| Components of human experience in virtual environments | | BIBAK | Full-Text | 1-15 | |
| Jari Takatalo; Göte Nyman; Leif Laaksonen | |||
| Framework is presented for measuring human experience in virtual environment
(VE). Human experience is defined as the content of direct observation or
participation in an event. Both psychological and emotional properties are
integrated into this ongoing person-environment interaction to give an
experience meaning and value and to enhance its quality and intensity. The
sense of presence, i.e., being in the VE is in the center of psychological
study of a human experience in VEs. The 'Big three' structure of physical
presence consists of perceptual, attentional and cognitive components. However,
it is considered to ignore, e.g., emotional and ecological aspects in
developing a holistic human experience. In this study, components of physical
presence are integrated with three different measures of interaction and a set
of motivational and cognitive-affective components. These components are
integral in the theory of optimal experience, i.e., flow, which has been
studied in various human activities. The results show, how these different
experiential components relate each other in VE. It is also shown how common
patterns can be found from various experiences and profiled to better
understand human-computer interaction. Keywords: Virtual environments; Experience; Sense of physical presence; Flow theory | |||
| The preferences toward constructivist Internet-based learning environments among university students in Taiwan | | BIBAK | Full-Text | 16-31 | |
| Chin-Chung Tsai | |||
| Numerous educators have proposed the development of constructivist
Internet-based learning environments for students. When creating the
constructivist Internet-based learning environments, it is important for
researchers to be aware of students' preferences toward these environments.
Through gathering data from 659 university students in Taiwan, this study
developed a questionnaire to assess students' preferences toward constructivist
Internet-based learning environments. The questionnaire, with adequate validity
and reliability, included 34 items on the following seven scales: relevance,
multiple sources (and interpretations), challenge, student negotiation,
cognitive apprenticeship, reflective thinking and epistemological awareness.
The questionnaire responses revealed that male students tended to prefer the
Internet-based learning environments where they could solve challenging
problems, acquire cognitive apprenticeship and guidance from experts, and
promote epistemological development than did female students. The findings also
suggested that, if educators intend to develop Internet-based learning
environments for more academically advanced students, such as graduate
students, care should be taken to create more opportunities for them to
negotiate ideas, obtain proper guidance, reflect their own thoughts, and
explore epistemological issues. Finally, students with more Internet
experiences tended to demand more on many features of the constructivist
Internet-based learning environments than those with less Internet experiences. Keywords: Internet-based learning environments; University; Constructivism; Internet-based instruction; Taiwan | |||
| The relationship of e-Learner's self-regulatory efficacy and perception of e-Learning environmental quality | | BIBAK | Full-Text | 32-47 | |
| Jong-Ki Lee; Woong-Kyu Lee | |||
| The increasing use of a internet improved internet technologies as well as
web-based applications. Also, increasing effectiveness of the e-Learning has
become one of the most practically and theoretically important issues in both
educational engineering and information system fields.
This study suggests a research model which is based on an e-Learning success model as well as the relationship of the e-Learner's self-regulatory efficacy, and the quality perception of the e-Learning environment. The presented research model focuses on the learning environment and on the learners' self-efficacy. The learning environment consists of learning management system (LMS), learning contents and interaction that are provided by e-Learning system. The learners' self-efficacy, however, refers to the learners' self-regulatory efficacy. Group research has been conducted to sensitively analyze the relationship between the quality factors and the satisfaction of the e-Learning environment. As a result, this paper shows the validity of the model empirically. As the results demonstrate, most of the hypotheses suggested in this model were proved to be accepted. Keywords: e-Learning; Self-efficacy; Self-regulatory efficacy; LMS; ISS | |||
| Effects of consumer characteristics on their acceptance of online shopping: Comparisons among different product types | | BIBAK | Full-Text | 48-65 | |
| Jiunn-Woei Lian; Tzu-Ming Lin | |||
| Previous electronic commerce (EC) studies have found that consumer
characteristics are important when considering issues related to the acceptance
of online shopping. However, most studies have focused on a single product or
similar products. The effects of different product types have been relatively
neglected. Previous studies have limited the generalizability of their results
to a few products at best. To overcome this limitation, the purpose of this
study was to explore the effects of different product types. The Internet
product and service classification grid proposed by Peterson, Balasubramanian
and Bronnenberg (Peterson, R. A., Balasubramanian, S., & Bronnenberg, B. J.
(1997). Exploring the implications of the Internet for consumer marketing.
Journal of Academy of Marketing Science, 25(4), 329-346) was employed to
examine the effects of consumer characteristic differences on online shopping
acceptance in the context of different products and services. A survey-based
approach was employed to investigate the research questions. Regression
analysis demonstrated that the determinants of online shopping acceptance
differ among product or service types. Additionally, personal innovativeness of
information technology (PIIT), perceived Web security, personal privacy
concerns, and product involvement can influence consumer acceptance of online
shopping, but their influence varies according to product types. Keywords: Online shopping; Consumer characteristics; Product types | |||
| Detecting digital chameleons | | BIBAK | Full-Text | 66-87 | |
| Jeremy N. Bailenson; Nick Yee; Kayur Patel; Andrew C. Beall | |||
| Conversations are characterized by an interactional synchrony between verbal
and nonverbal behaviors [Kendon, A. (1970). Movement coordination in social
interaction: some examples described. Acta Psychologica, 32(2), 101-125]. A
subset of these contingent conversational behaviors is direct mimicry. During
face to face interaction, people who mimic the verbal [Giles, H., Coupland, J.,
& Coupland, N. (1991). Accommodation theory: Communication, context, and
consequence. In Giles, H., Coupland, J., & Coupland, N. Contexts of
accommodation. Developments in applied sociolinguistics. Cambridge: Cambridge
University Press] and nonverbal behaviors [Chartrand, T. L., & Bargh, J. A.
(1999). The chameleon effect: the perception-behavior link and social
interaction. Journal of Personality and Social Psychology, 76, 893-910] gain
social advantage. Most research examining mimicry behavior in interaction
examines 'implicit mimicry' in which the mimicked individual is unaware of the
behavior of the mimicker. In this paper, we examined how effective people were
at explicitly detecting mimicking computer agents and the consequences of mimic
detection in terms of social influence and interactional synchrony. In
Experiment 1, participant pairs engaged in a "one-degree of freedom" Turing
Test. When the computer agent mimicked them, users were significantly worse
than chance at identifying the other human. In Experiment 2, participants were
more likely to detect mimicry in an agent that mirror-mimicked their head
movements (three degrees of freedom) than agents that either congruently
mimicked their behaviors or mimicked those movements on another rotational
axis. We discuss implications for theories of interactivity. Keywords: Embodied agents; Social interaction; Virtual reality; Turing test | |||
| Empirical analysis of consumer reaction to the virtual reality shopping mall | | BIBAK | Full-Text | 88-104 | |
| Kun Chang Lee; Namho Chung | |||
| The Internet shopping mall has received wide attention from researchers and
practitioners due to the fact that it is one of the most killing applications
customers can find on the Internet. Though numerous studies have been performed
on various issues of the Internet shopping mall, some research issues relating
to the user interface of VR (virtual reality) shopping malls still await
further empirical investigation. The objective of this study is to investigate
whether the user interface of the VR shopping mall positively affects customer
satisfaction in comparison with the ordinary shopping mall. For this purpose,
we developed a prototype of the VR shopping mall for which the user interface
consists of both 3D graphics and an avatar, using it as an experimental medium.
102 valid questionnaires were gathered from active student users of the
ordinary shopping mall, and two research hypotheses were then tested to prove
whether the three explanatory variables such as convenience, enjoyment, quality
assurance improve in the VR shopping mall, and whether customer satisfaction is
also significantly enhanced in the VR shopping mall in comparison with the
ordinary shopping mall. Additionally, we conducted the PLS (partial least
square) analysis to test whether the customer satisfaction is explained
significantly by the three explanatory variables or not. Keywords: Shopping mall; User interface; Virtual reality; Convenience; Enjoyment; Quality assurance; Customer satisfaction | |||
| Job satisfaction among information system (IS) personnel | | BIBAK | Full-Text | 105-118 | |
| Ling-Hsiu Chen | |||
| This study examines relationships between achievement motivation and job
characteristics on job satisfaction among IS personnel. The analytical results
reveal that the dimensions of the achievement motivation of IS personnel are
perseverance, competition and difficulty control. Regarding job
characteristics, the job characteristics of IS personnel are task identity,
professionalism, feedback, autonomy and significance. Moreover, the dimensions
of the job satisfaction of IS personnel are social, job-related and
self-actualization satisfaction. Job characteristics affect the job
satisfaction of IS personnel and job characteristics and job satisfaction are
positively related. Regardless of whether IS worker achievement motivation is
high or low, IS workers engaged in jobs with high job characteristics have
higher job satisfaction. Jobs with the features of feedback, professionalism
and autonomy can most easily increase the job satisfaction of IS personnel. Keywords: IS personnel; Job satisfaction; Job characteristics; Achievement motivation | |||
| Special issue editorial | | BIB | Full-Text | 119-121 | |
| A Kinshuk; J. Michael Spector; Demetrios G. Sampson | |||
| The relationship between learning styles and cognitive traits -- Getting additional information for improving student modelling | | BIBAK | Full-Text | 122-137 | |
| Sabine Graf; Taiyu Lin; A Kinshuk | |||
| Student modelling is an important process for adaptive virtual learning
environments. Student models include a range of information about the learners
such as their domain competence, learning style or cognitive traits. To be able
to adapt to the learners' needs in an appropriate way, a reliable student model
is necessary, but getting enough information about a learner is quite
challenging. Therefore, mechanisms are needed to support the detection process
of the required information. In this paper, we investigate the relationship
between learning styles, in particular, those pertaining to the
Felder-Silverman learning style model and working memory capacity, one of the
cognitive traits included in the cognitive trait model. The identified
relationship is derived from links between learning styles, cognitive styles,
and working memory capacity which are based on studies from the literature. As
a result, we demonstrate that learners with high working memory capacity tend
to prefer a reflective, intuitive, and sequential learning style whereas
learners with low working memory capacity tend to prefer an active, sensing,
visual, and global learning style. This interaction can be used to improve the
student model. Systems which are able to detect either only cognitive traits or
only learning styles retrieve additional information through the identified
relationship. Otherwise, for systems that already incorporate learning styles
and cognitive traits, the interaction can be used to improve the detection
process of both by including the additional information of a learning style
into the detection process of cognitive traits and vice versa. This leads to a
more reliable student model. Keywords: Felder-Silverman learning style model; Cognitive trait model; Working memory capacity; Student model | |||
| E-learning standards as a basis for contextual forums design | | BIBAK | Full-Text | 138-152 | |
| Sébastien George; Hervé Labas | |||
| This article argues that linking communication to learning activities offers
an interesting approach to develop the efficiency of learning management
systems in facilitating and increasing discussions between students. We
propose, present and elaborate a forum model that is based on two special
features: a contextual view and forum structures. The contextual view of the
forum, which is always visible, allows the user to focus on pertinent
discussions. Two kinds of forum structures are offered: a content structure and
a cognitive structure. In this paper, we discuss the use of some e-learning
standards as a basis for the design of the contextual forum tool. The
description of the conceptual framework for online communications and the
computing implementation aims at giving researchers some possible uses and
recommendations in dealing with context-sensitive communication tools. Keywords: Asynchronous discussion; Collaborative learning; Computer mediated communication; Distance education/distance learning; E-learning standards; Learner communities and peer-support | |||
| Cluster-based predictive modeling to improve pedagogic reasoning | | BIBAK | Full-Text | 153-172 | |
| Roberto Legaspi; Raymund Sison; Ken-ichi Fukui; Masayuki Numao | |||
| This paper discusses a predictive modeling framework actualized in a
learning agent that uses logged tutorial interactions to discover predictive
characteristics of students. The agent automatically forms cluster models that
are described in terms of student-system interaction attributes, i.e., in terms
of the student's knowledge state and behaviour and system's tutoring actions.
