet to
obtain information about the entertainment world. Individuals higher in
Internet self-efficacy were more likely to use the Internet for computer-based
entertainment and to facilitate offline entertainment. Implications for the
study of the psychological influences of the Internet are discussed in this
paper. Keywords: Online recreation; Internet; Leisure; Entertainment; Loneliness; Self-efficacy | |||
| Problematic Internet use or Internet addiction? | | BIBAK | Full-Text | 1447-1453 | |
| Peter M. Yellowlees; Shayna Marks | |||
| The aim of this paper is to review the gradually evolving body of the
literature on Internet addiction. Two schools of thought have emerged: those
authors who believe that Internet addiction merits classification as a new or
emerging psychiatric disorder in its own right, and those who define certain
individuals as having problematic Internet use in relation to specific online
activities, such as gambling, email or pornography. Despite a total lack of
methodologically sound research, the evidence appears to support the second
perspective. It appears that individuals who are premorbidly vulnerable,
especially with a history of impulse control and addictive disorders, are
especially at risk of using the Internet in a problematic way. Aside from the
personal and social implications of this finding, this behavior has important
implications for the workplace and may be resulting in substantial loss of
productivity in companies who are not implementing Internet governance
policies. Keywords: Problematic Internet use; Internet addiction | |||
| An experimental research study on the effect of pictorial icons on a user-learner's performance | | BIBAK | Full-Text | 1454-1480 | |
| Maria Lorna A. Kunnath; Richard A. Cornell; Marcella K. Kysilka; Lea Witta | |||
| This experimental counterbalanced repeated measures study on the effect of
three types of icons (abstract, pictorial and drawing) on the learning and
performance of two types of learners (abstract and concrete) was conducted
during the Spring 2000-Spring 2001 semesters at the University of Central
Florida. The counterbalanced lesson followed by a counterbalanced and
completely randomized quiz on three levels was field tested in the
Spring-Summer 2000 on 37 UCF graduate students and final tested in the Fall
2000-Spring 2001 on 53 UCF graduate student subjects. A general linear model
repeated measures ANOVA revealed that icon type had a significant effect on the
learning and performance of both types of learners. Pictorial icons resulted in
best scores. No significant interaction was found between icon type and learner
type even though on a matched condition, abstract learners with abstract icon
resulted in better scores than when concrete learners were matched with
concrete (pictorial and drawing) icons. Implications for future research are
drawn as well as practical applications identified in the field of teaching,
learning, training and performance. Keywords: Pictorials; Pictorial icons; Interface design; Learning style; User performance; Instructional module | |||
| Cognitive interference model of computer anxiety: Implications for computer-based assessment | | BIBAK | Full-Text | 1481-1498 | |
| Brooke Smith; Peter Caputi | |||
| In this paper, the cognitive interference model of computer anxiety (CIM-CA)
is introduced as a theoretical framework for the assessment of computer anxiety
and its effect on computer-based test (CBT) performance and test equivalence.
Unlike other situation-specific anxieties, research on computer anxiety has not
been founded on clear theories or models. Hence, the CIM-CA is intended as a
new heuristic framework for representing the dispositions and cognitive
processes that predispose individuals to react with state computer anxiety over
a range of situations involving computers. In particular, the model focuses on
the mediating role of negative computer thoughts on the computer
anxiety-performance linkage. The CIM-CA model also provides a theoretical
framework for analysing the effect of computer anxiety on CBT performance.
Future research opportunities pertaining to the computer anxiety-performance
linkage are discussed in the context of computerised cognitive assessment. Keywords: Computer-based testing; Computer anxiety; Cognitive interference; Task performance | |||
| Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education | | BIBAK | Full-Text | 1499-1530 | |
| Ton Mooij | |||
| Educational differentiation and ICT can be designed to better recognize and
integrate learning differences across students particularly by assisting
instructional management and the self-regulation of students. A conceptual
framework for such practice is elaborated here. First, learning as an
interactional co-constructive process at various levels is considered. The
diagnostic, instructional, management, and system aspects of the learning
process can be stimulated and maximized. Second, differentiation of learning
procedures and materials, design of integrating ICT support, and improvement of
development and learning progress are recommended as contextual conditions to
optimize the learning process. The combination of the learning aspects with
these contextual conditions provides theoretical guidelines for the transition
from a nondifferentiating system of education to a differentiating, ICT-based
system of instructional management for all students. Information is given about
the realization of two of the differentiation guidelines and all ICT design
guidelines. The first products were used in kindergarten, to start the
improvement of educational practice. This occurred in co-development with
kindergarten teachers of three Dutch kindergartens. Information is given about
the process and outcomes of this first transformation step in practice.
Finally, next co-development steps are discussed. Keywords: Educational differentiation; ICT-designing; Integration of learning differences; Multilevel modeling; Multilevel transformation theory; Software prototype | |||
| Distinguishing addiction and high engagement in the context of online game playing | | BIBAK | Full-Text | 1531-1548 | |
| John P. Charlton; Ian D. W. Danforth | |||
| This study considered whether the distinction between core and peripheral
criteria for behavioral addiction, previously drawn with respect to computing
activities in general, applies in the specific area of Massively Multiplayer
Online Game playing. Questionnaire items were administered over the Internet to
442 game players. Factor-analysis of the data supported the previous findings
for computing in general. An addiction factor loaded on items tapping
previously identified core criteria (conflict, withdrawal symptoms, relapse and
reinstatement and behavioral salience) and a (non-pathological) engagement
factor loaded on items tapping previously identified peripheral criteria
(cognitive salience, tolerance and euphoria). Analysis of response frequencies
supported the existence of a developmental process whereby peripheral criteria
are met before core criteria. Players who might be considered addicted using a
monothetic classification system involving only the core criteria were shown to
spend a significantly greater amount of time playing per week than those
endorsing only the peripheral criteria. It is concluded that the study supports
the idea that it is inappropriate to use some of the previously used criteria
for addiction when researching or diagnosing computer-related addictions.
Implications of the present findings for Internet-mediated data collection
methodologies are also discussed. Keywords: Addiction; Impulse control disorders; Computer games; Computer attitudes; Taxonomies | |||
| The medium matters: Mining the long-promised merit of group interaction in creative idea generation tasks in a meta-analysis of the electronic group brainstorming literature | | BIBAK | Full-Text | 1549-1581 | |
| Darleen M. DeRosa; Carter L. Smith; Donald A. Hantula | |||
| This meta-analysis examines the influence of electronic communication media
on group idea generation tasks. Data from the following three areas of the
brainstorming literature are synthesized to assess differences across
performance variables and group member satisfaction: (1) electronic
brainstorming (EBS) groups versus traditional face-to-face (FTF) interacting
groups, (2) EBS groups versus nominal groups, and (3) EBS versus electronic
nominal (e-nominal) groups. The results of this integration show that EBS
groups are more productive and more satisfied with the interaction process than
FTF groups. Additionally, large EBS groups outperformed nominal groups, whereas
small nominal groups outperformed EBS groups. These findings have important
implications for electronic collaboration and teamwork in both academic and
organizational settings, especially given the recent proliferation of virtual
teamwork. Keywords: Electronic brainstorming; Idea generation; Meta-analysis | |||
| Measuring ERP success: The key-users' viewpoint of the ERP to produce a viable IS in the organization | | BIBA | Full-Text | 1582-1596 | |
| Jen-Her Wu; Yu-Min Wang | |||
| Enterprise resource planning (ERP) systems are becoming mature technologies
to support inter- and intra-company business processes even in small and medium
enterprises. However, ERP systems are complex and expensive, and the decision
to install an ERP system necessitates a choice of mechanisms for determining
whether the ERP is needed, and once implemented, whether it is successful. User
satisfaction is one evaluation mechanism for determining system success. This
study looked at key-user satisfaction as a means of determining system success.
Initial analyses of ERP system characteristics important for the environment were explored, and some previously validated user satisfaction instruments were selected for examination, using rigorous and systematic interview techniques and iterative development methods. A questionnaire was developed and then tested to prove its reliability and validity. Finally, a relationship was shown to exist between key-user satisfaction and perceived system success. | |||
| The influence of technology readiness on satisfaction and behavioral intentions toward self-service technologies | | BIBAK | Full-Text | 1597-1615 | |
| Jiun-Sheng Chris Lin; Pei-Ling Hsieh | |||
| Today's competitive world is increasingly characterized by
technology-assisted services and transactions. Self-service technologies (SSTs)
continue to be a critical component of customer-firm interactions but not all
customers like to use SSTs or are ready to use them. In this study, we examine
the role of customer's technology readiness (TR) and assess the influence of TR
on both satisfaction and behavioral intentions toward SSTs. We first review the
relevant literature on technology readiness, satisfaction and behavioral
intentions, then explore their relationships, and present our research
framework and hypotheses. This model was tested with a sample of 413 consumers.
The hypothesized model was statistically significantly supported, indicating
that TR does influence customer satisfaction and behavioral intention with
SSTs. Implications of the results are then discussed. Keywords: Technology readiness; Self-service technology; Satisfaction; Behavioral intention | |||
| Cognitive load in hypertext reading: A review | | BIBAK | Full-Text | 1616-1641 | |
| Diana DeStefano; Jo-Anne LeFevre | |||
| 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. Keywords: Hypertext; Working memory; Reading comprehension; Individual differences | |||
| Consumer behavior in online game communities: A motivational factor perspective | | BIBAK | Full-Text | 1642-1659 | |
| Chin-Lung Hsu; Hsi-Peng Lu | |||
| The concept of online communities has been used to improve customers'
loyalty in recent years. While studies on transaction community such as online
auction have received more attention in the literature, entertainment community
such as online game has seldom been addressed. This study applies the theory of
reasoned action (TRA) and modifies the technology acceptance model (TAM) to
propose a research model. An empirical study involving 356 subjects was
conducted to test this model. The results indicate that customer loyalty is
influenced by perceived enjoyment, social norms and preference. Perceived
cohesion has an indirect impact on loyalty. In addition, the finding's
practical implication suggests that community managers must overcome the
problems users encounter, including suffering from an unstable system,
malicious players and grief players. Keywords: Online games; Community; Loyalty; TRA; TAM | |||
| Anonymity effects in computer-mediated communication in the case of minority influence | | BIBAK | Full-Text | 1660-1674 | |
| Félix Moral-Toranzo; Jesús Canto-Ortiz; Luis Gómez-Jacinto | |||
| In an experimental study, we analyzed in-group minority social influence
within the context of computer-mediated communication (CMC) based on the
perspective of the social identity model of deindividuation effects (SIDE).
This model hypothesizes that in a group context, in which social identity is
salient, anonymity will facilitate influence among the group members. Using a
software application, we simulated the creation of a virtual group and the
setting of a computer-mediated communication. The interaction between the
members of the group centers on the issue of North African immigration. The
results show that the influence of an in-group minority (radical
pro-immigration) causes changes of opinion, as demonstrated in the two groups
participating in the experimental test (anonymous and identifiable users).