The agent utilizes the knowledge of its various clusters together with a
weighting scheme to learn predictive models of high-level student information,
specifically, the time it will take the student to respond to a problem and
whether the response is correct, that can be utilized to support individualized
adaptation. We investigated utilizing the Self-Organizing Map and AutoClass as
clustering algorithms and the naïve Bayesian classifier and single layer
neural network as weighting algorithms. Empirical results show that by
utilizing cluster knowledge the agent's predictions are acceptably strong for
response time and accurate at the average for response correctness. Further
investigation is needed to validate the scalability of the framework given
other datasets and possibly migrate to other approaches that can obtain more
meaningful cluster models, detect richer attribute relations, and provide
better approximations to further improve prediction of response behaviour for a
more informed pedagogical decision-making by the system. Keywords: Artificial intelligence; Human factors engineering; Information systems; Neural networks | |||
| Toward a model for the study of children's informal Internet use | | BIBAK | Full-Text | 173-184 | |
| Kirsty Young | |||
| Throughout history, the development and widespread use of new technologies
has impacted human cognition and social structures. By integrating a range of
cognitive and socio-cultural theories we are better able to understand the
impact of technological tools, such as the Internet, on children in the context
of their local and global communities. An integrated theoretical approach
enables us to more comprehensively ascertain the potential of the Internet to
significantly impact children's cognitive processes and the larger social
implications of this global phenomenon. This paper presents a small-scale
exploratory study that, through the development of an Internet-mediated
learning model, examines the skills and characteristics of young, competent
Internet-users engaged in informal Internet activities. At present, there is
much conjecture on the ways in which the Internet may affect learning and this
paper describes an approach to research that could inform future data
collection procedures and analysis in empirical studies. Keywords: Children; Cognitive theory; Informal learning; Internet; Socio-cultural theory | |||
| Analyzing place metaphors in 3D educational collaborative virtual environments | | BIBAK | Full-Text | 185-204 | |
| Ekaterina Prasolova-Førland | |||
| In the recent years, the usage of three dimensional (3D) collaborative
virtual environments (CVEs) for educational purposes has increased. The
metaphors behind the design of virtual places are quite diverse, from
replication of real universities to art museums and scientific labs. This paper
reports the results of a case study where the students of our university, as a
part of their course assignment, analyzed place metaphors used in a range of 3D
educational CVEs vs. the corresponding educational goals. The students
suggested a design for a virtual campus representing the Norwegian University
of Science and Technology (NTNU). The results of this study provide some
suggestions concerning the characterization of different design features in
educational CVEs and the suitability of such features for different educational
goals. Also, a preliminary set of design guidelines for an ideal virtual campus
representing a real university is presented. Finally, some challenges
associated with using 3D CVEs in various educational situations are discussed. Keywords: 3D Collaborative virtual environments in education; Place metaphors; Virtual universities | |||
| Looking for evidence of learning: Assessment and analysis methods for online discourse | | BIBAK | Full-Text | 205-219 | |
| Vanessa Paz Dennen | |||
| Discussion is a required component of many Web-based classes, but do we
really know its value or contribution to learning? Students may be graded for
participation, and number and length of posts may be counted by those
evaluating or researching online classes, but all too often the assessment and
analysis methods that we use fail to provide us with data that indicate
learning took place through participation in online discussion. This paper
explores what can be learned by currently popular assessment practices and
analytic methods, as well as the limitations of these methods when used to
measure learning, using two samples of discussion threads from online classes. Keywords: Distance education; Learning; Internet; Group discussion | |||
| Learning and teaching about scientific models with a computer-modeling tool | | BIBAK | Full-Text | 220-233 | |
| Nicos Valanides; Charoula Angeli | |||
| The study presents efforts to support pre-service primary school teachers in
learning and teaching about scientific models, and discusses the impact of
these efforts on their understandings. We provided pre-service primary school
teachers with a module on computer modeling and studied the effects of this
experience on their abilities to construct viable scientific models with a
computer-modeling tool, namely, Model-It [Metcalf, J. S., Krajcik, J., &
Soloway, E. (2000). MODEL-IT: A Design Retrospective. In M. J. Jacobson &
R. B. Kozma (Eds.), Innovations in Science and Mathematics Education (pp.
77-115). Mahwah, NJ: Lawrence Erlbaum Associates], in order to teach a
sixth-grade science lesson. The results of the study showed that Model-It,
through its scaffolds (i.e., Plan, Build, and Test), enabled the majority of
pre-service teachers to build models that were structurally correct, but
simplistic. The participants showed a tendency to teach science using more
often the explorative modeling method than the expressive method, and only few
of them employed both methods in their lessons. In essence, Model-It
effectively scaffolded pre-service teachers' first modeling experiences and
enabled them to quickly build and test their models as well as reflect on the
viability of their models. However, according to the results, teachers need
extensive learning experiences in order to achieve a comprehensive
understanding of the process of scientific modeling in science. Keywords: Complex task; Modeling software; Problem solving; Science teaching | |||
| Modular robotics as a tool for education and entertainment | | BIBAK | Full-Text | 234-248 | |
| Jacob Nielsen; Henrik Hautop Lund | |||
| We developed I-BLOCKS, a modular electronic building block system and here
we show how this system has proven useful, especially as an educational tool
that allows hands-on learning in an easy manner. Through user studies we find
limitations of the first I-BLOCKS system, and we show how the system can be
improved by introducing a graphical user interface for authoring the contents
of the individual I-BLOCK. This is done by developing a new cubic block shape
with new physical and electrical connectors, and by including new embedded
electronics. We developed and evaluated the I-BLOCKS as a manipulative
technology through studies in both schools and hospitals, and in diverse
cultures such as in Denmark, Finland, Italy and Tanzania. Keywords: Constructionism; Developing countries; Educational robots; Educational technology; Entertainment robots | |||
| Cognition and learning in the digital age: Promising research and practice | | BIBAK | Full-Text | 249-262 | |
| J. Michael Spector | |||
| This paper is primarily conceptual in nature and explores issues pertaining
to the interdisciplinary nature of research and practice in learning and
instruction with particular emphasis on 21st technology-facilitated means and
methods (e.g., modeling tools and online discussions). Examples of new concept
mapping tools used to support and assess learning in complex domains are
provided. A context for designing instruction that integrates new approaches
and tools (model-facilitated learning) is presented, and research findings from
a particular concept-mapping assessment methodology are presented. Research
methods and perspectives to assist in understanding learning that is associated
with online discussions are also suggested. The implications for competency
development in educational technology are discussed, and suggestions for
further research are provided. Keywords: Collaborative meaning making; Complex problem solving; Concept maps; Educational technology competencies; Inquiry methods; Mental models; Online discussions | |||
| Factors affecting the implementation of electronic data interchange in Korea | | BIBAK | Full-Text | 263-283 | |
| Byung Gon Kim; Sangjae Lee | |||
| Although there have been a number of studies of the determinant factors of
Electronic Data Interchange (EDI) implementation, most studies were carried out
in the United States or Europe. The purpose of this study is to identify the
determinant factors which affect implementation of EDI systems by Korean
companies. Decentralization, EDI standards, technical compatibility, technical
support by EDI vendors, education and training and participation of trading