However, the differences in such changes between the identifiable and the
anonymous groups are not statistically significant, whereas for two dependent
variables from the opinion questionnaire, (i.e., "strong" anti-immigration and
pro-immigration), they are significant when these two groups are compared to
the control group. Therefore, the postulates of the SIDE model are only
partially confirmed. We offer some explanations for the results obtained, and
outline different aspects involved in the process of social influence via CMC. Keywords: Anonymity; Communication; Social influences; Social identity | |||
| Enhancing information sharing in group support systems (GSS) | | BIBAK | Full-Text | 1675-1691 | |
| Vichita Vathanophas; Seet Yong Liang | |||
| Decision-making groups collectively have a larger information pool than any
individual within the group. When groups employ group support systems (GSS) for
discussion, task-relevant information that is common to all is exchanged more
frequently than information that is unique to one person alone. Not only that,
GSS groups also exhibit a lack of information processing with regards to unique
information that members contribute during group discussion. A laboratory
experiment was used to evaluate (1) the level of information exchange in GSS
groups and (2) the effects of expertise role-assignment on the pooling and
processing of unique information in GSS groups given two different
pre-discussion information distributions. Forty-eight 3-members groups
participated in a group judgment task, which required them to decide the most
likely murderer from 3 suspects, in a murder case. Results indicated that
regular GSS groups tend to pool more common information and partially shared
information as compared to unique information. When role-assigned, GSS groups
pooled more unique information during discussion and retained more unique
information after discussion than non-role-assigned groups. As a result,
role-assigned GSS groups had sufficient information to identify the most likely
murderer in the murder mystery, as compared to regular GSS groups. Keywords: Group support systems; Information exchange; Information sharing; Expertise assignment | |||
| Lessons learned from i-mode: What makes consumers click wireless banner ads? | | BIBAK | Full-Text | 1692-1719 | |
| Shintaro Okazaki | |||
| This paper attempts to propose a structural model that integrates various
factors influencing attitude towards wireless banner ads and intention to
access them. This model is applied to empirical data of Japanese mobile users
sampled in the greater Tokyo area. First, structural equation modelling is used
to test the baseline model. The results show that the model explains mobile
users' perceptual antecedents and consequences well, with all structural paths
statistically significant. Second, in the attempt to identify different mobile
user groups, a probabilistic cluster analysis is performed. This results in
three-cluster groups, consisting of (1) housewives and part-timers, (2)
middle-aged white-collar workers and professionals, and (3) students and
"parasite singles". Finally, multigroup analysis is used to examine whether the
model operates invariantly across the three-cluster groups. The results
indicate significant differences in the paths associated with consumer
innovativeness and perceived entertainment between the groups. In closing,
managerial implications and future research directions are discussed, while
important limitations are recognised. Keywords: Advertising; Consumer behaviour; i-Mode; Innovation; Internet; Mobile device | |||
| Exploring dimensions to online learning | | BIBAK | Full-Text | 1721-1739 | |
| Raafat George Saadé; Xin He; Dennis Kira | |||
| The study presented in this paper sought to explore several dimensions to
online learning. Identifying the dimensions to online learning entails
important basic issues which are of great relevance to educators today. The
primary question is "what are the factors that contribute to the
success/failure of online learning?" In order to answer this question, we need
to identify the important variables that: (1) measure the learning outcome and
(2) help us understand the learning experience of students using specific
learning tools. In this study, the dimensions we explored are student's
attitude, affect, motivation and perception of an Online Learning Tool usage. A
survey methodology was used such that validated items from previous relevant
research work were adopted. 105 students completed the questionnaire. An
exploratory factor analysis (EFA) was implemented on the data captured. Results
of the EFA identified the items that are relevant to the present context and
the items that can be used to measure the dimension to online learning. Affect
and perception were found to have strong measurement capabilities with the
adopted items while motivation was measured the weakest. Keywords: Dimensions; Affect; Perceptions; Motivation; Learning; Attitudes | |||
| Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skill | | BIBAK | Full-Text | 1740-1761 | |
| Marcel B. M. de Croock; Jeroen J. G. van Merriënboer | |||
| In a 2 × 2 factorial design the effects of (1) information
presentation format and (2) contextual interference on training behavior,
transfer performance and mental effort were studied for learning
troubleshooting skills with a computer-based simulation. Participants studied
information about the functioning of an alcohol distillery system (system
principles) prior to practicing troubleshooting skills. Regarding the first
factor, an expository (Exp) format, in which system principles, examples and a
troubleshooting strategy were presented in a textual form, was compared to an
inquisitory (Inq) format, in which participants had to predict the behavior of
the system after they studied the system principles and in which demonstrations
of the troubleshooting strategy were given. With regard to the second factor, a
low contextual interference (LCI) condition in which participants practiced to
diagnose types of system failures in a blocked schedule was compared to a high
contextual interference (HCI) condition, in which different failure types were
practiced in a random schedule. The main hypothesis is that the Inq and HCI
conditions promote the development of cognitive schemata that enable learners
to diagnose a malfunctioning system component by interpreting symptoms in terms
of violations of system principles. Hence, they are expected to show higher
transfer performance than participants in the traditional Exp and LCI
conditions, who are believed to develop schemata containing associations
between symptoms and malfunctioning components that are context-bound and less
useful for diagnosing new failures. Contrary to the predictions, the
traditional conditions (Exp and LCI) showed higher performance on a transfer
test two weeks after training. Possible explanations for this result are
discussed. Keywords: Computer simulations; Instructional design; Training; Transfer; Troubleshooting | |||
| Computer attitudes of primary and secondary students in South Africa | | BIBAK | Full-Text | 1762-1776 | |
| Chantal Bovée; Joke Voogt; Martina Meelissen | |||
| This study investigated computer attitudes of 240 students from eight
primary and secondary schools in South Africa. The student population of six of
the eight schools that participated in the study can be characterised as middle
or upper class. Two schools were from South African townships. All eight
schools used computers for educational purposes, although the availability and
use of the computers differed. The research question of the study was whether
differences in computer attitude could be found between boys and girls, and to
what extent these differences could be explained by student, school, and
environment characteristics. In contrast to most studies on gender differences
and computer attitudes, no gender differences in computer attitudes were found.
However, this study showed differences in computer attitudes between students
from the upper/middle class schools and students from the township schools. The
latter showed a less positive attitude towards computers, but more interest in
computer-related careers compared with the students in the upper/middle class
schools. The study found that computer access and experience, which was
significantly lower in the township schools, was also related to computer
attitude. Keywords: Technology; Attitude; Gender; Social economic status; Primary education; Secondary education | |||
| New bottle but old wine: A research of cyberbullying in schools | | BIBAK | Full-Text | 1777-1791 | |
| Qing Li | |||
| This study investigates the nature and the extent of adolescences'
experience of cyberbullying. A survey study of 177 grade seven students in an
urban city is conducted. In this paper, "cyberbullying" refers to bullying via
electronic communication tools. The results show that almost 54% of the
students were victims of traditional bullying and over a quarter of them had
been cyber-bullied. Almost one in three students had bullied others in the
traditional form, and almost 15% had bullied others using electronic
communication tools. Almost 60% of the cyber victims are females, while over
52% of cyber-bullies are males. Majority of the cyber-bully victims and
bystanders did not report the incidents to adults. Keywords: Cyberbullying; Adolescents; Victimization | |||
| Measuring e-learning systems success in an organizational context: Scale development and validation | | BIBAK | Full-Text | 1792-1808 | |
| Yi-Shun Wang; Hsiu-Yuan Wang; Daniel Y. Shee | |||
| Electronic learning (e-learning) has been widely adopted as a promising
solution by many companies to offer learning-on-demand opportunities to
individual employees in order to reduce training time and cost. While
information systems (IS) success models have received much attention among
researchers, little research has been conducted to assess the success and/or
effectiveness of e-learning systems in an organizational context. Whether
traditional IS success models can be extended to investigate e-learning systems
success has been scarcely addressed. Based on previous IS success literature,
this study developed and validated a multi-dimensional model for assessing
e-learning systems success (ELSS) from the perspective of the employee
(e-learner). The procedures used in conceptualizing an ELSS construct,
generating items, collecting data, and validating a multiple-item scale for
measuring ELSS are described. This paper presents evidence of the scale's
factor structure, reliability, content validity, criterion-related validity,
convergent validity, and discriminant validity on the basis of analyzing data
from a sample of 206 respondents. Theoretical and managerial implications of
our results are discussed. This empirically validated instrument will be useful
to researchers in developing and testing e-learning systems theories, as well
as to organizations in implementing successful e-learning systems. Keywords: Electronic learning (e-learning); Systems success; Measurement model; Scale development | |||
| Acquisition of troubleshooting skills in a computer simulation: Worked example vs. conventional problem solving instructional strategies | | BIBAK | Full-Text | 1809-1819 | |
| A. Aubteen Darabi; David W. Nelson; Srinivas Palanki | |||
| In a computer-based simulation of a chemical processing plant, the
differential effects of three instructional strategies for learning how to
troubleshoot the plant's malfunctions were investigated. In an experiment
concerning learners' transfer performance and mental effort, the simulation
presented the three strategies to three groups of learners and measured their
performance on the transfer tasks. In this experiment, conventional problem
solving was contrasted with two worked example strategies. The results
indicated a significant difference between practicing problem solving and using
worked examples. Learners who practiced problem solving in an interactive
simulation outperformed the learners who studied computer-based worked
examples. They also invested lower mental effort in transfer tasks. When
accounting for the difference in the learners' domain knowledge, the strategies
were not significantly different among the more experienced learners. For the
less experienced learners, those who practiced problem solving significantly
outperformed their worked example counterparts. Among all participants and also
among less experienced learners the problem solving group invested
significantly lower mental effort in the performance of transfer tasks. Based
on the results of this study, the authors recommend the use of the conventional
problem solving strategy with or without worked examples for learning complex
skills. Keywords: Simulation-based training; Computer-based training; Worked examples; Troubleshooting; Problem solving; Practice | |||
| Describing the strategies used for dealing with email interruptions according to different situational parameters | | BIBAK | Full-Text | 1820-1837 | |
| Emma Russell; Lynne Millward Purvis; Adrian Banks | |||
| Interruptions research is heavily reliant on a paradigm involving 'enforced
interruption'. Email use however constitutes a special form of 'controlled
interruption'. As there is no precedent available in the existing literature to
describe what strategies people use to deal with 'controlled interruption', an
exploratory first study was undertaken using an open-ended interview design.
Twenty-eight email users working within UK organisations were asked about how
they dealt with email interruptions, when faced with different situational or
task parameters. Qualitative content analysis of interview transcripts revealed
a wide range of strategies used for dealing with email in general, and for
specific situations in particular, with idiosyncratic differences in
application. These findings are consistent with the predictions of Action
Regulation Theory [Hacker, W. (1985). Activity: A fruitful concept in
industrial psychology. In M. Frese, J. Sabini (Eds.), Goal directed behaviour:
The concept of action in psychology. London, Lawrence Erlbaum Associates
(Chapter 18); The German Journal of Psychology 18(2) (1994) 91-120] - that
people select strategies (action programs) for achieving a task according to
the specific parameters of the task or goal. However, the findings go further
in highlighting the salience of individual differences in underwriting one's
choice of strategy (or action program). Further research is required to
understand which strategies are linked to effective performance, and how
individual differences influence strategic decision making in multi-goal work
environments. Keywords: Interruptions; Email; Strategies; Goals; Control; Action Regulation Theory | |||
| Perceived usefulness, personal experiences, risk perception and trust as determinants of adoption of e-government services in The Netherlands | | BIBAK | Full-Text | 1838-1852 | |
| Mark Horst; Margôt Kuttschreuter; Jan M. Gutteling | |||
| Recently Dutch government, as well as many other governments around the
world, has digitized a major portion of its public services. With this
development electronic services finally arrive at the transaction level. The
risks of electronic services on the transactional level are more profound than
at the informational level. The public needs to trust the integrity and
'information management capacities' of the government or other involved
organizations, as well as trust the infrastructure and those managing the
infrastructure. In this process, the individual citizen will have to decide to
adopt the new electronic government services by weighing its benefits and
risks. In this paper, we present a study which aims to identify the role of
risk perception and trust in the intention to adopt government e-services.