partners positively affect the extent of EDI usage. Formalization, technical
compatibility, user involvement and participation of trading partners affect
EDI integration with internal applications. Top management support and the
participation of trading partners promote the extent of EDI operations. This
study provides evidence of the effect of important determinant factors such as
participation of trading partners and technical compatibility replicating
previous EDI studies conducted in that US and Europe. For policy makers ad EDI
developers, this study provides insights as to appropriate measures and
incentives system designed to encourage EDI and B2B implementation. Keywords: EDI; EDI implementation; Determinant factors of EDI implementation | |||
| What you train is what you get? Task requirements and training methods in complex problem-solving | | BIBAK | Full-Text | 284-308 | |
| Annette Kluge | |||
| The study measured the effect of tested training methods (direct
instruction, guided exploration, and a combination of both) on the performance
of 497 participants on qualitative and quantitative knowledge tests and control
performance task under three complex problem (CP) conditions (easy, medium,
difficult). All three methods proved equally suited to meeting the requirements
of reproducing qualitative knowledge. For acquisition of quantitative
knowledge, the direct-instruction method outperformed a method requiring
participants themselves to infer solutions. The greater a CP's intrinsic load
due to parallel effects, the more effective direct instruction was at
increasing control performance. The guided-exploration group and the
combined-method group scored mixed results. The more difficult the CP, the more
overall control performance deteriorated regardless of the training method. Keywords: Complex problem-solving; Training methods; Training-needs analysis; Cognitive-task analysis; Structure diagram; Guided exploration; Problem difficulty | |||
| Coping with somatic illnesses in online support groups: Do the feared disadvantages actually occur? | | BIBAK | Full-Text | 309-324 | |
| C. F. van Uden-Kraan; C. H. C. Drossaert; E. Taal; C. E. I. Lebrun; K. W. Drossaers-Bakker; W. M. Smit; E. R. Seydel; M. A. F. J. van de Laar | |||
| People in stressful circumstances, such as serious health conditions, often
turn to support groups. With the increase in the availability and popularity of
the Internet, the possibility has arisen to join support groups online. Various
authors have raised potential disadvantages of these groups, such as the lack
of control of the quality of the information that is exchanged and the concern
that the exchange within the group might include socially inappropriate
remarks. In this study we explored to what extent these potential disadvantages
actually occur. In addition, we explored who uses Dutch online support groups
and what is exchanged by the participants. By means of "content analysis" we
analyzed a random sample of 1500 messages from publicly available online
support groups for patients with breast cancer, arthritis and fibromyalgia. It
appeared that the online support groups under study were mainly used by female
patients. A major part of the postings contained "off topic" remarks. Popular
health related topics were "restrictions in daily life" and "regular
medication". Only in a minor proportion of the postings, potential
disadvantages were present. Therefore this study suggests that online support
groups are a viable option for support. Keywords: Support groups; Internet; Breast cancer; Fibromyalgia; Arthritis; Content analysis | |||
| The role of perceived usability, reputation, satisfaction and consumer familiarity on the website loyalty formation process | | BIBAK | Full-Text | 325-345 | |
| Luis Casaló; Carlos Flavián; Miguel Guinalíu | |||
| The increasing competitiveness in electronic business is motivating varying
research on the principal antecedents of consumer loyalty. However, previous
research is too scarce, so that there are notable aspects which must be
analyzed in-depth. This research has focused on new topics about the
development of online consumer loyalty, such as the role of familiarity and
usability. Firstly, we analyze the effect of usability, reputation and
satisfaction on consumer loyalty. The results have revealed the existence of a
positive and significant influence of reputation and satisfaction on website
loyalty. Secondly, we confirm the influence of usability on consumer
satisfaction. Thirdly, we assess the moderating role of consumer familiarity on
the relationships proposed in the research model. The analyses have shown that
usability plays a special role in the loyalty formation process. At reduced
levels of familiarity usability influences on loyalty through consumer
satisfaction (indirect effect). However, if familiarity increases then
perceived usability influences on loyalty not only through its effect on
satisfaction, but also in a direct way. Consequently, higher levels of
familiarity mean that the weight of usability in the explanation of website
loyalty is higher. Finally, several conclusions, managerial suggestions,
limitations and future research lines are proposed. Keywords: Internet; Loyalty; Familiarity; Usability; Reputation; Satisfaction; Multi-sample analysis | |||
| Personality and self reported mobile phone use | | BIBAK | Full-Text | 346-360 | |
| Sarah Butt; James G. Phillips | |||
| As the mobile phone supports interpersonal interaction, mobile phone use
might be a function of personality. This study sought to predict amounts and
types of mobile phone use from extraversion, agreeableness, conscientiousness,
neuroticism and self-esteem. One hundred and twelve mobile phone owners
reported on their use of their mobile phones, and completed the NEO-FFI and the
Coopersmith self-esteem inventory. Extraverts reported spending more time
calling, and changing ring tone and wallpaper, implying the use of the mobile
phone as a means of stimulation. Extraverts and perhaps disagreeable
individuals were less likely to value incoming calls. Disagreeable extraverts
also reported using the mobile phone more, and spent more time adjusting
ringtone/wallpaper. The neurotic, disagreeable, unconscientious and extroverted
spent more time messaging using SMS. This study concludes that psychological
theory can explain patterns of mobile phone use. Keywords: Mobile phones; Personality; Extraversion; Agreeableness; SMS | |||
| The effects of Need for Cognition on Internet use revisited | | BIBAK | Full-Text | 361-371 | |
| Or Kaynar; Yair Amichai-Hamburger | |||
| The Internet is the biggest information carrier of our times. However, there
is little understanding of the interaction between the different behaviors of
the various Internet users, and the variety of ways in which information in the
Internet should be presented. This work continues previous research
[Amichai-Hamburger, Y., Kaynar, O., & Fine, A. (2005). The effects of need
for cognition on Internet use. Unpublished manuscript.] that examined the
preferences of participants with varying level of Need for Cognition (NFC)
[Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of
Personality and Social Psychology, 42, 116-131.] in internet sites varying in
their interactivity. This article seeks to broaden the understanding of the
behavior of people varying in NFC outside of research situations. We
hypothesized that people high in NFC will use information services in the
Internet relatively more than those with a low NFC. Furthermore, we
hypothesized that people with a high NFC will perceive the informational
characteristics of a website as the most important in the creation of a
successful and convincing Internet site. Fifty experienced Web surfers filled
out an Internet uses questionnaire in which they stated the amount of time they
spend per week in 30 different Internet services. This data was later submitted
to a Factor Analysis which revealed three major uses: professional, social and
leisure. The participants filled out also a preferences questionnaire in which
they stated their perceived importance of different characteristics in the
creation of a successful and persuasive Internet site. Results support our
hypothesis regarding the correlation between NFC and professional services use,
and the perceived importance of information in creating a persuasive site.
Several other findings are also discussed. Keywords: Internet; Personality; Need for Cognition | |||
| Effects of compatibility and turning biases on arrowhead cursor placement in graphical user interfaces | | BIBAK | Full-Text | 372-387 | |
| M. A. Finch; J. G. Phillips; J. W. Meehan | |||
| Arrowhead cursors have the potential to generate response conflict, as they
are used to signify location but also implicitly cue direction. This study
considered the time course of the resolution of any response conflict. The
interplay between object properties and action was addressed through
consideration of the effects of arrowhead cursor orientation upon action.