In January 2003, a sample of 238 persons completed a questionnaire. The questionnaire tapped people's intention to adopt e-government electronic services. Based on previous research and theories on technology acceptance, the questionnaire measured perceived usefulness of e-services, risk perception, worry, perceived behavioural control, subjective norm, trust and experience with e-services. Structural equation modelling was used to further analyze the data (Amos) and to design a theoretical model predicting the individual's intention to adopt e-services. This analysis showed that the perceived usefulness of electronic services in general is the main determinant of the intention to use e-government services. Risk perception, personal experience, perceived behavioural control and subjective norm were found to significantly predict the perceived usefulness of electronic services in general, while trust in e-government was the main determinant of the perceived usefulness of e-government services. Keywords: e-Services; e-Government; Risk perception; Trust; Structural equation modelling | |||
| Factors affecting the implementation success of Internet-based information systems | | BIBAK | Full-Text | 1853-1880 | |
| Sangjae Lee; Kyoung-jae Kim | |||
| The Internet has come to revolutionize the way in which business conducts
commercial activities. In this paper, we report on the development of a model
of Internet-based information systems (IIS) implementation in
business-to-consumer electronic commerce based on IS implementation and
technology innovation-implementation studies. Our research model suggests that
eight factors, comprising the characteristics of IIS technology innovation,
organizational factors, and IS related factors, affect the implementation
success of IIS. IIS themselves are characterized by three dimensions: volume,
sophistication, and information contents. The suggested model was empirically
tested using survey results from Korean companies that have adopted IIS. The
results of multivariate regression analysis reveal that compatibility and IS
infrastructure are key determinants of the extent of IIS implementation (in
terms of volume, sophistication, and information contents). IS expertise
potentially affects the extent of IIS implementation. Keywords: Internet-based information systems; Implementation success | |||
| Increasing participation in online communities: A framework for human-computer interaction | | BIBAK | Full-Text | 1881-1893 | |
| Jonathan Bishop | |||
| Online communities are becoming an accepted part of the lives of Internet
users, although participation in these communities is dependent on the types of
people that form them. Some of the online community's members do not
participate, people referred to as lurkers, whereas others who have been in the
community for a long time, referred to as elders, participate regularly and
support others. Understanding what drives these individuals and how they chose
whether or not to participate will lead to online communities that thrive. This
paper proposes a conceptual framework to describe what drives such individuals
to carry out actions such as posting messages and adding content (level 1), the
cognitions they use to determine whether or not to take such actions (level 2)
and the means by which they go about carrying out the action in the environment
(level 3). Finally, the framework is applied to the problem of encouraging
members to participate by discussing the methods by which people can be
persuaded to participate by changing the way they interpret their desires and
their environment. Keywords: Online community; Lurkers; Behavior; Persuasion; Cognitive dissonance; Ecological cognition | |||
| Effects of emotional cues transmitted in e-mail communication on the emotions experienced by senders and receivers | | BIBAK | Full-Text | 1894-1905 | |
| Yuuki Kato; Shogo Kato; Kanji Akahori | |||
| This paper focuses on communication by e-mail. An experiment was conducted
to investigate the influence the degree of emotional cues transmitted during
e-mail communication has on the emotions experienced by the senders and
receivers. Twenty-two participants of this experiment were divided into two
groups based on the degrees of emotional cues transmitted: a High group and a
Low group. The emotions experienced in the e-mail communication by the High
group were then compared to that of the Low group. The results of this
experiment showed a tendency for unpleasant emotions such as anger and anxiety
to increase when emotional cues transmitted are low (i.e., the Low group). The
findings suggest that low degrees of emotional cues transmitted between senders
and receivers in e-mail communication tend to cause some misunderstanding. Keywords: Computer-mediated communication; E-mail; Emotional cues transmission | |||
| An activity-theoretical approach to investigate learners' factors toward e-learning systems | | BIBAK | Full-Text | 1906-1920 | |
| Shu-Sheng Liaw; Hsiu-Mei Huang; Gwo-Dong Chen | |||
| The Internet and World Wide Web have provided opportunities of developing
e-learning systems. The development of e-learning systems has started a
revolution for instructional content delivering, learning activities, and
social communication. Based on activity theory, the purpose of this research is
to investigate learners' attitude factors toward e-learning systems. A total
168 participants were asked to answer a questionnaire. After factor analysis,
learners' attitudes can be grouped four different factors -- e-learning as a
learner autonomy environment, e-learning as a problem-solving environment,
e-learning as a multimedia learning environment, and teachers as assisted
tutors in e-learning. In addition, this research approves that activity theory
is an appropriate theory for understanding e-learning systems. Furthermore,
this study also provides evidence that e-learning as a problem-solving
environment can be positively influenced by three other factors. Keywords: E-learning; Activity theory; Problem solving; Multimedia instruction; Learner autonomy; Teacher as assisted tutor | |||
| Differences that do matter: A dialectic analysis of individual characteristics and personality dimensions contributing to computer anxiety | | BIBAK | Full-Text | 1921-1942 | |
| Appa Rao Korukonda | |||
| Computer anxiety, as defined and operationalized in the human-computer
studies literature, has been synonymous with negative thoughts and attitudes
about the use of computers. This approach, together with correlational analyses
that have formed the mainstay of research on computer anxiety, invokes two
important points. First, it can be argued that computer anxiety, by definition,
implies an attitude that is indicative of an extremity of thoughts and
dispositions. Second, if one were to reject the strictly clinical definition of
computer anxiety and adopt the more traditional measurements as well as the
attendant statistical analyses based on the full sample, there is the clear
possibility of dilution of statistically significant relations by observations
in the middle range.
This paper adopts Weil and Rosen's [Weil, M. M., & Rosen, L. D. (1995). The psychological impact of technology from a global perspective: a study of technological sophistication and computer anxiety in university students from twenty-three countries. Computers in Human Behavior, 11(1), 95-133] definition of computer anxiety in terms of anxiety about interactions with computers and negative global attitudes, and "negative cognitions" or "self-critical internal dialogs". Using data from a study of 242 graduate and undergraduate students at a small private university in Western New York, the sample is segmented into high and low computer anxiety groups. These groups are then tested for significant differences in individual characteristics, including the Big Five personality dimensions, computer experience, math and verbal skills, and cognitive orientation. It is found that three of the personality dimensions (Neuroticism, Openness, and Agreeableness), one aspect of cognitive orientation (Flexibility), and verbal skills show statistically significant differences between the two groups. The evidence with respect to math skills and computer experience is mixed. Interpretation of results is presented. Limitations, delimitations, and potential directions for future research are discussed. Keywords: Computer anxiety; Computer stress; Technophobia; Personality | |||
| The comparative efficacy of 2D- versus 3D-based media design for influencing spatial visualization skills | | BIBAK | Full-Text | 1943-1957 | |
| Hao-Chuan Wang; Chun-Yen Chang; Tsai-Yen Li | |||
| This study explored the effects of 2D- versus 3D-based media representations
on the influence of the spatial visualization ability of undergraduate science
majors. A pre-test/post-test comparison-group experiment was conducted with 23
participants involved in the study. Participating students were randomly
assigned either to the interactive 3D media representation group (n = 13) or
the conventional 2D media representation group (n = 10); learning materials in
both groups deliver the same information to students, but employ different
media representations. All the activities were performed in a self-paced,
web-based instructional system. The results of ANCOVA analysis showed
statistically insignificant difference between groups in terms of students'
post-test scores on the spatial visualization ability test with the students'
pre-test scores as the covariate. However, a medium effect size was observed in
favor of the 3D group in terms of practical significance. As a pilot study with
a small sample size aiming to probe the research direction of this problem, the
result of medium-sized effect magnitude is likely to implicate that the
discrepancy of different representational design on students' performance of
spatial ability assessment is noteworthy. Future study of this nature appears
to merit further replications and investigations. Keywords: Spatial ability; Media representation | |||
| Reliability, equivalence and respondent preference of computerized versus paper-and-pencil mental health questionnaires | | BIBAK | Full-Text | 1958-1970 | |
| K. Wijndaele; L. Matton; N. Duvigneaud; J. Lefevre; W. Duquet; M. Thomis; I. De Bourdeaudhuij; R. Philippaerts | |||
| The purpose of this study was to examine the reliability, equivalence and
respondent preference of a computerized version of the General Health
Questionnaire (GHQ-12), Symptom Checklist (SCL-90-R), Medical Outcomes Study
Social Support Survey (MOSSSS), Perceived Stress Scale (PSS) and Utrecht Coping
List (UCL) in comparison with the original version in a general adult
population. Internal consistency, equivalence and preference between both
administration modes was assessed in a group of participants (n = 130) who
first completed the computerized questionnaire, followed by the traditional
questionnaire and a post-assessment evaluation measure. Test-retest reliability
was measured in a second group of participants (n = 115), who completed the
computerized questionnaire twice. In both groups, the interval between first
and second administration was set at one week. Reliability of the PC versions
was acceptable to excellent; internal consistency ranged from α =
0.52-0.98, ICC's for test-retest reliability ranged from 0.58-0.92. Equivalence
was fair to excellent with ICC's ranging from 0.54-0.91. Interestingly, more
subjects preferred the computerized instead of the traditional questionnaires
(computerized: 39.2%, traditional: 21.6%, no preference: 39.2%). These results
support the use of computerized assessment for these five instruments in a
general population of adults. Keywords: Computer; Paper-and-pencil; Assessment; Reliability; Equivalence; Questionnaire | |||
| Assessing tenth-grade students' problem solving ability online in the area of Earth sciences | | BIBAK | Full-Text | 1971-1981 | |
| Chun-Yen Chang; James P. Barufaldi; Ming-Chao Lin; Yi-Chun Chen | |||
| This study examined tenth-grade students' (n = 263) problem solving ability
(PSA) online through assessing students' domain-specific knowledge (DSK) and
reasoning skills (RS) in Earth sciences as well as their attitudes toward (AT)
Earth sciences related topics in a secondary school of Taiwan. The students'
PSA was evaluated based on a previous model (Chang, C. Y. (2004, November
26-27). Trends in assessing student earth science problem solving ability: the
importance of domain-specific knowledge and reasoning skills in earth sciences.
Paper presented at the Seoul Conference for International Earth Science
Olympiad (IESO), Seoul, Korea; Chang, C. Y., & Barufaldi, J. P.
(submitted). Does problem solving = prior knowledge + reasoning skills in
science? An exploratory study. Journal of Experimental Education; Chang, C. Y.,
& Weng, Y. H. (2002). An exploratory study on students' problem-solving
ability in earth science. International Journal of Science Education, 24(5),
441-452) which empirically established that students' PSA is a composite of
DSK, RS and AT subscales. Major findings are as follows: (a) The correlation
coefficient among students' DSK, RS and AT was relatively small, indicating
that these subscales might have successfully represented different constructs
of students' PSA; (b) a significantly positive correlation existed between
students' PSA total scores and each subscale. It is, therefore, suggested that
students' PSA may be potentially assessed online by measuring their essential
components in the area of Earth sciences. Keywords: Problem solving; Secondary school; Science education; Assessment | |||
| Planning optimal paths: A simple assessment of survey spatial knowledge in virtual environments | | BIBAK | Full-Text | 1982-1996 | |
| Francesca Morganti; Antonella Carassa; Giuliano Geminiani | |||
| In spatial cognition studies several cognitive factors were analysed in
order to identify the aspect that could constitute the basis for the capacity
of organising spatial knowledge into survey maps.
This study presents a method for evaluating spatial ability, based on the capacity of obtaining a survey-type spatial knowledge organisation, in a recently explored virtual environment. The ability to plan optimal paths in virtual environments was examined in 40 female adult subjects. Spatial evaluation deriving from navigation of a simple virtual environment was compared with classical spatial survey tasks (wayfinding, pointing and sketch maps) performed after the active exploration of a complex virtual environment. Results show that there is a relationship between planning optimal paths and other spatial tasks related to survey representation. These findings highlight how the navigation-supported learning capacity results in a predictive factor for individuals' assessment of spatial ability. Keywords: Spatial cognition; Virtual reality; Survey map; Planning in advance; Individual ability | |||
| DIANA: A computer-supported heterogeneous grouping system for teachers to conduct successful small learning groups | | BIBAK | Full-Text | 1997-2010 | |
| Dai-Yi Wang; Sunny S. J. Lin; Chuen-Tsai Sun | |||
| Teachers interested in small-group learning can benefit from using
psychological factors to create heterogeneous groups. In this paper we describe
a computer-supported grouping system named DIANA that uses genetic algorithms
to achieve fairness, equity, flexibility, and easy implementation. Grouping was
performed so as to avoid the creation of exceptionally weak groups. We tested
DIANA with 66 undergraduate computer science students assigned to groups of
three either randomly (10 groups) or using an algorithm reflecting [Sternberg,
R. J. (1994). Thinking styles: theory and assessment at the interface between
intelligence and personality. In R. J. Sternberg, & P. Ruzgis (Eds.),
Personality and Intelligence (pp. 169-187). New York: Cambridge University
Press.] three thinking styles (12 groups). The results indicate that: (a) the
algorithm-determined groups were more capable of completing whatever they were
"required to do" at a statistically significant level, (b) both groups were
equally capable of solving approximately 80% of what they "chose to do," and
(c) the algorithm-determined groups had smaller inter-group variation in
performance. Levels of satisfaction with fellow group member attitudes, the
cooperative process, and group outcomes were also higher among members of the
algorithm-determined groups. Suggestions for applying computer-supported group
composition systems are offered. Keywords: Cooperative learning; Small-group learning; Computer assisted grouping system; Group composition; Thinking styles; University students | |||
| Does 'cyber-conformity' vary cross-culturally? Exploring the effect of culture and communication medium on social conformity | | BIBAK | Full-Text | 2011-2025 | |
| Marco Cinnirella; Ben Green | |||
| Previous research has established that individuals from collectivistic
cultures tend to conform more than their counterparts from individualistic
cultures do [Bond, R., & Smith, P.B. (1996). Culture and conformity: A
meta-analysis of studies using Asch's (1952b, 1956) line judgment task.