Twelve participants moved arrowhead cursors of four possible orientations with
respect to direction of movement (compatible, incompatible, port, starboard)
towards a square (4 mm or 8 mm) target in a graphical user interface. Kinematic
analysis determined if and how an interplay existed between object properties
and action. Cursor orientation primarily influenced cursor movement, with the
effects manifesting during terminal guidance. The blunt end of an arrowhead
cursor was moved faster by users, and there appeared to be turning biases
during cursor placement. Arrowheads have a number of properties (vertex,
orientation, width) that influence cursor placement in graphical user
interfaces. Keywords: Cursor orientation; Directional compatibility; Turning biases; Graphical user interface; Kinematics | |||
| The effect of available choice on the cognitive processing of pictures | | BIBA | Full-Text | 388-402 | |
| Kevin Wise; Kimberlee Pepple | |||
| This study explores whether people orient to and encode pictures differently depending on whether the pictures were chosen from a limited or an extensive array of options. Participants viewed pictures on a computer as part of a within-subjects experiment (N = 43). In one condition, participants viewed pictures that they had chosen from a limited array of 6 options. In the other condition, participants viewed pictures chosen from an extensive array of 24 options. Heart rate and recognition served as indicators of orienting and encoding. Results showed that pictures chosen from limited options elicited orienting responses. Pictures chosen from extensive options, on the other hand, did not elicit orienting responses. Recognition was fastest and most accurate for pictures selected from limited options, suggesting that participants encoded them better. Based on these results, we suggest ways of conceptualizing the attributes of computer media that uniquely affect cognitive processing. | |||
| Coercing shared knowledge in collaborative learning environments | | BIBA | Full-Text | 403-420 | |
| Paul A. Kirschner; Pieter J. Beers; Henny P. A. Boshuizen; Wim H. Gijselaers | |||
| Multidisciplinary teams are used in industry, government, and education for solving complex problems because they allow different perspectives to be brought to bear on a problem and thus enrich the problem space. This, in turn, is expected to allow for rich problem analyses and solutions. However, multidisciplinarity is not always advantageous. Good team solutions require team members to possess a good degree of common ground. To address this, researchers and educators often chose techniques such as collaboration scripts or scenarios to structure collaboration or how ICT-tools are used. They do this by making use of formalisms or constraints to structure conversation and discourse among collaborators with the aim of guiding the exchange of knowledge and information or both. Such techniques and tools have attained good results on cognitive aspects of group learning by focusing on task aspects. However, they have not explicitly addressed the problem of how teams with expertise diversity reach common ground. This article presents the results of a series of experiments that have shown that a tool that is capable of scripting the negotiation of both meaning and standpoint can have very positive effects on achieving common ground. | |||
| Cracking the walnut: Using a computer game to impact cognition, emotion, and behavior of highly aggressive fifth grade students | | BIBA | Full-Text | 421-438 | |
| L. Jon Hobbs; Zheng Yan | |||
| Three fifth grade highly aggressive students participated in a study examining effects of an aggression intervention game. Using single-subject multiple baseline research design, the effect of the game was measured across three domains: attribution of peer intent (cognitive), emotional response (affective) and behavior response (behavioral). The results indicate that, while there were observable individual differences, the game had an immediate impact on attribution of peer behavior across all participants, had a less predictable impact on reported behavioral reactions, and had no discernable impact on reported emotional response. Theoretical and practical implications of the study are discussed. | |||
| The effects of text structure and prior knowledge of the learner on computer-based learning | | BIBAK | Full-Text | 439-450 | |
| Fethi Calisir; Mert Eryazici; Mark. R. Lehto | |||
| This study is an attempt to investigate the effects of document structure
and knowledge level of the reader on reading comprehension, browsing, and
perceived control. Four types of texts are distinguished, differing in
structure (linear text, hierarchical hypertext, mixed hypertext, and generative
text). All the materials were on a PC. In all conditions, participants were
allowed 1 h to read through the document. After completing the reading part of
the experiment, they were asked to fill out the perceived control questionnaire
followed by the reading comprehension test. As far as reading comprehension was
concerned, knowledgeable participants had higher reading comprehension scores
than non-knowledgeable participants only in the linear text. In addition, there
were no significant differences in terms of the reading comprehension scores of
the knowledgeable participants among the four topologies. However, the
performance of non-knowledgeable participants differed with respect to the type
of the topology. In particular, non-knowledgeable participants in the
hierarchical and generative conditions performed better than those in the other
two conditions. With respect to perceived control, the performance of
knowledgeable and non-knowledgeable participants was equivalent in all four
conditions. The results are discussed in terms of their implications for the
computer-based learning. Keywords: Hypertext; Reading comprehension; Browsing; Perceived control | |||
| The role of the idea champion in innovation: The case of the Internet in the mid-1990s | | BIBAK | Full-Text | 451-467 | |
| Morell E. Mullins; Steve W. J. Kozlowski; Neal Schmitt; Ann W. Howell | |||
| Idea champions, sometimes called change agents, serve as advocates for new
technologies or procedures. Although the effects of such individuals may be
powerful, how they have their effects has been studied relatively little. A
longitudinal study was conducted to determine factors that might affect use of
the Internet. A model focused on the presence of an idea champion was developed
and tested. This model stressed the criticality of a supportive climate and
some level of dissatisfaction with the way work was being accomplished. The
model allowed the examination of direct and indirect effects of the presence of
a champion on the use of the Internet. Analyses supported our theoretical
model. Implications and potential research directions are discussed. Keywords: Technology; Innovation; Implementation; Internet; Idea champions | |||
| Is "Internet addiction" addressed in the classroom? A survey of psychology textbooks | | BIBAK | Full-Text | 468-474 | |
| Brad Mossbarger | |||
| Although not designated as an official diagnostic entity, problematic
Internet use (or "Internet addiction", IA) has received increasing attention in
professional literature, both within psychology and in other fields. Given the
Internet's popularity and growing recognition of its misuse, it seems
legitimate to question whether IA is being given similar attention in relevant
academic courses. To address this question, the author surveyed current
college-level introductory and abnormal psychology textbooks for references to
the IA phenomenon. Of the 44 texts examined, only three specific references to
IA (or similar terminology) were found. Recommendations are made regarding the
coverage of this contemporary concern in updated text editions. Keywords: Internet; Addiction; Impulse control; Diagnosis | |||
| Listen and learn: An investigation of sonification as an instructional variable to improve understanding of complex environments | | BIBAK | Full-Text | 475-485 | |
| David G. Pfeiffer | |||
| Sonification, the use of non-speech audio to convey information, was used to
test whether the simultaneous presentation of visual and artificially created
auditory (sound) information significantly improves scores on comprehension
tests of complex, dynamic computer simulations of an ecology microworld over
scores from college participants who were presented visual information alone.
Brief training was provided and all tasks were completed online. Participants
were also tested for musical aptitude and preferred learning modality. Results
indicate that while age and grade point average significantly predicted score
on the comprehension test, the treatment tested here did not. For one-month
retention of knowledge, only grade point average was significant. Nevertheless,
the experimental methodology and the demonstrated convenience of online data
collection are a contribution to the field. Moreover, the size of several
positive effects and the identification of opportunities for improvement in the
presentation of information invite a follow-up study. Keywords: Sonification; Auditory display; System dynamics; Learning environment; Educational psychology; Human-computer interface; Simulation; Computer model | |||
| Stress management in the workplace: A comparison of a computer-based and an in-person stress-management intervention | | BIBAK | Full-Text | 486-496 | |
| Katherine Pollak Eisen; George J. Allen; Mary Bollash; Linda S. Pescatello | |||
| Work stress contributes significantly to corporate health costs. Numerous
corporations have implemented worksite stress-management interventions to
mitigate the financial and personal impact of stress on their employees.
Cognitive-behavioral stress-management interventions can reduce both perceived
and physiologically measured stress. Traditionally, these interventions have
been delivered in small, instructor-led groups. Outcomes from a
stress-management intervention provided via an instructor led versus a
computer-presented format were compared through a randomized, controlled
design. Brief relaxation procedures presented in both formats led to highly
significant reductions in immediately-reported stress. Stress reduction,
however, was not associated with improvement in longer-term indices of
workplace stress following completion of the intervention and at a one-month
follow-up. Attrition was significantly higher in the computer-presentation
format. Across both presentation formats, however, more frequent use of
stress-reduction techniques was correlated significantly with greater
reductions in stress indices (e.g., nervousness, social isolation, overall work
stress) at follow-up. Keywords: Stress-management; Internet; Cognitive-behavioral therapy; Occupational stress | |||
| Distributed collaborative problem-based graduate-level learning: Students' perspectives on communication tool selection and efficacy | | BIBAK | Full-Text | 497-515 | |
| Richard C. Overbaugh; Andrew R. Casiello | |||
| There is growing interest in higher education into graduate-level learning
at a distance, where participants are chosen not by where they live but by
programmatic match in terms of interest, motivation, intelligence, and academic
and professional background. Asynchronous, web-based educational programs have
shown to be quite successful at providing quality education at a distance,
however we question whether all activities necessary to build a strong academic
community and give teachers and students adequate ability to engage in a wide
variety of academic activities and discourse can be handled most efficaciously
via asynchronous methods alone. As Internet bandwidth increases and richer
media in this domain becomes more technologically efficient (requires less
bandwidth with ever higher performance) the opportunity to re-introduce
synchronous interaction at a distance becomes possible.
At our institution a wide variety of synchronous and asynchronous tools are being developed for distance education purposes. This study tracks student selection of these tools for various types of instructional activities at varying cognitive levels, and tracks their reaction to the efficacy of the tool for the given tasks. Keywords: Distance education; Graduate-level problem-based learning; Rich media; Academic community | |||
| Different orientations of males and females in computer-mediated negotiations | | BIBAK | Full-Text | 516-534 | |
| Ron Katz; Yair Amichai-Hamburger; Efrat Manisterski; Sarit Kraus | |||
| This paper examines the existence of gender differences in computer mediated
(CM) negotiations where "gender differences" refers to the differential
patterns of behavior of males and females proposed by Rubin and Brown (Rubin,
J. Z., & Brown, B. R. (1975). Bargainers as individuals. In The social
psychology of bargaining and negotiation (pp. 157-196). New York: Academic
Press). Namely, males are more profit oriented and females are more
relationship oriented. External manipulations encouraging cooperativeness with
other negotiators either by profitable or social incentives were inserted in
the negotiations performed within the Colored Trails (CT) game framework. The
negotiators included 27 females and 33 males who negotiated in foursomes via
computers. In the first study we focused on independent negotiators whose
success was not crucially dependent on the other party. In the second study
negotiators were dependent upon one another, encouraging integrative solutions.
The findings reveal that the social incentive (team factor) positively affected
the females' cooperativeness in contrast to males who were slightly less
cooperative. On the other hand, profitable incentive influenced the males'
cooperativeness level, while no change was shown by females, which is
consistent with Rubin and Brown's distinction. These tendencies were reduced
when playing with a non-reciprocal simulated agent. The causes for gender
differences in CM as well as in face-to-face (FTF) negotiations are discussed. Keywords: Computer-mediated-negotiations; Gender | |||
| The impacts of banner location, banner content and navigation style on banner recognition | | BIBAK | Full-Text | 535-543 | |
| Fethi Calisir; Demet Karaali | |||
| This study is an attempt to examine factors that might impact banner
recognition. These factors include banner location, banner content and
navigation style. Via an experimental design conducted on a sample of 90
students, we manipulate these factors over several levels. Our key finding is
that banner recognition is affected by the interaction of banner content and
navigation style. In particular, as far as aimless browsing participants were
concerned, they recognized the banner ad with a URL address significantly
better than the one with some service information as well as the URL address.
However, for goal-directed search participants, there was no significant
difference among the three banner content types. The results also indicated
that goal-directed search participants had higher recognition scores than
aimless browsing subjects only when the banner ad with some service information
and URL address was used. Managerial implications of these results are
discussed and future research avenues are proposed. Keywords: Banner recognition; Navigation style; Banner location; Banner content | |||
| Potential and promise of online volunteering | | BIBAK | Full-Text | 544-562 | |
| Yair Amichai-Hamburger | |||
| The Internet is often perceived as yet another technological innovation that
causes a further widening of the gap between rich and poor. However, one of the
most interesting phenomena to come out of the Internet revolution is its
utilization as a channel for social development. Volunteers working in task
forces who were recruited through the net, work to improve the lives of many
millions of people in need throughout the world. Some of these volunteers are
'field workers', working in physical proximity to those they are trying to
help, while others may be sitting at home, using their computers to help needy
populations many thousands of miles away. This paper studies this trend and
advocates a model to explain the potential and promise of online volunteerism
from the perspective of the volunteer. It is suggested that understanding the
characteristics behind Internet volunteering from the perspective of the
volunteer may enhance the positive potential of the Internet.