Psychological Bulletin 119(1) 111-137]. However, there is presently a dearth of
research exploring the degree to which this kind of cross-cultural difference
is also present in computer-mediated communication (CMC) contexts where group
members are never met face-to-face (f-t-f). A normative social influence
paradigm of line-length judgment (based on Asch [Asch, S.E., (1955). Opinions
and social pressure. Scientific American 193(5) 31-35]) was employed to
investigate the effects of communication medium (f-t-f against CMC) and culture
(participants from individualistic cultures against those from collectivist
cultures). A communication type × culture interaction was found, in which
the expected cultural differences were demonstrated only in the face-to-face
conditions, being absent in computer-mediated conditions. Keywords: Conformity; Computer-mediated-communication; Individualism-collectivism; Culture | |||
| The use of virtual environments based on a modification of the computer game Quake III Arena® in psychological experimenting | | BIBAK | Full-Text | 2026-2039 | |
| Andreas Frey; Johannes Hartig; André Ketzel; Axel Zinkernagel; Helfried Moosbrugger | |||
| We investigated whether newly developed virtual 3D environments (VEs) based
on a modification of the computer game Quake III Arena® are suitable for
psychological experimenting. Internal validity of data collected in VEs may be
threatened due to a priori individual differences in general performance in VE
navigation and in susceptibility to cybersickness. The main question was
whether individual differences in performance can be diminished by means of
training. Additionally, the susceptibility of different subsamples to
cybersickness when moving within VEs was examined. 85 participants took part in
an experiment where they had to fulfill simple tasks in three VEs. Navigation
performance was measured as the time participants needed to make their way
through the VEs. Differences in navigation performance between different levels
of experience were diminished by training, indicating that internal validity
can be obtained. A classification tree reveals that game-inexperienced female
participants aged over 31 years have the highest risk of experiencing
cybersickness. VEs based on modifications of computer games seem to be an
extremely promising and inexpensive possibility for the administration of
psychological experiments. Keywords: Virtual environment; Virtual reality; Experimental psychology; Computer games | |||
| A usability study on human-computer interface for middle-aged learners | | BIBAK | Full-Text | 2040-2063 | |
| Jyh-Rong Chou; Shih-Wen Hsiao | |||
| "Usability" is considered to be inherent in human-computer interface because
it expresses the relationship between end users and computer applications. In
this paper, we conducted a study to examine the usability of human-computer
interface for middle-aged learners in Taiwan. There are two phases contained in
the study: (1) an elementary computer-training task, and (2) a usability
analysis of human-computer interface. Making use of a questionnaire survey,
correlation analysis, and the grey relational model, some user characteristics
and learning behavior were derived. For example, regarding middle-aged
learners, the usability of present mouse and monitor devices is preferable to
that of the keyboard device and a Windows-based software interface. Educational
level is the major factor influencing middle-aged learners' use of computer
interfaces. To unemployed middle-aged learners, more males than females were
found to exhibit the phenomenon of computerphobia. The younger age learners
show lower anxiety and hold more positive attitudes toward computer learning
than the older-aged ones. Besides, the higher education learners hold much more
positive expectation toward computer learning while the lower education
learners pay more attention to their learning capability and deficiency. Keywords: Usability; Human-computer interface; Computer training; Use of computer; Learning | |||
| Toward operationalization of 'flow' in mathematics learnware | | BIBAK | Full-Text | 2064-2092 | |
| Kamran Sedig | |||
| Many children are not motivated to learn mathematics. Flow, a type of
intrinsic motivation, has been described as an optimal experience in which a
learner can derive great joy from a learning activity. This paper examines the
importance and application of flow while learning mathematics. An operational
model of flow for designing children's mathematics learnware is proposed. This
model is intended to operationalize the characteristics of flow in mathematics
learnware in an integrated manner, facilitating the flow experience for
children. The suitability of the model is demonstrated through an instantiated
operational learnware called Super Tangrams. Super Tangrams aims to facilitate
children's understanding of transformation geometry while making the learning
activity enjoyable and a flow experience. A study is reported that evaluates if
the operational instance of the model promotes the flow experience while
learning mathematics. The results suggest that the model is highly effective. Keywords: Motivation; Computer-mediated mathematics learning; Children; Optimal psychological experience; Educational games; Learning-experience design | |||
| Erratum to: "Social desirability effects on computerized and paper-and-pencil questionnaires" [Computers in Human Behavior 23 (2007) 463-477] | | BIB | Full-Text | 2093 | |
| Stephanie Booth-Kewley; Gerald E. Larson; Dina K. Miyoshi | |||
| E-critical/thematic doing history project: Integrating the critical thinking approach with computer-mediated history learning | | BIBAK | Full-Text | 2095-2112 | |
| Shu Ching Yang | |||
| The study investigated how inclination towards critical thinking about
history, and also knowledge of history could be nurtured through
E-critical/thematic doing history project. Thirty-three participants from a
junior high school participated in a history workshop as an extracurricular
school activity. Using a one-group pretest-posttest design, the
history-learning questionnaire was employed to determine the effectiveness of
doing history projects in promoting critical historical thinking skills among
the subject group. A self-evaluation of the program, observation of student
learning, and semi-structural interviews also were performed. The study found
that history projects could scaffold learner development of historical and
critical thinking. Students developed more positive and critical attitudes
toward learning. Keywords: Computer-mediated history learning; Critical thinking; Doing history project; Historical inquiry | |||
| The use of group support systems in focus groups: Information technology meets qualitative research | | BIBAK | Full-Text | 2113-2132 | |
| Esther E. Klein; Thomas Tellefsen; Paul J. Herskovitz | |||
| This paper explores focus groups supported by group support systems (GSS)
with anonymous interaction capability in two configurations: same time/same
place and same time/different place. After reviewing the literature, we compare
and contrast these anonymity-featured GSS-supported focus groups with
traditional focus groups and discuss their benefits and limitations. We suggest
directions for future research concerning GSS-supported focus groups with
respect to technological implications (typing skills and connection speeds),
national culture (high and low context; power distance), and lying behavior
(adaptation of model of Hancock, J. T., Thom-Santelli, J., & Ritchie, T.
(2004). Deception and design: The impact of communication technology on lying
behavior. Proceedings of the 2004 conference on human factors in computing
systems (pp. 129-134), whereby lying is a function of three design factors:
synchronicity, recordability, and distributedness). Keywords: Anonymity; Computer-mediated communication; Focus groups; Group support systems; Jury research; Marketing research; Qualitative research | |||
| Clinical psychology offers in the internet in Spain | | BIBAK | Full-Text | 2133-2143 | |
| Miguel A. Vallejo; Carlos Jordán; Guillermo Mañanes; Asunción Andrés; María I. Comeche; Marta I. Díaz | |||
| This paper analyzes the situation of on-line clinical psychology in Spain.
Internet is becoming one of the principal tools for people to access to
psychological information. Thus, users will be biased by the contents of the
sites they contact to. Psychologists should pay attention to what kind of
services are being spread through the Internet. To do this, a few
characteristics such us interaction, security, theoretical approach or treated
disorders have been revised in 185 Spanish psychology websites. Results shows
that there are critical differences between public and private sites suggesting
that the public sector should make un effort to keep up with the advances on
this field, that private sites could improve their services in some ways such
as security or the interaction user-professional and some interesting findings
referred to the relation between the theoretical approach of the sites and the
kind of help they provide. Keywords: Clinical psychology; Internet | |||
| Computer-mediated critical doing history project | | BIBAK | Full-Text | 2144-2162 | |
| Shu Ching Yang; Li-Jung Huang | |||
| The goal of computer-mediated critical (CMC) doing history project was to
offer students an opportunity to become researchers of history by using
technology to engage in historical enquiry. The project integrates Paul's
critical thinking modules, Hexter's Doing History model and Anderson-Inman and
Kessinger Gather Model, as well as using primary sources on the Internet to
have learners engage in historian-like knowledge building activities.
Thirty-three participants from a junior high school joined the history workshop
as an extracurricular school activity. The researchers collected information
through surveys, online discussion, and assignments; then conducted data
analysis on the findings. The collected data were qualitatively analyzed to
identify the themes related to the changes and critical abilities in students'
thinking about history.
The study found that the thoughtful and creative use of computer technology, combined with critical thinking in conducting historical inquiry, contributes to learners' historical knowledge, critical thinking skills, and interest in learning history. The students were positive about their gains in computer literacy, motivation to learn history, as well as their knowledge of history and research skills. A valuable finding was that the majority of the students went through epistemological shifts towards viewing learning history as a constructive, analytic, investigative activity. Through the doing history project, learners' critical historical thinking is promoted to varying degrees, and that most learners are capable of developing a thoughtful and critical disposition toward history learning. However, although learners value the interactive communication and considered it a worthwhile endeavor to broaden their understanding of the history, learners did not engage in deep interactions from both quality and quantity of their online participation. Moreover, given the time limitation of 4 months, an only slightly higher level of historical causal reasoning was found in their knowledge building. Despite the fact that a concept of historical critical thinking was germinated in students' minds, there was still much to learn for mastery of the subject and much to be desired in scaffolding learners' historical reasoning. The paper concludes with some recommendations for the future design of technology in history learning. Keywords: Computer-mediated learning; Critical historical thinking; Doing history project; Computer-mediated communication | |||
| Perceiving artificial social agents | | BIBA | Full-Text | 2163-2174 | |
| T. M. Holtgraves; S. J. Ross; C. R. Weywadt; T. L. Han | |||
| Three experiments were conducted to examine perceptions of a natural language computer interface (conversation bot). Participants in each study chatted with a conversation bot and then indicated their perceptions of the bot on various dimensions. Although participants were informed that they were interacting with a computer program, participants clearly viewed the program as having human-like qualities. Participants agreed substantially in their perceptions of the bot's personality on the traits from the five-factor model (Experiment 1). In addition, factors that influence perceptions of human personalities (e.g., whether one uses another's first name and response latency) also affected perceptions of a bot's personality (Experiments 2 and 3). Similar to interactions with humans, the bot's perceived neuroticism was inversely related to how long individuals chatted with it. | |||
| Social reactions toward people vs. computers: How mere labels shape interactions | | BIBA | Full-Text | 2175-2189 | |
| E. Aharoni; A. J. Fridlund | |||
| What criteria afford a machine the status of a social agent? In this investigation, the mere label identifying an oral interviewer as human or computer was sufficient to affect participants' responses toward the interviewer during an online interview for a competitive mock job. Participants' impressions of the interviewer and self-reported emotional reactions to the interview were unaffected by the interviewer's identity. Despite this invariance, however, participants exhibited more interpersonal displays when the interviewer was identified as human. Overall, these results show that participants engaged in heightened impression management strategies (deferral to, or attempts to engage or appease) with the "human" interviewer. The computer interviewer did not merit equivalent social status. | |||
| The expression of social presence through the use of figurative language in a web-based learning environment | | BIBAK | Full-Text | 2190-2211 | |
| Manuela Delfino; Stefania Manca | |||
| The present paper's aim is to investigate how the participants of an online
learning environment employed written language in a creative way through the
spontaneous use of figurative language. The content analysis showed that
figurative language was a means to express the social dimension either to refer
to the self, feelings and emotions, or to conceptualize the components of the
virtual learning setting. The research context was a 10-week course, delivered
at a distance via a computer conferencing system, addressed to 57 student
teachers. The analysis was carried out in the social and meta-cognitive
reflection areas, those areas which are mainly related to the expression of the
social dimension The study had three different purposes: to investigate the
distribution of figurative language during the course length; to explore the
relation between the participants' educational background and their use of
figurative language, and to examine the relation between figurative language
and the structure of the communication threads. The results indicate that
participants tended to use figurative language more when meaningful or critical
events happened. The higher the emotional involvement was, the more
metaphorical language was adopted. Further results suggest that the adoption of
figurative language seems to be related more to individual attitude, than to
other factors such as educational background. Finally, figurative language
occurrences were not concentrated in specific kinds of postings or threads and
did not encourage further use of figurative language. Keywords: Web-based learning; Social presence; Emotions; Figurative language; Computer-mediated discourse analysis | |||
| Developing geometry thinking through multimedia learning activities | | BIBAK | Full-Text | 2212-2229 | |
| Kuo-En Chang; Yao-Ting Sung; Song-Ying Lin | |||
| In this study, a multimedia learning software program named GeoCAL is
described. It is based on van Hiele's geometric thinking level theory, which
consists of four levels: recognition, visual association, description/analysis,
and abstraction/relation. In addition to presenting the software design, this
study also explores the learning effects of GeoCAL on each of the geometric
thinking levels and on overall geometric thinking. The subjects of this study
are second-grade elementary school students of an average age of eight who have
not previously had formal lessons in geometry. The experimental results
indicate that, with the exception of recognition ability, GeoCAL produces
significant learning effects on visual association, description/analysis and
abstraction/relation as well as overall geometric thinking. Keywords: Computer-assisted learning; Multimedia learning; van Hiele's geometric thinking level theory; Geometry learning | |||
| Attitudinal and experiential predictors of technological expertise | | BIBAK | Full-Text | 2230-2239 | |
| Janet Morahan-Martin; Phyllis Schumacher | |||
| 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. Keywords: Technological expertise; Computer attitudes; Internet attitudes; Computer experience; Internet experience; Sex differences | |||
| Students' linguistic behaviour in online discussion groups: Does gender matter? | | BIBAK | Full-Text | 2240-2255 | |
| Jane Guiller; Alan Durndell | |||
| This research examined students' language use and interaction styles in
text-based, computer-mediated discussion groups. The contributions of 197
introductory psychology students (149 females, 48 males) participating in
asynchronous computer-mediated communication (CMC) were collated. Both
quantitative and qualitative methods were used, under the methodological
framework of qualitative content analysis [Mayring, P. (2000). Qualitative
Content Analysis. Forum Qualitative Sozialforschung/Forum: Qualitative Social
Research [online] 1. http://qualitative-research.net/fqs-e/2-00halt-e.htm
Accessed 10.06.2001]. A coding system, which incorporated the creation of
'supercodes', was developed using Atlas.ti 4.2 and used to code 699 student
postings in total. The frequencies of coded categories were analysed using
χ² statistics in SPSS 10. It was found that males and females were
similar regarding use of individual linguistic variables, with the exception of
intensifiers as more females used them than males. However, significant gender
differences were found in use of many of the stylistic variables and the
supercode analysis showed overall gender-related patterns in interaction
styles. Males were more likely to use authoritative language and to respond
negatively in interactions, than females. On the other hand, females were more
likely to explicitly agree and support others and make more personal and
emotional contributions, than males. The results suggest that gendered power
differentials may carry over into online contexts, which has implications for
the use of CMC in education. Keywords: Computer-mediated communication; CMC; Gender; Language; Electronic discourse; Education | |||
| The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning | | BIBAK | Full-Text | 2256-2268 | |
| Shu-Ling Wang; Sunny S. J. Lin | |||
| Although research has suggested that group composition plays an important
role in collaborative learning, the role of motivation in group composition has
rarely been taken into account. This study investigates the effects of group
composition of self-efficacy (e.g. low, high, and mixed self-efficacy) on group
motivation (i.e. collective efficacy), collaborative learning behavior, and
performance in a computer-supported collaborative learning environment. The
results indicate that high self-efficacy groups have higher collective efficacy
beliefs than low self-efficacy groups. Furthermore, high self-efficacy groups
use more high-level cognitive skills during group discussion than low
self-efficacy groups, despite no significant difference in usage of low-level
cognitive skills among the three groups. This study also demonstrates that
collective efficacy has positive effects on discussion behaviors and group
performance. Students with higher collective efficacy not only use more
high-level cognitive skills in group discussion, but also demonstrate better
academic performance. Our research further indicates that students' use of
high-level cognitive skills in group discussion has positive effects on group
performance. Finally, implications and suggestions for future research are also
provided. Keywords: Self-efficacy; Group composition; Collective efficacy; Computer-supported collaborative learning; Motivation; Learning strategies | |||
| Constraints on message size in quasi-synchronous computer mediated communication: Effect on self-concept accessibility | | BIBAK | Full-Text | 2269-2284 | |
| Jan-Are K. Johnsen | |||
| Anonymity is often regarded as a variable of great importance in research on
computer mediated communication. However, this view might neglect the role
played by the design of the user-interface. The current study attempted to show
the effects of manipulation of the user-interface in terms of quantitative
aspects of communication and self-concept accessibility. The manipulation
consisted of varying the number of characters available to interlocutors in two
conditions. It was predicted that different designs will not only influence
communication quantitatively, but also to what degree participants are able to
introspect and strategically plan communication in a self-presentation task.
The design that allowed elaborate composition of a message during communication
was expected to lead to more strategic self-presentation, thus increasing
availability of the "actual self". Two experiments were conducted. The results
show that constraints on communication are associated with predictable
quantitative effects, among them higher turn-taking. Also, accessibility of the
actual self appears to be associated with less interactive and involving
interfaces. The results are discussed with regards to the Social Identity Model
of Deindividuation Effects, as well as the differences between writing and
speech. Keywords: Computer-mediated communication; Language; Self-awareness; Self-concept; Self-presentation | |||
| Preference for textual information and acting on support devices in multiple representations in a computer based learning environment for statistics | | BIBAK | Full-Text | 2285-2301 | |
| G. Schuyten; H. M. Dekeyser | |||
| Two studies researched the relevance for knowledge construction in
statistics of learners preference for representational system and the mediating
role of learners acting with information delivered in textual, graphical and
mathematical-symbolic mode.
The data were collected in a broader experimental research setting investigating the effectiveness of a computer based independent learning environment for statistics. Preference for representational system, achievement in statistics, self-efficacy in mathematics and attitude towards computers were captured for 211 students enrolled in the first-year statistics course at the department of Psychology and Educational Sciences at the University of Ghent in Belgium. In the second study learners acting on devices in multiple representations was investigated in an a select sample of 60 students, drawn from the 211 learners. These learners were assigned to the computer based independent learning condition where acting on devices was registered in log-files. The study reveals that preference is related to performance in statistics, self-efficacy in mathematics and to the behavioral and cognitive component of attitude towards computers. The findings suggest the existence of a compensation mechanism, induced by acting on graphs demanding high cognitive processing. The overwhelming majority, 3 against 1, of learners with textual preference raises challenges for instructional designers of service statistics courses. Preference is an important aspect of individual differences to be included in the research concerning cognitive style and self-regulation. Keywords: Textual preference; Cognitive style; Self-regulation; Self-efficacy; Knowledge construction in statistics; Computers attitudes | |||
| Computer-mediated group influence on ethical behavior | | BIBAK | Full-Text | 2302-2320 | |
| Lori N. K. Leonard; Russell Haines | |||
| Drawing on previous research in ethical behavior in information technology,
this study examines the effects of group discussion, using virtual teams, on an
individual's intention to behave ethically/unethically. It was hypothesized
that behavioral intention would be influenced by an individual's attitude
(toward ethical behavior), personal normative beliefs, ego strength, locus of
control, perceived importance, gender and the scenario, and that
computer-mediated group discussion would impact an individual's ethical
behavioral intention. This was tested through an experiment using five
different ethical scenarios involving information technology. The results show
that for two of the five scenarios, individual behavioral intention was
significantly more unethical after computer-mediated group discussion than
before, while for one scenario, individual behavioral intention was
significantly more ethical after computer-mediated group discussion than
before. The results of this study may help organizations to develop realistic
training programs for IT professionals that account for changes in employee's
personal ethical models after interacting with others. Keywords: Computer-mediated group influence; Ethical behavior; IT ethics; Virtual teams | |||
| Perceived versus actual computer-email-web fluency | | BIBAK | Full-Text | 2321-2344 | |
| Ulla Bunz; Carey Curry; William Voon | |||
| The purpose of this study was to compare people's perception of their
computer-email-web (CEW) fluency to their actual abilities performing related
tasks. A total of 61 subjects (51% female, mean age 19) participated in the
research sessions. Participants completed the CEW fluency scale [Bunz, U.
(2004). The computer-email-web (CEW) fluency scale -- Development and
validation. International Journal of Human-Computer Interaction, 17(4),
477-504.], the computer anxiety ratings scale [Heinssen, R. K., Glass, C. R.,
& Knight L. A. (1987). Assessing computer anxiety: Development and
validation of the computer anxiety rating scale. Computers in Human Behavior,
3, 49-59.], and an applied protocol developed for this study. Results show that
the less computer anxiety subjects reported, the higher they perceived their
CEW fluency to be (p = .001), but there was no significant relationship between
computer anxiety and actual fluency (p = .12). There was no gender difference
as to actual CEW fluency (p = .11), but women perceived their fluency lower
than did men (p = .012). Overall results validate the robustness of the CEW
fluency scale, help identify CEW fluency as a digital divide component, and
underscore the importance of initiatives to raise women's technological
self-confidence. Keywords: Computer-email-web (CEW) fluency; Computer anxiety; Gender and technology; Perception of technology skill | |||
| Including genotype information in health surveys | | BIBAK | Full-Text | 2345-2354 | |
| P. Cooley; C. Seifer; K. H. Taylor; J. F. Taylor | |||
| In a study that examined associations between single nucleotide polymorphism
(SNP) loci within the promoter of the PRTN3 gene and the autoimmune disease
Wegener's granulomatosis (WG), we implemented a self-administered pilot survey
that captured participants' demographic data, family relationships, incidence
of autoimmune disease among family members, and attitudes about DNA collection.
We next integrated the survey and genotype data to test associations between
genotype and phenotype, to examine demographic characteristics of WG patients
and their families, and to examine the robustness of the data collection
approach.
The subjects in this study had previously been diagnosed with WG and were recruited through the North Carolina Wegener's Granulomatosis Association. Those who indicated a willingness to participate in the study were asked to provide the names of biological relatives who might also be willing to participate. PRTN3 genotype information was obtained from DNA samples collected from the 145 study participants using a noninvasive and self-administered buccal-cell harvesting method. This manuscript describes a pilot study that was performed to collect information from a sample of patients diagnosed with WG and from their parents and siblings who were disease-free. One of its objectives was to identify problems that might be encountered, and possibly prevented, in larger epidemiological studies. Linking epidemiological and genotype data has the potential to yield extended results that cannot be achieved using data from either source alone. We estimate a total burden oversampling estimate of 9%: 2.1% to offset the loss of respondents due to including genotype data and 7.0% due to the effects of using a buccal-cell sample to harvest DNA. Keywords: Survey data collection; Genotype data; Buccal-cell; Wegener's granulomatosis | |||
| Increasing validity in the evaluation of new distance learning technologies | | BIBAK | Full-Text | 2355-2366 | |
| David F. Feldon; Kenneth A. Yates | |||
| In the development of distance learning, advances in cognitive science merge
with new technology to deliver instruction worldwide. However, one major
difficulty in evaluating the efficacy of these tools is determining which
elements of instruction truly lead to observed changes in student performance.
The purpose of this paper is to briefly review current use of various research
methods for evaluating instructional technologies, discuss previous solutions
to balancing the conflicting demands of internal and external validity, and
then to propose a new research design that achieves this goal in a manner
compatible with many instructional technology applications. The design, called
a Strand of Pearls design, leverages the practice of delivering instruction in
sequential modules to generate robust findings for which claims of internal
validity, external validity, and maximal generalizability can be made. Keywords: Research methodology; Validity; Distance learning; Evaluation | |||
| Investigating ownership and the willingness to share information online | | BIBAK | Full-Text | 2367-2382 | |
| Daphne R. Raban; Sheizaf Rafaeli | |||
| Networks offer the promise of sharing information. This project aims to
experimentally investigate aspects of the propensity to share information
online, with a specific focus on the system-induced status of information. Is a
simple manipulation of the cognitive status of information sufficient to gain
changes in sharing levels? A simple computerized game was used to simulate
business decision situations that required participants to use information, and
enabled sharing it. Our hypotheses compared the willingness to share under
different conditions of system-induced ownership of information. Participants'
perception of information source and ownership was the independent variable.
Sharing was higher for privately owned expertise than it was for
organizationally owned content. Ownership makes a difference. It serves to
increase sharing of information. Ownership can and should be framed by system
design. Keywords: Information sharing; Willingness to share; Ownership | |||
| Design and evaluation of a computerised version of the Benton visual retention test | | BIBAK | Full-Text | 2383-2393 | |
| S. B. N. Thompson; E. Ennis; T. Coffin; S. Farman | |||
| The use of computers in the administration of psychological assessments is
often considered standard practice. However, the evidence clearly shows that
computerisation of each test needs to be evaluated independently. The current
study examined the hypothesis that a computerised administration of the Benton
visual retention test (BVRT) should yield comparable results to
paper-and-pencil administration of this measure. Forty participants (23 females
and 17 males) from a non-clinical population were assessed using a computerised
version of the BVRT and the conventional paper-and-pencil administration.
Parallel forms of the test were used in the two administrations in order to
eliminate practice effects. Participants found the conventional method of
assessment easier to use but less fun. Importantly, performances of the
participants were poorer when using the computerised version, giving rise to
extreme caution when using this method of assessment administration with a
clinical population. Keywords: Attitude to computers; Benton visual retention test; Computerised assessment; Computer preferences; Memory | |||
| Net-friends: Adolescents' attitudes and experiences vs. teachers' concerns | | BIBAK | Full-Text | 2394-2413 | |
| Chien Chou; Hsinyi Peng | |||
| This study has three chief purposes: (1) identify Taiwan adolescents'
attitudes and experiences regarding their online relationships, (2) understand
teachers' attitudes and concerns about students' online relationships, and (3)
investigate the discrepancies between students and teachers on these issues.
The researchers surveyed 494 middle and high school students in Taiwan and
interviewed 21 teachers as well. The results indicated that having net-friends
is a part of Taiwan adolescents' social lives. They are quite honest about the
personal information they reveal with their online friends and generally have
very positive attitudes regarding their online relationships. Some have gone
beyond online interactions to meet in person, often without telling their
parents or teachers.