The model focuses on the unique informative and communicative aspects of net volunteering. It does so by separating this phenomenon into three separate subdivisions: the personal, the interpersonal, and the group. The personal subdivision refers to the advantages of volunteering on an individual level. The interpersonal subdivision refers to advantages in terms of dyadic interaction, and the group subdivision refers to the advantages as a result of being part of a task group. This paper concentrates almost exclusively on the positive, rather than negative, aspects of the Internet and Internet volunteering. This is because of the need for brevity, but more importantly, because the positive aspects of the Internet have been widely ignored by scholars. This paper aims to focus on these and to turn the spotlight on a fascinating combination of the affirmative harnessing of the Internet to increase social justice, and human well-being through unpaid volunteer work. Keywords: Internet; Pro-social behavior; Online Volunteering | |||
| Computer attitude scales: How relevant today? | | BIBAK | Full-Text | 563-575 | |
| Kate J. Garland; Jan M. Noyes | |||
| Since the increase in the use of computers as learning tools, there have
been many scales developed that can measure various aspects of 'computer
attitude'. The aim of this study is to examine the relevance of a number of
these scales and determine whether they are still appropriate for use today.
Four computer attitude scales, which are used widely, are assessed. It was
found that the scales are reliable. However, the degree of predictive validity
for each scale varied and the various underlying constructs appear to reflect
different aspects of attitude. In addition, these constructs had changed since
the original creation of the scales. This suggests that the traditional style
of computer attitude scale is no longer as relevant as when first developed,
and judicious selection and care need to be exercised over their use and the
interpretation of findings. Keywords: Computer attitudes; Attitude scales; Reliability; Validity | |||
| Managing programmed instruction and collaborative peer tutoring in the classroom: Applications in teaching Java | | BIBAK | Full-Text | 576-614 | |
| Henry H. Emurian; Heather K. Holden; Rachel A. Abarbanel | |||
| To fulfill part of the course requirements, 34 undergraduate students in two
courses completed an online programmed instruction tutor as the first technical
training exercise in a Java programming course designed for information systems
majors. The tutor taught a simple JApplet program to display a text string
within a browser window on the Web. Students in the first course next
participated in a collaborative peer tutoring session, based on the JApplet
program, followed by a lecture on the program and by successfully running the
program on the Web. For the second course, the peer tutoring session was
scheduled after the lecture and after successfully running the program.
Students in both courses completed tests of far transfer ("meaningful
learning") and software self-efficacy before using the tutor and on several
subsequent occasions following that initial learning. Students in the second
course also completed a 4-item scale to assess the development of
classification and functionality knowledge regarding elements of the program.
Students in both courses showed progressive improvement in all performance
measures across the several assessment occasions. Students' positive ratings of
the effectiveness of both the tutor and the collaborative peer tutoring
supported the value of these learning experiences in a technical knowledge
domain. The results of this study, based on student performance observed within
the context of the classroom, show the importance of providing a range of
synergistic learning experiences that culminate in a level of skill and
confidence that prepares and motivates all students for advanced instruction in
Java. They also show how to manage the instructional techniques in the
classroom to accomplish that educational outcome. Keywords: Programmed instruction; Collaborative peer tutoring; Interteaching; Java training | |||
| Instructional support for enhancing students' information problem solving ability | | BIBA | Full-Text | 615-622 | |
| Saskia Brand-Gruwel; Peter Gerjets | |||
| This special issue discusses European research on instructional support to foster students' ability to solve information-based problems. In this introduction, the concept of information problem solving (IPS) and research in this field of interest will be placed in the broader perspective, which is called information behavior. The focus of this special issue is an educational one and the papers all go into a specific kind of instructional support. The main research questions, findings and conclusions of the six contributions will be outlined. It is concluded that the most important directions for future research deal with how instructional support for different aspect of the process, like for instance how to regulated the process, best can be designed in order to make the instruction adaptive and fit to the learners needs. | |||
| Information-problem solving: A review of problems students encounter and instructional solutions | | BIBA | Full-Text | 623-648 | |
| Amber Walraven; Saskia Brand-gruwel; Henny P. A. Boshuizen | |||
| Searching and processing information is a complex cognitive process that requires students to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. This process is called information-problem solving (IPS). IPS can be characterized as a complex cognitive skill, which may need direct instruction to reach high levels of performance. However, IPS has been given little attention in schools, and instruction in this skill is rarely embedded in curricula. And yet, by giving students assignments in which students have to solve an information-based problem, teachers assume that their pupils have developed this skill naturally. A literature study was done to determine what kinds of problems students experience when solving information problems using the WWW for searching information, and what kind of instructional support can help to solve these problems. Results show that children, teenagers and adults have trouble with specifying search terms, judging search results and judging source and information. Regulating the search process is also problematic. Instruction designed specifically for IPS using the WWW for searching information is rare but indeed addresses the problematic skills. However, there are differences between various methods and it is unclear which method is most effective for specific age groups. | |||
| Supporting reflective web searching in elementary schools | | BIBA | Full-Text | 649-665 | |
| Bregje de Vries; Hans van der Meij; Ard W. Lazonder | |||
| In this contribution, two design experiments are presented in which reflective web searching is implemented in six elementary classrooms. Reflective web searching is viewed to comprise three steps: (1) develop ownership over search questions, (2) interpret and personalize web content, and (3) adapt web content into personally meaningful answers. A portal and a worksheet supported reflective web searching. A wide range of qualitative data, including observations, interviews and group products, was collected to gain insight in the emerging practices. The findings show that the portal and worksheet successfully contributed to the development of ownership, and the interpretation and personalization of retrieved information. Enabling children to search the web collaboratively further enhanced interpretation and personalization. The prototypes of both portal and worksheet were improved across the design experiments, and their success rates increased. Despite the improvements, the process of adaptation was not sufficiently supported by the portal and worksheet. | |||
| Integrating critical Web skills and content knowledge: Development and evaluation of a 5th grade educational program | | BIBA | Full-Text | 666-692 | |
| Els Kuiper; Monique Volman; Jan Terwel | |||
| Although the Web is almost omnipresent in many children's lives, most children lack adequate Web searching skills as well as skills to process and critically evaluate Web information. In this article, we describe and evaluate an educational program that aimed at acquiring Web skills in the context of a content knowledge domain. Through a multiple case study design we wanted to gain insight into the contextual factors that influence the realization of such program and into the learning gains in the participating classes in terms of content knowledge and Web skills. Four 5th grade teachers carried out the program, which consisted of eight weekly sessions and focused on teaching students Web searching, reading and evaluating skills within the subject of healthy food. Data from a variety of sources were collected: videotaped and written lesson observations, interviews with teachers and students, teacher diaries, student questionnaires and student assignments. The results show that the teachers appeared to be able to carry out the program to varying degrees. Contextual factors that influenced the realization of the program were partly related to specific conditions as the investment of time and effort by the teacher and the school's way of organizing computer work and its supervision. The extent to which teachers' teaching styles corresponded with the program's assumptions also played an important role. Students' knowledge and skills improved during the program with regard to both content knowledge and Web skills. However, most students appeared to remain inconsistent Web users, and did not act upon their knowledge of Web searching, reading and evaluating skills. Although generally speaking there were differences between stronger and weaker performing students, all students showed unexpected, inconsistent or inflexible behavior. | |||
| Competent information search in the World Wide Web: Development and evaluation of a web training for pupils | | BIBA | Full-Text | 693-715 | |
| Peter Gerjets; Tina Hellenthal-Schorr | |||
| This paper describes the development and empirical evaluation of a web training for pupils (CIS-WEB, Competent Information Search in the World Wide WEB) which aims to convey prerequisite knowledge and skills that are necessary for a competent search for information on the web. The web training focuses on competent information handling and is based on two theoretical analyses. First, a conceptual analysis of information search from the perspective of media literacy research and information retrieval research was conducted and yielded a set of five pivotal content aspects that need to be covered by a web training. Each of these content aspects is characterized by declarative and procedural knowledge components which are necessary for the pursuit of a competent search for information on the web. Second, we conducted a task analysis which conceptualizes the search for information on the web as a problem-solving process and which allows to systematically distinguish between different types of information problems. In the empirical part of the paper two classroom studies are reported. In Study 1, the widespread training concept of a technically oriented Internet training for pupils was evaluated and it was shown that no substantial improvement of web searching skills can be expected from this type of treatment. In Study 2, it was shown that the web training CIS-WEB improves pupils' declarative knowledge of the web as well as their search performance, thereby outperforming the conventional Internet training used in Study 1. | |||
| Effects of the metacognitive computer-tool met.a.ware on the web search of laypersons | | BIBA | Full-Text | 716-737 | |
| Marc Stadtler; Rainer Bromme | |||
| Today, laypersons often consult the Internet to inform themselves about health-related issues. However, the competent use of these often complex and heterogeneous information provisions cannot be taken for granted, because many Internet users are lacking the necessary metacognitive prerequisites. Therefore, we developed the metacognitive computer-tool met.a.ware, which supports laypersons' Internet research for medical information by the means of metacognitive prompting and ontological classification. In an experimental investigation of met.a.ware a total of 118 participants with little medical knowledge were asked to conduct an Internet research on a medical topic. Participants were randomly assigned to four experimental groups that worked with met.a.ware and either received evaluation prompts, monitoring prompts, both types of prompts, or no prompts. All experimental conditions were additionally provided with ontological classification. One control group took paper and pencil notes. A further control group took notes using a blank text window. Results showed that laypersons receiving evaluation prompts outperformed controls in terms of knowledge about sources and produced more arguments commenting on the source of information in an essay task. In addition, laypersons receiving monitoring prompts acquired significantly more knowledge about facts, but did not perform better on a comprehension test than the controls. The availability of ontological categories helped to structure the notes laypersons in the conditions working with ontological classification took during Internet research. Analyses of the notes further demonstrated that the availability of ontological categories guided information search in direction of the selected categories. It is concluded, that met.a.ware is an effective tool that supports laypersons' Internet research. | |||
| The effect of embedded instruction on solving information problems | | BIBA | Full-Text | 738-752 | |
| Iwan Wopereis; Saskia Brand-Gruwel; Yvonne Vermetten | |||
| In higher education students are often faced with information problems: tasks or assignments that require them to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. Explicit and intensive instruction is necessary, because solving information problems is a complex cognitive skill. In this study instruction for information problem solving (IPS) was embedded in a competence and web-based course for distance education students about research methodology in the field of Psychology. Eight of the 16 students following this course received a version of the course with embedded IPS instruction. The other half received a variant of the course without extra IPS instruction. The analysis of the thinking aloud protocols revealed that after the course students in the experimental condition regulate the IPS process more often than students in the control condition. They also judged the information found more often. | |||
| Information problem solving instruction: Some cognitive and metacognitive issues | | BIBA | Full-Text | 753-765 | |
| Ard W. Lazonder; Jean-François Rouet | |||
| Children, teenagers, and adults abundantly use the Web to search for information. Yet this high frequency of use stands in marked contrast with the users' relatively low awareness and mastery of metacognitive skills to search the Web effectively and efficiently. This paper provides a review of five different studies that sought to overcome these skill deficiencies by various kinds of instructional and environmental support. Following a discussion on the use of cognitive models of the search process in designing Web searching instruction and support, the studies' findings are considered in view of their aim and approach in supporting metacognition. | |||
| The role of emotion in computer-mediated communication: A review | | BIBAK | Full-Text | 766-785 | |
| Daantje Derks; Agneta H. Fischer; Arjan E. R. Bos | |||
| It has been argued that the communication of emotions is more difficult in
computer-mediated communication (CMC) than in face-to-face (F2F) communication.