In contrast, this phenomenon of online friendships is not common for teachers. Most teachers did not have first-hand experiences themselves because they are either too busy or have no desire to use the Internet to form friendships. Teachers generally think students are too young to handle the complicated, anonymous, casual interactions found in cyberspace and they believe students should know more about how to protect themselves in online relationships. Interpretations and comments are discussed and recommendations for future studies are provided. Keywords: Net-friends; Online relationship; Internet friendship; Taiwan adolescents | |||
| Decisional style and self-reported Email use in the workplace | | BIBAK | Full-Text | 2414-2428 | |
| James G. Phillips; Linnea Reddie | |||
| Inefficient or inappropriate Email use within the workplace can lead to
lowered productivity of an organisation. Technological predispositions,
decisional style, and self-esteem may potentially influence the extent to which
people use Email whilst at work. Higher levels of Email use in the workplace
could be predicted by avoidant decisional styles such as procrastination and
buck-passing. To understand how decisional style influences Email usage, 90
participants completed an Email Use Survey, the Melbourne Decision Making
Questionnaire and the Coopersmith Self-Esteem Inventory. Procrastination,
buck-passing, vigilance, hypervigilance and self-esteem were employed within
separate multiple regressions to predict types of self-reported Email usage.
Better-educated procrastinators reported higher levels of total Email usage.
Older procrastinators reported more work-related Email usage. Young,
better-educated individuals tended to report engaging in more personal Email
usage in the workplace. Keywords: Decisional style; Email; Internet; Self-esteem; Cyberslacking; Procrastination; Buck-passing | |||
| Computer technology as object language: Revisiting office design | | BIBAK | Full-Text | 2429-2454 | |
| James C. McElroy; Kevin P. Scheibe; Paula C. Morrow | |||
| Object language is a term that describes the messages that objects convey to
people. This paper extends previous research on the object language associated
with office design elements such as the placement of one's desk and office
messiness by examining the role of computer technology as an additional form of
object language. Computer technology was operationalized in Study 1 in terms of
the innovativeness of technology displayed in an office, while Study 2 focused
on the portability of computer technology. Undergraduate students responded to
photographs of faculty offices exhibiting various combinations of office
messiness, desk placement and technology. Results showed that while computer
technology plays a more subtle role in visitor attributions about the
officeholder in comparison to office messiness or desk placement, computer
technology does convey messages about work performance, especially time
management skills. The main role played by computer technology is in terms of
its interaction with office messiness. Results of the role of office design in
impression management are discussed. Keywords: Computer technology; Office design; Office messiness; Desk placement; Nonverbal communication; Object language | |||
| Articulation of web site design constraints: Effects of the task and designers' expertise | | BIBAK | Full-Text | 2455-2472 | |
| Aline Chevalier; Nathalie Bonnardel | |||
| This paper aims at contributing to a better understanding of the cognitive
activities of web site designers and, more precisely, their articulation and
satisfaction of various design constraints. In this paper, we first present an
experiment in which professional and novice designers have to evaluate a web
site developed for reflecting usability errors identified in web sites. Then,
the results obtained in this evaluation task are compared with results
previously obtained in a design task, in which professional and novice
designers had to create a web site. Data analyses focused on the number and
nature of constraints articulated by designers in these two types of tasks
(evaluation vs design). In particular, we distinguished constraints linked with
the client of the site and constraints linked with the future web users. The
obtained results show effects of both the level of expertise and the task.
While designing, all of the designers focused mainly on constraints linked with
the client. In contrast, while evaluating the web site, novices focused on
constraints linked with the user, whereas professionals shared their attention
between these two kinds of constraints (client vs user-oriented constraints).
Based on these results, we conclude with ways for supporting designers'
activities. Keywords: Web sites; Designers; Expertise; Constraints | |||
| Precursors of adolescents' use of visual and audio devices during online communication | | BIBAK | Full-Text | 2473-2487 | |
| Jochen Peter; Patti M. Valkenburg; Alexander P. Schouten | |||
| Theories of computer-mediated communication typically rest upon the
assumption that communication via computers lacks visual and auditory cues.
However, recent technological advances, such as webcams and microphones, as
well as their increased use question this assumption. Moreover, the question
arises of what characterizes individuals who use such devices. Drawing on a
survey of 1060 adolescents, we found that 57% of adolescents at least
occasionally used webcams during instant messaging, while 32% at least
sometimes used microphones. If adolescents perceived the lack of visual cues in
online communication to be important, they used webcams less frequently. For
early and middle adolescents, greater levels of social anxiety reduced the use
of webcams, whereas higher levels of private self-consciousness increased it.
Our results suggest that the nature of computer-mediated communication may
change considerably in the next years. Theories of computer-mediated
communication need to more strongly integrate these changes into theory
building. Keywords: Internet; Adolescents; Computer-mediated communication; Social anxiety; Private self-consciousness; Public self-consciousness; Visual cues; Auditory cues; Webcams | |||
| Self-regulated learning through writing on computers: Consequences for reading comprehension | | BIBAK | Full-Text | 2488-2508 | |
| Anne-Mari Folkesson; Lena Swalander | |||
| The overall aim for the present study was to analyze the consequences for
reading ability among the children of a computer supported self-regulated
learning environment in grade two. By means of a quasi-experimental design in a
natural setting, an experimental group (n = 39) was compared to a control group
from a national sample (n = 3409) on reading comprehension. The statistical
analyses showed that the experimental group achieved better on reading
comprehension both as a group (p < .001) as well as girls (p < .001) and
boys (p < .05) separately. The proportion of high achievers was higher, and
the proportion of low achievers was lower in the experimental group. In order
to explain the level of reading comprehension in the experimental group
Structural Equation Modelling (SEM) was used. The main explanatory factor for
reading comprehension was writing with β = .44. As a tentative conclusion
it was suggested that the extended writing in combination with the
self-regulated learning environment can promote reading comprehension in grade
two, whereas home literacy had no impact on reading comprehension in this
context. Keywords: Computers; Home literacy; Reading comprehension; Self-concept; Self-regulated learning; Writing | |||
| The effect of person-organization fit feedback via recruitment web sites on applicant attraction | | BIBAK | Full-Text | 2509-2523 | |
| Changya Hu; Hsiao-Chiao Su; Chang-I Bonnie Chen | |||
| We adopted a person-organization (P-O) fit framework to examine applicant
attraction to an organization in the context of Web-based recruitment. A total
of 121 undergraduate business students participated in a two-stage study first
by completing a paper-and-pencil survey and second, by visiting a fictitious
recruitment Web site in which the researchers manipulated the fit feedback
information participants received. Levels of participants' subjective P-O fit
and P-O fit feedback information were found to be positively related to
attraction. That is, participants with high subjective P-O fit perceptions and
participants who received high P-O fit feedback information reported higher
applicant attraction. Furthermore, the interaction between P-O fit feedback
information and whether the P-O fit feedback information was consistent with
participants' subjective P-O fit was significantly related to applicant
attraction. Implications of Web-based recruitment with real-time feedback are
offered. Keywords: Web-based recruitment; Applicant attraction; Person-organization fit; Fit feedback | |||
| Interactive lectures: Effective teaching and learning in lectures using wireless networks | | BIBAK | Full-Text | 2524-2537 | |
| Anja Wessels; Stefan Fries; Holger Horz; Nicolai Scheele; Wolfgang Effelsberg | |||
| Among the severe instructional shortcomings of lectures is their lack of
interactivity. To overcome these problems, the learning environment of the
interactive lecture is introduced, in which students and lecturer interact by
using mobile computers in a wireless network. In an experimental study, 44
students participated in interactive and in conventional lecture meetings. A
quiz service that allowed question to be posted, students' answers to be
evaluated, and the results to be presented graphically, was implemented on
mobile computers. The participants rated the interactive condition better, also
reporting higher levels of attention, activity and perceived learning success
for this condition. Objective measures indicated a slight but insignificant
difference toward better learning results in the interactive condition. Keywords: Lecture; Ubiquitous computing; Interactivity; Blended learning | |||
| Selective self-presentation in computer-mediated communication: Hyperpersonal dimensions of technology, language, and cognition | | BIBAK | Full-Text | 2538-2557 | |
| Joseph B. Walther | |||
| The hyperpersonal model of computer-mediated communication (CMC) posits that
users exploit the technological aspects of CMC in order to enhance the messages
they construct to manage impressions and facilitate desired relationships. This
research examined how CMC users managed message composing time, editing
behaviors, personal language, sentence complexity, and relational tone in their
initial messages to different presumed targets, and the cognitive awareness
related to these processes. Effects on several of these processes and outcomes
were obtained in response to different targets, partially supporting the
hyperpersonal perspective of CMC, with unanticipated gender and status
interaction effects suggesting behavioral compensation through CMC, or
overcompensation when addressing presumably undesirable partners. Keywords: Impression management; Self-presentation; Computer-mediated communication; Hyperpersonal model | |||
| Virtual team meetings: An analysis of communication and context | | BIBAK | Full-Text | 2558-2580 | |
| A. H. Anderson; R. McEwan; J. Bal; J. Carletta | |||
| We report a simulation study of virtual team meetings. Participants
role-played companies collaborating on a design problem while supported by a
range of IT tools, such as videoconferencing and shared applications. Meetings
were analysed to investigate how sharing computing facilities, operating the
technology, and company status, influenced communications. Significantly more
talk occurred in larger teams where participants shared I.T. facilities BUT
this extra talk was restricted to talk within a single location. No extra talk
was shared across the virtual team via the communications link. Where
facilities were shared, technology controllers dominated cross-site talk. To
encourage free communication across distributed virtual teams we recommend
providing each participant with their own communications facility even if this
is technologically less advanced than if technology support were shared. Keywords: Virtual teams; Distributed group working; Communication analyses; Multimedia communications | |||
| Education and pedagogy with learning objects and learning designs | | BIB | Full-Text | 2581-2584 | |
| Julià Minguillón | |||
| Integration of metacognitive skills in the design of learning objects | | BIBAK | Full-Text | 2585-2595 | |
| Salvador Sánchez-Alonso; Yianna Vovides | |||
| Recent studies have demonstrated that specific instruction about
metacognitive strategies improves achievement, the accuracy of knowledge
monitoring, and the application of learning strategies in hypermedia
environments. However, there are no models to date for instructional designers
who design and develop learning objects for the incorporation of specific
scaffolds to aid student reflection about their metacognitive skills; thus
making it difficult to identify tasks to orientate learners in improving such
skills. In this paper, we propose the use of specific ontologies as the basis
for incorporating information about metacognition in learning objects so that a
Learning Management System can select and recommend tasks designed for the
development and/or improvement of the learners' metacognitive skills within the
context of e-learning. Keywords: Metacognition; Learning strategies; Learning objects; Adaptive e-learning | |||
| Developing interactive multimedia Learning Objects using QuickTime | | BIBAK | Full-Text | 2596-2640 | |
| Thomas Cochrane | |||
| This paper focuses upon the application of the multimedia architecture
'QuickTime' for developing pedagogically sound interactive Learning Objects to
support the teaching of principles of Audio Engineering. The project used an
action research methodology in the design and evaluation of four successive
Learning Objects by several different groups of users. The MERLOT criteria for
evaluating Learning Objects was modified and utilized in the development
process and the subsequent insights gained from developing and evaluating the
Learning Objects are highlighted. Keywords: Learning Objects; QuickTime | |||
| Evaluating pedagogical classification frameworks for learning objects: A case study | | BIBAK | Full-Text | 2641-2655 | |
| Elena García-Barriocanal; Miguel-Angel Sicilia; Miltiadis Lytras | |||
| The use of toolkits and reference frameworks for the design and evaluation
of learning activities enables the systematic application of pedagogical
criteria in the elaboration of learning resources and learning designs.
Pedagogical classification as described in such frameworks is a major criterion
for the retrieval of learning objects, since it serves to partition the space
of available learning resources depending either on the pedagogical standpoint
that was used to create them, or on the interpreted pedagogical orientation of
their constituent learning contents and activities. However, pedagogical
classification systems need to be evaluated to assess their quality with
regards to providing a degree of inter-subjective agreement on the meaning of
the classification dimensions they provide. Without such evaluation,
classification metadata, which is typically provided by a variety of
contributors, is at risk of being fuzzy in reflecting the actual pedagogical
orientations, thus hampering the effective retrieval of resources. This paper
describes a case study that evaluates the general pedagogical dimensions
proposed by Conole et al. to classify learning resources. Rater agreement
techniques are used for the assessment, which is proposed as a general
technique for the evaluation of such kind of classification schemas. The case
study evaluates the degree of coherence of the pedagogical dimensions proposed
by Conole et al. as an objective instrument to classify pedagogical resources.
In addition, the technical details on how to integrate such classifications in
learning object metadata are provided. Keywords: Pedagogical classification; Learning resources; Learning objects; Classification | |||
| Re-purposing existing generic games and simulations for e-learning | | BIBAK | Full-Text | 2656-2667 | |
| Daniel Burgos; Colin Tattersall; Rob Koper | |||
| There is a growing interest among teachers in using games as a part of their
lesson plans. A standardised, interoperable approach to the sharing of such
game-based lesson plans would allow teachers and educational technologists to
compare and contrast Digital Game Based Learning scenarios, allowing best
practices and lessons learned to emerge. Although games can be used as
'add-ons' in educational contexts, greater benefits can be attained by
integrating games more fully into the educational process, i.e. by repurposing
existing games to target the specific learning objectives. In this article we
analyse this problem. We developed two possible solutions based on the
integration and the interaction of games and learning scenarios. The first
solution is based on 'pedagogical wrappers', where games are linked to
e-learning flows but without interaction and communication. The second solution
sees a tighter integration which supports ongoing interaction and communication
between game and e-learning flow. We applied both solutions to a generic game.
This game was firstly programmed in Action Script and later re-used for
learning purposes and represented in IMS Learning Design. We analysed the pros
and cons of each solution and identify research topics for further research. Keywords: Re-use; Re-purposing; Game; Simulation; E-learning; IMS Learning Design; Unit of Learning | |||
| Building knowledge networks through project-based online learning: A study of developing critical thinking skills via reusable learning objects | | BIBAK | Full-Text | 2668-2695 | |
| Gulsun Kurubacak | |||
| The main purpose of this paper is to explore and discuss the main
characteristics of project-based online learning (PBOL) to promote learners'
critical learning skills through reusable learning objects (RLOs) from global
online resources. Based on the main purpose of this study and the concerns, the
key research inquiries are: (1) How does a PBOL environment improve the
learners' critical thinking skills via RLOs? (2) What are the patterns of the
learners' critical thinking skills in a PBOL environment when they focus on
building and delivering RLOs? and (3) What are the learning impacts and
communicational outcomes of a PBOL environment on the learners' critical
thinking skills when they work with RLOs? This is a qualitative case study that
utilizes both qualitative and quantitative data to provide detailed information
to the researcher for the data collection. The research site was the Designing
and Delivering an E-Learning Environment graduate course at the Department of
Distance Education of Social Sciences Institute in the large urban and
government-based University in the Spring Semester 2004. There were totally 11
learners (three of them were men and the rest of them were women) in this
course. Keywords: Reusable learning objects; Project-based online learning; Critical thinking; Knowledge networks | |||
| From course notes to granules: A guide to deriving Learning Object components | | BIBAK | Full-Text | 2696-2720 | |
| Jessica Griffiths; Geneen Stubbs; Mike Watkins | |||
| Learning Objects (LOs) remain a complex entity, particularly for novices,
and creating the resources from the beginning can be a daunting prospect if
there is no development team for collaboration. Multiple issues need to be
considered, including how LOs are defined, how LOs are planned, granularity and
reusability, and categorisation of LOs. The paper outlines these issues and
offers a solution to assist novice creators of Learning Objects from existing
materials. Using the Cisco Reusable Learning Object Strategy to define and plan
the Learning Object, this paper proposes a task analysis to derive granules of
learning material, matched to appropriate competency levels. Tests of these
guidelines produced 586 potential information objects that are small, granular
items, each with a prerequisite, an objective and a skill level. Keywords: Learning; Computer-based instruction; Information technology; Computer-assisted teaching; Guidelines | |||
| Modeling assessment for re-use of traditional and new types of assessment | | BIBAK | Full-Text | 2721-2741 | |
| Desirée Joosten-ten Brinke; Jan van Bruggen; Henry Hermans; Jan Burgers; Bas Giesbers; Rob Koper; Ignace Latour | |||
| In the new learning approach assessment is integrated in learning and
instruction and addresses complex traits (the abilities, the characteristics in
a specific domain) of students. To match this new approach, new types of
assessment are developed, like peer assessment or competence assessment. The
development of these new assessments is an expensive and intensive activity.
Exchange initiatives promise to reduce those efforts by the re-use of
materials. But they also raise questions: is it a complete assessment or are
there specific parts of an assessment that can be re-used? And is re-use
limited to particular item formats? In order to support the re-use of both new
and traditional assessment types an educational model for assessment is
developed.
In this article we present this model. The model is validated against [Stiggins, R. J. (1992). Het ontwerpen en ontwikkelen van performance-assessment toetsen [Design and development of performance assessments]. In J. W. M. Kessels, & C. A. Smit (Eds.). Opleiders in organisaties/Capita Selecta (pp. 75-91). Deventer: Kluwer (afl. 10)] guidelines for the development of performance assessments, the four-process framework of [Almond, R. G., Steinberg, L., & Mislevy, R. J. (2001). A sample assessment using the four-process framework. CSE Report 543. Center for study of evaluation, University of California, Los Angeles. Retrieved November 15, 2005 from http://www.cse.ucla.edu/cresst/reports/tech543.pdf; Almond, R. G., Steinberg, L., & Mislevy, R. J. (2003). A four-process architecture for assessment delivery, with connections to assessment design. CSE Report 616. Center for study of evaluation. University of California, Los Angeles], a specification for the exchange and interoperability of assessments and performance assessment as a new type of assessment. The educational model for assessment gives new input to the alignment of the teaching, learning and assessment. Keywords: Assessment; Exchange; Design; Model | |||
| Using process-oriented, sequencing educational technologies: Some important pedagogical issues | | BIBAK | Full-Text | 2742-2759 | |
| Olivera Marjanovic | |||
| In recent times, sequencing technologies are becoming increasingly used,
both by the university and the industry sectors. In essence, these complex
systems support sequencing of, and navigation through units of content. They
come in two different types: SCORM-based and workflow-based systems. Current
research efforts related to sequencing technologies concentrate mostly on
technical issues, while the associated pedagogical issues remain unexplored.
The main objective of this paper is to describe the most important pedagogical issues that need to be taken into account when implementing any type of sequencing educational technologies (either SCORM- or workflow-based). These issues were identified during an action-learning project related to the practical implementation of a workflow-based educational system. During the reflection phase of this project, these issues were then genarised, so they could be applied to any type of sequencing technology and in any application domain (teaching discipline). The paper describes how sequencing technology can be used to enable a more flexible learning experience (especially in terms of time and flexible learning pathways) and then proceeds with the detailed analysis of the associated pedagogical issues. Keywords: Pedagogical issues; Learning Designs; Workflow technology | |||
| The Internet knowledge (iKnow) measure | | BIBAK | Full-Text | 2760-2777 | |
| Denise Potosky | |||
| Despite increasing development and administration of Internet surveys,
tests, and many other applications to be used by employees and the general
public, little is known about the knowledge individuals bring to Internet
tasks. This research improves our understanding of the concept of Internet
knowledge, and provides initial support for the construct validity of a new
measure of Internet knowledge with respect to its factor structure, internal
consistency reliability, and concurrent validity. From a practical perspective,
clearer definition of Internet knowledge and the availability of a reliable
measure of such knowledge can advance our understanding of how individuals
develop Internet experience through its use and may also inform the process by
which web sites and Internet applications are designed. Keywords: Internet knowledge; Internet experience; Internet efficacy; Computer experience; Internet gender differences; Internet age differences | |||
| Wolves, bees, and football: Enhancing coordination in sociotechnological problem solving systems through the study of human and animal groups | | BIBAK | Full-Text | 2778-2790 | |
| David W. Eccles; Paul T. Groth | |||
| This paper describes how sociotechnological systems comprising human and
technological agents can be considered problem solving systems. Problem solving
systems typically comprise many agents, each characterized by at least partial
autonomy. A challenge for problem solving systems is to coordinate system agent
operations during problem solving. This paper explores how competence models of
human-human and animal-animal coordination might be used to inform the design
of problem solving systems so that the potential for agent coordination is
enhanced. System design principles are identified based on a review of
competent coordination in human groups, such as work and sport teams, and
animal groups, such wolf packs and bee colonies. These principles are then
discussed in relation to agent coordination in the domains of E-Science, future
combat systems, and medicine, which typify real-world environments comprising
problem solving systems. Keywords: CHI; Problem solving; Systems; Teams | |||
| The influence of self-esteem and locus of control on perceived email-related stress | | BIBAK | Full-Text | 2791-2803 | |
| M. Hair; K. V. Renaud; J. Ramsay | |||
| Electronic mail has become an indispensable tool in business and academia,
and personal use is increasing every day. However, there is also evidence that
Email, unlike more traditional communication media, can exert a powerful hold
over its users and that many computer users experience stress as a direct
result of email-related pressure. This paper develops a three-fold typology of
orientations to email: 'relaxed', 'driven' and 'stressed'. It further
investigates whether the personality traits of self-esteem and locus of control
are associated with email-related stress. It finds that low self-esteem is
associated with the 'driven' orientation. It further suggests that the
'stressed' orientation may be related to how distractive email is perceived to
be, compared with other forms of communication. Keywords: Email; Computer-mediated interaction; Stress; Self-esteem; Locus of control; Factor analysis | |||
| Theory of planning behavior (TPB) and customer satisfaction in the continued use of e-service: An integrated model | | BIBAK | Full-Text | 2804-2822 | |
| Chechen Liao; Jain-Liang Chen; David C. Yen | |||
| This study has devoted much effort to developing an integrated model
designed to predict and explain an individual's continued use of online
services based on the concepts of the expectation disconfirmation model and the
theory of planned behavior. Empirical data was collected from a field survey of
Cyber University System (CUS) users to verify the fit of the hypothetical
model. The measurement model indicates the theoretical constructs have adequate
reliability and validity while the structured equation model is illustrated as
having a high model fit for empirical data. Study's findings show that a
customer's behavioral intention towards e-service continuance is mainly
determined by customer satisfaction and additionally affected by perceived
usefulness and subjective norm. Generally speaking, the integrated model can
fully reflect the spirit of the expectation disconfirmation model and take
advantage of planned behavior theory. After consideration of the impact of
systemic features, personal characteristics, and social influence on customer
behavior, the integrated model had a better explanatory advantage than other
EDM-based models proposed in prior research. Keywords: Confirmatory factor analysis; Expectation confirmation model; Expectation disconfirmation model; Technology acceptance model; Theory of planning behavior; Structured equation model | |||
| Computer use and the gender gap: The issue of access, use, motivation, and performance | | BIBAK | Full-Text | 2823-2837 | |
| Margarete Imhof; Regina Vollmeyer; Constanze Beierlein | |||
| Since the beginning of computerization, it has been of interest whether
there are differential effects on computer behavior, in particular in terms of
computer access, computer use, and motivational variables, such as computer
self-efficacy. The current research addresses the questions if the
gender-related differences in this respect persist to the present day and if
there is also a difference in actual performance characteristics. A sample of
48 university students (23 male) was administered a technology self-efficacy
questionnaire, a survey on computer access, recorded a user diary, and turned
in a computer task. Results show that the gender gap is closing as far as
computer access and self-efficacy are concerned. Also, female and male students
report comparable amounts of computer usage for their studies. User behavior
appears to be gender-specific as males spend more time at the computer for
personal purposes. There is also some evidence that male students outperform
female students at a computer task (remastering of Power-Point slides).
Conclusions for creating computer-based learning environments are discussed. Keywords: Computer performance; Computer self-efficacy; Computer use; Gender | |||
| Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study | | BIBAK | Full-Text | 2838-2850 | |
| M. Valcke; T. Schellens; H. Van Keer; M. Gerarts | |||
| In this study, 1700 primary school pupils (4th, 5th, and 6th grade) of 78
schools in Flanders and their headmasters were questioned about their use of
the Internet and their perception and behaviour as to safe Internet use.
The results indicate that, next to the expected high level of Internet use at home, there is clear evidence of unsafe Internet use. Exploration of the data reveals that, of the currently taken specific interventions to promote safe Internet use and (un)safe Internet behaviour, only parent control seems to be significantly related to lower degrees of unsafe behaviour. No school-based interventions seem to be associated with the level of unsafe Internet use. The nature of current school-based interventions is discussed and considered to be less effective to expect an impact at the behavioural level. Next to implications for future research, recommendations to reorient school policies and action lines are presented. Keywords: Primary school-safe Internet use-school policy | |||
| Computer Anxiety: "Trait" or "State"? | | BIBAK | Full-Text | 2851-2862 | |
| John J. Beckers; Jelte M. Wicherts; Henk G. Schmidt | |||
| A recurring question in the study of computer anxiety is whether computer
anxiety is a relatively stable personality trait or a mutable, temporary state.