The aim of this paper is to review the empirical evidence in order to gain
insight in whether emotions are communicated differently in these different
modes of communication. We review two types of studies: (1) studies that
explicitly examine discrete emotions and emotion expressions, and (2) studies
that examine emotions more implicitly, namely as self-disclosure or emotional
styles. Our conclusion is that there is no indication that CMC is a less
emotional or less personally involving medium than F2F. On the contrary,
emotional communication online and offline is surprisingly similar, and if
differences are found they show more frequent and explicit emotion
communication in CMC than in F2F. Keywords: Emotion; CMC; F2F; Emoticons; Internet; Review | |||
| The effects of video on cognitive load and social presence in multimedia-learning | | BIBAK | Full-Text | 786-797 | |
| Bruce D. Homer; Jan L. Plass; Linda Blake | |||
| Two studies examined the use of video in multimedia learning environments.
In Study 1, participants (N = 26) viewed one of two versions of a
computer-based multimedia presentation: video, which included a video of a
lecture with synchronized slides, or no video, which included the slides but
only an audio narration of the lecture. Learning, cognitive load and social
presence were assessed, but a significant difference was found only for
cognitive load, with video experiencing greater cognitive load, t (24) = 2.45,
p < .05. In Study 2, students (N = 25) were randomly assigned to either
video or no video condition. Background knowledge and visual/verbal learning
preference were assessed before viewing the presentation, and learning,
cognitive load, and social presence were assessed after viewing. No significant
differences were found for learning or social presence. However, a significant
visual/verbal learning preference by condition interaction was found for
cognitive load, F (1,21) = 4.51, p < .05: low visual-preference students
experienced greater cognitive load in the video condition, while high
visual-preference students experienced greater cognitive load in the no video
condition. Keywords: Instructional media; Learning; Cognitive load; Social presence; Human channel capacity | |||
| Computer-mediated communication and persuasion: Peripheral vs. central route to opinion shift | | BIBAK | Full-Text | 798-815 | |
| Paola Di Blasio; Luca Milani | |||
| Objective of this research was to investigate the differences between
face-to-face communication and computer-mediated communication regarding
opinion change in small group decision-making. We hypothesized that people in a
discussion through computer-mediated communication accede to cognitive
processes that could facilitate resisting the effects of a persuasive message.
Participants were 108 degree students with a mean age of 21.5 (range 19-26): 51 males (mean age = 21.5) and 57 females (mean age = 21.4). Subjects had to discuss in a small group (three to five people) an issue given by the experimenter related to a fictitious reorganization of the university refectory. Subjects were randomly assigned to two experimental conditions: face-to-face small group discussion and computer-mediated (chat) small group discussion. At the half-way point in the discussion the experimenter introduced a new piece of information supplied by an influential source. The piece of information was in contrast to the prevailing opinion in the group. Results show that there were fewer opinion changes in the chat condition (subsequent to the introduction of the persuasive message) than in the face-to-face condition. According to Petty and Cacioppo's Elaboration Likelihood Model (1986), we argue that discussion via computer could possibly activate the central route more easily than discussion face to face. Keywords: Computer-mediated communication; Face-to-face communication; Persuasive communication | |||
| Computer program in the treatment for major depression and cognitive impairment in university students | | BIBAK | Full-Text | 816-826 | |
| Luz María Alvarez; José F. Cortés Sotres; Silvia Ortiz León; Judith Estrella; Juan José Sánchez Sosa | |||
| Introduction: A depressed patient presents cognitive impairment that remains
in spite of depression's remission. This study intends to evaluate the impact
of cognitive training in the treatment of depression, and also of the
impairment that depression causes.
Method: A program for cognitive training (Alcor) was designed for and applied to a group of patients (n = 10) with non-medicated MDD; a group (N = 10) with MDD that was treated with the program and with anti-depressants, and to another group (n = 11) that was given anti-depressors only. The impact of this intervention was assessed by applying the following instruments: Beck Depression Inventory, WAIS, Spielberger State-Trait Anxiety Inventory, Externalized Problems Assessment Scale for Adolescents and Young Adults, and Attention Problems Assessment Scale. The program was applied to University students with MDD twice a week, until they had reached adequate levels of execution. Results: The patients of all three groups showed MDD event remission. Those who received cognitive training showed a substantial increase of intellectual performance. The cognitive treatment group increased IQ in 12.9 units and the combined group increase in 13.3 units. There was a slight decrease of 1.9 units within the anti-depressant treatment group. The changes in attention and in externalized problems showed the same trends. Keywords: Depression; Cognitive impairment; Cognitive rehabilitation; Computer program | |||
| Understanding coordination in computer-mediated versus face-to-face groups | | BIBAK | Full-Text | 827-851 | |
| Nancy J. Stone; Matthew Posey | |||
| Groups performed intellective and judgmental tasks in face-to-face (FTF) or
computer-mediated communication (CMC) settings after coordination training or
no training to determine the impact of CMC, training, and task type on group
performance and coordination. Help seeking behaviors were stronger predictors
of perceived and actual performance in CMC than FTF groups, but varied based on
task type. In turn, training generally increased seeking behaviors, except
non-task seeking behaviors in CMC groups; and seeking behaviors were stronger
predictors for perceived performance in CMC than FTF groups. In addition,
perceived performance was lower in CMC than FTF groups when untrained, but not
when trained. Yet, performance agreement was similar on both tasks in FTF
groups, but lower on the intellective than the judgmental task in CMC groups. Keywords: Coordination; Teamwork; Groups; Computer-mediated; Distributed teams | |||
| Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge | | BIBAK | Full-Text | 852-861 | |
| Slava Kalyuga | |||
| This paper investigates the relationship between instructional effectiveness
of animated vs. static diagrams and levels of learner expertise in the task
domain of transforming graphs of simple linear and quadratic functions. It was
demonstrated on many occasions that instructional formats that are effective
for low-knowledge learners could be ineffective, or even deleterious, for
high-knowledge learners, and vice versa (the expertise reversal effect). The
levels of learner (university students) expertise in this study were measured
using an online rapid diagnostic method, a rapid verification technique, that
involves presenting learners with a series of possible solution steps
reflecting various stages of the solution procedure and asking them to rapidly
verify the suggested steps. The results indicated a significant interaction
between levels of learner expertise and instructional formats. Novice learners
benefited more from static diagrams than from animated diagrams, while more
knowledgeable learners benefited more from animated rather than static
diagrams. A theoretical explanation of the effect is suggested within the
framework of cognitive load theory. Keywords: Animations; Learner prior knowledge; Expertise reversal effect; Diagrams; Learner-tailored instruction | |||
| Endowment heterogeneity and identifiability in the information-exchange dilemma | | BIBAK | Full-Text | 862-874 | |
| Ulrike Cress; Joachim Kimmerle | |||
| In a laboratory experiment providing an information-exchange dilemma we
obtained evidence that people in an asymmetric dilemma situation apply a
general cooperation norm as well as a norm of proportionality. The results
showed that for privileged people the significance of the norm of
proportionality is reduced. This egocentric bias allows them to justify that
their privilege does not obligate them to contribute more than others. However,
this bias is not strong enough to totally invalidate the norm of
proportionality. Even with this bias privileged people contributed more than
unprivileged. In addition, we found people to be more cooperative if their
behavior in the information exchange is identifiable, whereas identifiability
does not influence people's general cooperation norm nor their fairness
concept. Keywords: Information exchange; Computer-mediated communication; Social dilemma; Norm; Identifiability; Knowledge management | |||
| Cognitive load in hypermedia reading comprehension: Influence of text type and linearity | | BIBAK | Full-Text | 875-887 | |
| Joerg Zumbach; Maryam Mohraz | |||
| In this paper the assumption of cognitive overhead in hypermedia learning is
specified by cognitive load theory. This analysis is based on different types
of cognitive load, the dimension of linearity/non-linearity as well as text
characteristics. We propose a model stating that extraneous cognitive load in
hypermedia learning is basically determined by the interaction of text
presentation format (linear/non-linear) with text type (text with and without
narrative structures). This assumption was tested by means of a 2 × 2
experimental design. Sixty participants completed a computer-based learning
program that contained a narrative text or an encyclopaedia text in either
linear or non-linear presentation format. Results confirm the suggested
interaction hypothesis postulating that non-linear information presentation of
narrative text structure increases cognitive load and decreases knowledge
acquisition. However, for encyclopaedia text participants' knowledge
acquisition was not affected by linear or non-linear presentation format.
Furthermore, results suggest a cross-validation of cognitive load measures and
propositional analysis. Keywords: Hypertext; Hypermedia; Cognitive load; Reading comprehension | |||
| The segmented presentation of visually structured texts: Effects on text comprehension | | BIBAK | Full-Text | 888-902 | |
| Julie Lemarié; Hélène Eyrolle; Jean-Marie Cellier | |||
| The effects of a segmented presentation applied to a visually structured
text were examined in the context of the explosion of small-screen devices.
Empirical research investigating the influence of text signaling on text
processing suggests that the text visual structure may influence comprehension
by facilitating the construction of a coherent text representation.
Undergraduate students were asked to read a text under different segmented
conditions varying on the type of information provided about the text visual
structure and on the segmentation unit. When the segmented presentation did not
supply any information or when it only offered local information about the text
visual structure, text comprehension depended on the segmentation unit. When
the segmentation unit did not fit the text visual structure, an erroneous text
representation was constructed, whereas the compatible segmentation unit led to
a correct text comprehension. When the segmented presentation rendered the
global text visual structure, the segmentation unit had no effect on
comprehension and more readers constructed a correct and close text
representation. Thus, the text visual structure seems to play a role in text
comprehension and this role has to be taken into account for text segmented
presentation. Keywords: Small-screen devices; Segmented presentation; Text visual structure; Text comprehension | |||
| The impact of computer versus paper-pencil survey, and individual versus group administration, on self-reports of sensitive behaviors | | BIBAK | Full-Text | 903-916 | |
| Scott C. Bates; Jared M. Cox | |||
| The purpose of this study was to clarify the strengths and weaknesses of
both computer based and paper-pencil methods of sensitive data collection in
various administrative settings. A total of 180 students signed-up for optional
course-credit and were randomly assigned to complete a questionnaire using
either a paper-pencil, or a computer based method, and in one of the following
administration settings: group, alone in a designated office, or being
emailed/mailed the information and filling it out when/where they pleased.
Results show that perceptions of anonymity and confidentiality were strongly
correlated with self-reported accuracy. However, although perceptions of
anonymity and confidentiality differed by condition, this had no statistically
significant impact on responses. Though perceptions of anonymity and
confidentiality differ between methods, neither method appears to be superior
in the context of overall response bias. Keywords: Computerized questionnaires; Sensitive information disclosure; Paper and pencil questionnaires; Anonymity | |||
| The use of computers in the assessment and treatment of obsessive-compulsive disorder | | BIBAK | Full-Text | 917-929 | |
| Caleb W. Lack; Eric A. Storch | |||
| This article reviews the empirical literature related to the use of
computer-administered, cognitive-behaviorally based assessment and treatment
for obsessive-compulsive disorder (OCD). Such research has increased steadily
over the years, and has shown that treatments such as BT STEPS are effective at
both assessing for and treating OCD. More large-scale studies examining the
utility of such programs are needed, but initial research shows moderate to
large effect sizes for reduction of OCD symptoms and impairment in functioning.
The article concludes with recommendations for future directions for both
clinical work and research in this area, including expansion of such services
to assist in gaining more knowledge of how effective such treatments are,
expand the number of people who could benefit from receiving such services, and
examining the use of computers in treatments for other anxiety disorders to
suggest new ways to move forward with OCD treatment. Keywords: Obsessive-compulsive disorder; Treatment; Assessment; Computer | |||
| Online study tools: College student preference versus impact on achievement | | BIBAK | Full-Text | 930-939 | |
| Genevieve Marie Johnson | |||
| Forty-eight college students participated in an ABAB analysis; the A
condition was online study groups and the B condition was online practice
tests. Students prepared for two in-class examinations under the A condition
and two in-class examinations under the B condition. Based on Bloom's taxonomy,
all examinations contained items that assessed student mastery of course
content in terms of: (1) knowledge, (2) comprehension, (3) application, and (4)
synthesis. Ten questionnaire items established that participating students
preferred online practice tests over online study groups. Such preference,
however, was not significantly related to any measure of academic achievement.
While small sample size renders generalization of findings tenuous, the results
of the investigation suggest that various online study tools may have
differential effectiveness for knowledge, comprehension, application, and
synthesis instruction objectives. Although student preference is an important
consideration, instructors should select online study tools on the basis of
established learning benefits. Keywords: Online study tools; Online study; Online study groups; Online quizzes | |||
| Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform | | BIBAK | Full-Text | 940-955 | |
| Kuo-Hung Tseng; Feng Kuang Chiang; Wen-Hua Hsu | |||
| This paper discusses the steps taken to set up a digital logic course
problem through a problem-based learning (PBL) constructivist approach. PBL is
the learning which results from the process of working toward the understanding
and resolution of a problem. The purpose of this study was to develop and
implement problem-based learning in a digital logic course in a senior
vocational industrial high school. Data collection included content analysis
and a questionnaire survey. Content analysis was used to evaluate the students'
discussion messages, quality of dialogue, and the level of problem-solving
activities. A survey was then administered to examine the students' learning
attitudes and perceptions toward this platform as a possible tool for PBL
learning. Researchers found "Peer-responses" category is the most messages; the
contents of messages focus on "General explanation" and "Reaction"; the level
results of all groups' problem-solving are similar; the index of the
"Interaction" satisfaction level is the highest in PBL activity. Finally, some
research suggestions were also proposed. Keywords: Interactive processes; Learning attitudes; PBL; Collaborative learning; Senior vocational industrial high school students; Digital logic | |||
| Information system professionals' knowledge and application gaps toward Web design guidelines | | BIBAK | Full-Text | 956-968 | |
| Yu-Hui Tao | |||
| Web design guidelines are adopted by many usability evaluation methods as
one of the criteria for success, while usability is proven to significantly
impact Website performance. Since Web design guidelines cover a broad range of
system and interface design solutions, knowledge of them can be considered as a
prominent indicator of Web design skills for information systems (IS)
professionals. This study empirically assessed how much IS professionals know
and apply Web design guidelines via a survey to 500 randomly selected companies
from Taiwan's Fortune 2000 corporations. As expected, the knowledge-application
gaps of IS professionals were statistically significant in all Web design
guideline categories. Meanwhile, certain guideline categories were proven to be
more difficult to acquire or apply than others. Finally, degree, gender,
experience, training hours, and courses taken were also proven to be
determining factors for Web design guideline skills. Implications for
developing Web design guideline skills are also discussed. Keywords: Guideline; Gap analysis; Usability; Web design | |||
| Gender differences in computer attitudes: Does the school matter? | | BIBAK | Full-Text | 969-985 | |
| Martina R. M. Meelissen; Marjolein Drent | |||
| In most western countries, the participation of females in ICT professional
careers is not only low but is also still falling [Anderson, N., Lankhear, C.,
Timms, C., & Courtney, L. (in press). Because it's boring, irrelevant and I
don't like computers': Why high school girls avoid professionally-oriented ICT
subjects. Computers & Education.]. Policy makers as well as researchers
often assume that the interest of girls in computing and ICT-professions could
be increased at school. For example, female teachers who are confident
ICT-users, are expected to act as positive role models for girls. However,
because most of the research on gender and computing has been focussing on the
influence of none-school related factors, there is little empirical evidence
that schools or teachers are able to influence girls' attitude toward ICT.
Using the data of a Dutch large-scale survey on ICT use in primary education
(almost 4000 grade 5 students), this study explores the influence of both
none-school related factors and school related factors on students' computer
attitude. Although the between-school variance of girls' computer attitude is
higher than that of boys' computer attitude, multilevel analyses show that most
of the variance in computer attitude is explained by none-school related
student factors. Two school related factors turned out to have a small positive
effect on the computer attitude of girls: a teacher-centred pedagogical
approach and the computer experience of female teachers. Keywords: Gender differences; Computer attitudes; Primary education | |||
| Comparing attitudes towards computer usage by undergraduates from 1986 to 2005 | | BIBAK | Full-Text | 986-992 | |
| Paula M. Popovich; Nicole Gullekson; Samantha Morris; Brendan Morse | |||
| The importance and use of computers has increased dramatically over the last
two decades. The Attitudes Towards Computer Usage Scale (ATCUS) was developed
in 1986 [Popovich, P. M., Hyde, K. R., Zakrajsek, T., & Blumer, C. (1987).