The two studies reported examined this question in two groups of first year
psychology students. These students were requested to complete a computer
anxiety test, a trait anxiety test, and a state anxiety test. Some groups were
administered the tests in a pen and paper format, while others were tested
using computerized tests. In the first study, a Dutch version of the Profile of
Mood States (POMS) was used; in the second study, a Dutch adaptation of the
State-Trait Anxiety Inventory (STAI). The data were analyzed using structural
equation modeling. In both studies, computer anxiety turned out to be related
more strongly to trait anxiety than to state anxiety. In fact, there was no
relationship between computer anxiety and state anxiety in the pen and paper
format. In the computerized versions however, computer anxiety and state
anxiety were related, suggesting that state anxiety in situations involving a
computer is caused by pre-existing computer anxiety. Keywords: Computer anxiety; Trait anxiety; State anxiety; Structural equation modeling | |||
| Aiming and clicking in young children's use of the computer mouse | | BIBAK | Full-Text | 2863-2874 | |
| Afke Donker; Pieter Reitsma | |||
| The present study investigated the abilities of young children to aim and
click with a computer mouse. Young children have not yet fully developed their
motor skills and they are therefore more likely than adults to click next to
targets on the computer screen. Because in educational software incorrect
clicks could result in incorrect answers, children may initiate a laborious
aiming process that increases the risk of repetitive strain injuries. The
present study evaluated some factors that could affect the difficulty of aiming
and clicking for children from Kindergarten 2 and Grade 1. Adults participated
to serve as a reference group. The results show that the accuracy of mouse
clicks and aiming speed are related the size of targets. The shape of targets
or a context of distracting objects did not affect accuracy or speed. This work
recommends the use of targets of at least 1 centimeter wide and tall in the
design of software for young children. Keywords: Human-computer interaction; Interface; Media in education; Navigation; Elementary education; Input device | |||
| Mood change and computer anxiety: A comparison between computerised and paper measures of negative affect | | BIBAK | Full-Text | 2875-2887 | |
| J. T. Norris; R. Pauli; D. E. Bray | |||
| The lack of equivalence between computerized and pencil-and-paper
administration in measures of negative affect have been attributed to variance
created by negative affect towards computers or computer anxiety (CA). In the
current study, paper baseline computer anxiety and state/trait anxiety measures
were obtained from 51 first-year psychology undergraduate volunteers. Further
measures were taken by either paper or computer before and after students
received their grade for the first research methods practical report of the
course. Levels of state anxiety (SA) were found to increase significantly at
this time. A lexical decision task was completed at each measurement stage as
an additional behavioural mood indicator. Results revealed that CA was only
related to SA prior to receipt of grade, at a point where equivalence between
administration method of measures had been demonstrated. Non-equivalence in
measurement of SA occurred after students had received their mark, in that
levels of anxiety increased in the computer condition and decreased in the
paper condition. Lack of equivalence, therefore, appears to be a function of
psychological stress, characterised by affective modulation rather than CA. Keywords: Computer anxiety; Computerized mood measurement; Equivalence | |||
| The roles of group potency and information and communication technologies in the relationship between task conflict and team effectiveness: A longitudinal study | | BIBAK | Full-Text | 2888-2903 | |
| Eva M. Lira; Pilar Ripoll; José M. Peiró; Pilar González | |||
| The effects of task conflict on group effectiveness are far from conclusive.
In order to further clarify this relationship, a contingency approach has been
suggested. In this context, the present study examines the roles of group
potency and information and communication technologies (ICTs) in the
relationship between task conflict and team effectiveness. The study involved
44 groups of 4 members each, working in two communication media. Twenty-two
groups worked in a face-to-face condition, and the other 22 groups worked in a
computer-mediated communication condition. The groups developed a project
during four weekly sessions over a one-month period. The results showed that
group potency moderated the relationship between task conflict and group
effectiveness. However, the communication medium did not play a moderator role
in these relationships. Keywords: Group potency; Communication media; Task conflict; Team effectiveness; Longitudinal study | |||
| Understanding age differences in PDA acceptance and performance | | BIBAK | Full-Text | 2904-2927 | |
| Katrin Arning; Martina Ziefle | |||
| The present study addresses two basic determinants of technology
utilization: the attitude towards a certain technology and the performance when
using it. According to the technology acceptance model (TAM), perceived ease of
use and usefulness are assumed to be strong determinants of the actual and
successful utilization of technology. However, the relationship between the
acceptance of technical devices and their successful utilization (i.e.
performance) is not completely understood. In this study, users' attitudes
towards technology and their performance when interacting with a computer
simulated PDA device were examined. Moreover, the moderating role of individual
variables like age, gender, subjective technical confidence, and computer
expertise in the relationship between technical performance and acceptance was
analyzed. The results showed significant associations between performance and
TAM factors. However, this interrelation was much stronger for the older group,
especially between performance and the ease of use. The factors computer
expertise and technical self-confidence played a minor role. Gender effects on
technical self-confidence and TAM factors were identified, although they did
not affect performance. Future research should focus on training formats for
the older age group, which facilitate a successful interaction with technical
devices. Keywords: Technology acceptance; Perceived ease of use; Perceived usefulness; Technical performance; Subjective technical confidence; Age; Technology experience; Gender | |||
| Consumer decision support systems: Internet versus in-store application | | BIBAK | Full-Text | 2928-2944 | |
| S. J. Westerman; G. C. Tuck; S. A. Booth; K. Khakzar | |||
| This paper reports a study of consumer decision support in the context of
Internet and in-store applications. A sample (n = 30) of experienced runners
made running shoe selections in either 'product only', 'decision support system
only', or 'decision support system and product' conditions. Participants'
decisions tended to be more uniform and of better quality when the DSS was
available. Decision making was clearly influenced by DSS recommendations, but
these were not always accepted. In this latter circumstance participants
reported themselves to be relatively less happy with and less confident in
their decision. Consistent with previous literature, abstract attributes were
considered more frequently and given higher weightings when using the decision
support system. However, predicted differences between conditions with respect
to the types of attributes considered and the importance ascribed to different
types of attributes were not found. Keywords: Consumer behavior; Decision support systems | |||
| Critical IS professional activities and skills/knowledge: A perspective of IS managers | | BIBAK | Full-Text | 2945-2965 | |
| Jen-Her Wu; Yi-Cheng Chen; Jack Chang | |||
| This study utilized the activity competency model to investigate the
perceived importance of critical professional activities and skills/knowledge
required by three levels of information system (IS) managers. Our findings
indicated that the perceived importance of critical IS professional activities
were significantly different among the management levels, but not significantly
different for various industry types. Carrying a critical IS activity out
involves the use of a number of different skills and/or knowledge. A portfolio
of the professional activities and the needed skills/knowledge at each
management level are identified. The results of this study have implications
for IS professional development and training. They can also serve as a
guideline for recruiting the right IS managers and developing IS curriculums. Keywords: Activity competency model; IS professional activity; Skills and knowledge | |||
| The computer attributes for learning scale (CALS) among university students: Scale development and relationship with actual computer use for learning | | BIBAK | Full-Text | 2966-2982 | |
| Johan van Braak; Penni Tearle | |||
| The purpose of this study was twofold. First to develop an instrument, the
computer attributes for learning scale (CALS) for assessing how university
students perceive the attributes of computer use for learning, and secondly to
examine the predictive value of the CALS in relation to the actual use students
made of a computer for learning. The research was based on innovation diffusion
theory, and was set in the context of higher education in Flanders, the Dutch
speaking part of Belgium. The first step in the development of the computer
attributes for learning scale, was to draw on the literature to determine a set
of attributes which could be used in relation to the use of computers for
learning. Secondly, working with a stratified sample of university students (n
= 237), exploratory factor analysis was used to develop a one-dimensional nine
item-scale for measuring students' perceptions towards these specified
attributes of a computer for learning. Next, using another similar stratified
sample of the same size, confirmatory factor analysis was used to assess the
stability of the one-factor structure. Finally, having developed the
instrument, the predictive value of the CALS was assessed by examination of the
relationship of the CALS with actual computer use for learning, when
controlling for related computer variables, including computer self-efficacy,
perceived usefulness of computers and computer use for personal purposes. The
CALS was found to have a significant predictive value in terms of computer use
for learning. In view of this it is argued that the CALS is an instrument which
can be used in the future to assess the likely use students will make of a
computer application in relation to their learning. Keywords: Computer use; Diffusion theory; Innovation; University students; Scale development | |||
| Cognitive complexity and dynamic personality in agent simulation | | BIBAK | Full-Text | 2983-2997 | |
| Nasser Ghasem-Aghaee; Tuncer I. Ören | |||
| Infohabitants of the connected information systems include individuals,
organizations, smart appliances, smart buildings, and other smart systems, as
well as virtual entities acting on their behalf. They can best be represented
by software agents. Hence, realistic cognitive abilities of software agents
such as influence of personality to decision making and problem solving is of
practical computational importance. In this article, two characteristics are
added to software agents with personality: dynamic personality and the
relationships of personality trait openness with both problem solving ability
and cognitive complexity. The last characteristic of openness leads to its
impact to dynamic modification of problem solving ability. In this article, an
implementation of a fuzzy agent with personality is realized in Java
environment to show personality descriptors, personality factors, personality
style, and problem solving success consequently. Furthermore, a prototype
system is presented to update personality facets and respective personality
trait openness which can affect problem solving ability. Keywords: Infohabitant; Dynamic personality; Personality update; Cognitive complexity; Fuzzy agent | |||
| Beyond imprisonment of meaning: Technology facilitating redefining | | BIBAK | Full-Text | 2998-3011 | |
| Sanne Akkerman; Maarten Overdijk; Wilfried Admiraal; Robert Jan Simons | |||
| Defining is a natural and necessary response to an ambiguous world, but
causes fixation of categories and perspectives. On the basis of two earlier
studies of project groups, we came to argue that redefining, and hence
constructing various ways in which one perceives and understands something,
enables groups to overcome imprisonment in meaning, establishing continuous
development and flexibility. In this article, we first build a rationale for
facilitating a process of redefining, to be taken into account when designing
technology. Departing from this rationale, we discuss features of groupware
technology that permit change by being flexible, and evoke redefining by
engaging the user more actively. In so doing, we argue to think along new lines
in the design of communication and collaboration technology. This paper
proposes a specific perspective on technology, facilitating groups to engage in
a productive, creative fashion of exploiting meaning potential. Keywords: Meaning potential; Communication technology; Flexible features; Evoking features | |||
| Computer use among older adults in a naturally occurring retirement community | | BIBAK | Full-Text | 3012-3024 | |
| Brian D. Carpenter; Sarah Buday | |||
| Though computers and the Internet offer an opportunity to enhance the lives
of older adults, rates of computer use among older adults are low relative to
other age groups. This study examined patterns of computer use and barriers to
use among 324 residents living in a suburban naturally occurring retirement
community (NORC). One-third (36%) of the residents were actively using
computers. Residents currently using computers were more likely to be younger,
with more education, fewer functional impairments, and greater social
resources. Results from a multidimensional scaling analysis suggested that
common uses fell along two dimensions: a solitary-social dimension and an
obligatory-discretionary dimension. Barriers to more frequent use included
cost, complexity, ergonomic impediments, and a lack of interest. Results from
this study could inform the development of services by taking into account how
older adults prefer to use computers and their perceptions of the technology.
We include practical recommendations for program developers. Keywords: Aging; Computers; Internet; Utilization; Program development | |||
| Effects of interface style on user perceptions and behavioral intention to use computer systems | | BIBAK | Full-Text | 3025-3037 | |
| Bassam Hasan; Mesbah U. Ahmed | |||
| This study examines the influence of two interface styles (menu- and
command-based) on the perceived ease of use, perceived usefulness, and
behavioral intention of the user to use the system. We have treated the system
interface style as an external factor in the technology acceptance model (TAM)
to examine its direct and indirect effects on behavioral intention to accept
and use a system. The results showed that the interface style had direct
effects on perceived ease of use and perceived usefulness which, in turn,
demonstrated significant effects on behavioral intention to use the system.
Further, the results showed that perceptions of the menu-based interface were
more favorable than perceptions of the command-based interface. These results
provide several theoretical and practical implications for designing an
effective system. Keywords: Interface style; Technology acceptance model; TAM; IS acceptance; Perceived ease of use; Perceived usefulness; Behavioral intention | |||
| The positive and negative implications of anonymity in Internet social interactions: "On the Internet, Nobody Knows You're a Dog" | | BIBAK | Full-Text | 3038-3056 | |
| Kimberly M. Christopherson | |||
| The growth of the Internet at a means of communication has sparked the
interest of researchers in several fields (e.g. communication, social
psychology, industrial-organizational psychology) to investigate the issues
surrounding the expression of different social behaviors in this unique social
context. Of special interest to researchers is the increased importance that
anonymity seems to play in computer-mediated communication (CMC). This paper
reviews the literature related to the issues of anonymity within the social
context, particularly in CMC, demonstrating the usefulness of established
social psychological theory to explain behavior in CMC and discussing the
evolution of the current theoretical explanations in explaining the effects of
anonymity in social behavior in CMC environments. Several suggestions for
future research are proposed in an attempt to provide researchers with new
avenues to investigate how anonymity can play both positive and negative roles
in CMC. Keywords: Anonymity; Deindividuation theory; SIDE theory; Privacy; Computer mediated communication; Equalization hypothesis; Adaptive structuration theory | |||