The development of the attitudes toward computer usage scale. Educational and
Psychological Measurement, 47, 261-269.] and used in a variety of settings over
the years. In order to examine how computer attitudes have changed from 1986 to
2005, the ATCUS was given to 254 male and female current undergraduate
students. When comparing the 1986 with 2005 results, the amount of time spent
using a computer was still positively related to computer attitudes; however,
the number of college computer courses was not. There is no longer a
significant relationship among any of the factors with college computer
courses. Males and females no longer significantly differ in their attitudes
toward computers, number of college computer courses, amount of time spent
using computers, or degree of self-reported computer anxiety. Implications are
discussed. Keywords: Computer attitudes; Computer use | |||
| The effect of cyber-friends on loneliness and social anxiety: Differences between high and low self-evaluated physical attractiveness groups | | BIBAK | Full-Text | 993-1009 | |
| Reiko Ando; Akira Sakamoto | |||
| This study examined the causal relationships between the number of
cyber-friends participants had and their social anxiety or loneliness. We
predicted that participants who gave low self-evaluations of physical
attractiveness would be able to lower their social anxiety or reduce their
loneliness through Internet-based interpersonal relationships. Also, such
effects would be more prominent if the cyber-friends were of the opposite sex.
A two-wave panel study was conducted with 178 Japanese undergraduate students
(63 men and 115 women; mean age was 20.29). Results showed that for those who
gave a low evaluation of their physical attractiveness, having a large number
of cyber-friends lowered their social anxiety and reduced the loneliness felt
in friendships. These effects differed by gender of the cyber-friends. In
particular, for those who gave a low evaluation of their physical
attractiveness, having a large number of cyber-friends of the same sex had a
positive effect on social anxiety. In contrast, cyber-friends of the opposite
sex had no effect on social anxiety, but had a complex effect upon loneliness.
Namely, while a large number of cyber-friends of the opposite sex reduced the
loneliness felt in friendships, it also heightened the loneliness felt in
family relationships. Implications of these results for further research and
practice are provided. Keywords: Cyber-relationships; Social anxiety; Loneliness; Physical attractiveness; Causal relationships | |||
| The influence of temperament style on a student's choice of and performance in a computer programming course | | BIBAK | Full-Text | 1010-1020 | |
| Pieter Blignaut; Annelie Naude | |||
| This study is an attempt to determine whether it is necessary to include
temperament style when compiling an instrument to predict a student's chances
of success in a computer programming course. Temperament style is seen as the
combination of qualities which constitute the natural disposition of an
individual and which affect actions, thinking and emotions. The DISC model, as
adapted by Boyd [Boyd, C. F. (1994). Different children, different needs: the
art of adjustable parenting. Oregon: Questar Publishers Inc.], views people as
behaving along two orthogonal dimensions: the speed at which a person moves
through life, and his/her general focus when doing things, i.e. on people or on
tasks. This study proved that both of these dimensions have an influence on the
performance of students in a computer programming course while one of them also
has an influence on a student's choice to pursue a programming course. Keywords: Human factors; Psychology; Training | |||
| Would I lie to you? Self-serving lies and other-oriented lies told across different media | | BIBAK | Full-Text | 1021-1031 | |
| Monica T. Whitty; Siobhan E. Carville | |||
| This study set out to investigate the type of media individuals are more
likely to tell self-serving and other-oriented lies, and whether this varied
according to the target of the lie. One hundred and fifty participants rated on
a likert-point scale how likely they would tell a lie. Participants were more
likely to tell self-serving lies to people not well-known to them. They were
more likely to tell self-serving lies in email, followed by phone, and finally
face-to-face. Participants were more likely to tell other-oriented lies to
individuals they felt close to and this did not vary according to the type
media. Participants were more likely to tell harsh truths to people not
well-known to them via email. Keywords: Lies; Deception; Media; Internet; Other-oriented lie; Self-serving lie | |||
| Viability of virtual reality exposure therapy as a treatment alternative | | BIBAK | Full-Text | 1032-1040 | |
| Jimmy Bush | |||
| Virtual reality (VR) has garnered the interest of many scientific
communities over the last decade. One promising track of research lies in VR
exposure therapy (VRET), where gradual exposure to a negative stimulus is used
to reduce anxiety. Virtual exposure is desirable in many situations, as it can
be less intimidating and less expensive than traditional in vivo treatment with
much the same success. Examining the benefits and drawbacks of VRET is an
important first step toward an accurate assessment of its viability as a
treatment alternative. This paper will review current literature on the topic
of VRET and answer several questions regarding the viability of the treatment.
It will also provide some additional research direction for improving the case
for mainstreaming VRET. Keywords: Virtual reality; Psychotherapy; Treatment effectiveness evaluation; Anxiety disorders; Exposure therapy | |||
| Dynamics of cognitive load theory: A model-based approach | | BIBAK | Full-Text | 1041-1066 | |
| Agata Sawicka | |||
| Since its conception nearly two decades ago, cognitive load theory (CLT) has
been a fertile ground for both empirical and theoretical investigations. The
research accumulated over the years has contributed not only to the theory's
validation, but also generated new insights. These new insights helped to
refine CLT, making it more precise, but also more complex. A formal
(mathematical) simulation model is proposed as a new analytical tool for
investigating CLT's increasingly intricate postulates and their dynamic
implications. This paper describes how the theoretical relationships between
certain features of instruction and the cognitive capacities of learners can be
expressed formally, and how the resulting model can help gain insights into the
learning dynamics that arise from these relationships, providing a new aid for
research, teaching and practice in the field of instructional design. Keywords: Cognitive load; Cognitive theory; Computer simulation | |||
| Correlates of different forms of cyberloafing: The role of norms and external locus of control | | BIBAK | Full-Text | 1067-1084 | |
| Anita L. Blanchard; Christine A. Henle | |||
| Cyberloafing is the personal use of email and the Internet while at work.
The purpose of this study is to identify the different forms of cyberloafing
and their antecedents. We propose that cyberloafing has two primary forms:
minor cyberloafing (e.g., sending and receiving personal email at work) and
serious cyberloafing (e.g., online gambling, surfing adult oriented web sites).
Additionally, we hypothesize that employees' perceptions of coworker and
supervisor norms supporting cyberloafing are related to minor cyberloafing but
not serious cyberloafing. We also hypothesize that external locus of control
(i.e., a belief that chance and powerful others determines one's outcomes), as
an antecedent of other counterproductive work behaviors, will be related to
both minor and serious cyberloafing. Two hundred and twenty two employed
graduate business students were surveyed. Two forms of cyberloafing were
identified: one composed of minor cyberloafing behaviors and one composed of
the more serious cyberloafing behaviors. As predicted, employees' perceptions
of their coworkers' and supervisor's norms were positively related to minor
cyberloafing, but not related to serious cyberloafing. Also as predicted,
belief in chance was positively related to both minor and serious cyberloafing.
A belief in powerful others was not related to minor or serious cyberloafing.
Implications for policy development to regulate cyberloafing in organizations
are discussed. Keywords: Computer mediated communication; Internet; Organizations; Antisocial behavior; Social norms | |||
| A study of high school English teachers' behavior, concerns and beliefs in integrating information technology into English instruction | | BIBAK | Full-Text | 1085-1103 | |
| Shu Ching Yang; Yen-Fen Huang | |||
| This study investigates the current trends and patterns of teachers'
concerns and teaching behavior with respect to technology integration. The
following concerns of English teachers are addressed: teaching practice,
perceive barriers of technology integration in the English instruction and the
technology deployed in the classroom. Participants in this study were 332
junior and senior high school English teachers from Taipei and Kaohsiung
Cities. The study found that despite pressure on schools to increase the
application of technology, the adoption of teaching and learning practices
using new technologies has been limited in terms of teachers' SoCQ (The Stages
of Concerns Questionnaire), their teaching behavior as well as their use of
technology. Teachers' concerns are generally oriented toward Personal and
informational issues. English teachers' technology-mediated English teaching
behaviors are modest, and most teachers used technology to prepare their
teaching activities instead of structuring higher levels of usage. As
identified in the literature, higher levels of computer training, computer
literacy, well-supported school environment, creative teaching practices and
positive beliefs about technology integration among teachers result in higher
task intensity, impact concerns and more technology-mediated teaching behaviors
in the classroom. In terms of the difficulties affecting teachers' technology
integration into English instruction, this study identified significant
relationships between first and second-order barriers. Implications for
teachers' technology integration are proposed. Keywords: Technology integration; Stages of concerns; Technology-mediated English instruction behavior | |||
| How do varied populations interact with embodied conversational agents? Findings from inner-city adolescents and prisoners | | BIBAK | Full-Text | 1104-1138 | |
| Robert C. Hubal; Diana H. Fishbein; Monica S. Sheppard; Mallie J. Paschall; Diana L. Eldreth; Christopher T. Hyde | |||
| Two studies were conducted to identify individual characteristics that
predict behavioral responses to violence prevention interventions. These
studies used embodied conversational agents (ECAs) to create hypothetical
social situations (called virtual vignettes) to assess interpersonal competency
skills. One study was of male inner-city African-American adolescents, and the
second was of male prisoners in a state correctional system. In pre- and
post-intervention sessions, participants interacted with an ECA that tried to
entice them into making risky decisions. The virtual vignette sessions tested
participants' negotiation and conflict resolution skills. Results showed
differing tendencies for participants to be engaged by the virtual vignettes.
The vignettes were sufficiently realistic to elicit differences in behavior
among the adolescents, but generally not for the prisoners. Prior acceptance,
accessibility, and usability data suggest that most users readily accept ECAs
as valid conversational partners. The evidence presented here suggests that the
technology -- or the setting in which the technology is used -- is not by
itself sufficient to actively engage users. The usefulness of virtual vignettes
to adequately predict future behavior may be at least partially influenced by
participant characteristics. Keywords: Embodied conversational agents; Adolescent participants; Prison inmates; User acceptance | |||
| Construction of cognitive maps of unknown spaces using a multi-sensory virtual environment for people who are blind | | BIBA | Full-Text | 1139-1155 | |
| Orly Lahav; David Mioduser | |||
| Most of the information used by people for the cognitive mapping of spaces is gathered through the visual channel. People who are blind lack the ability to collect the required visual information either in advance or in situ. This study was based on the assumption that the acquisition of appropriate spatial information (perceptual and conceptual) through compensatory sensorial channels (e.g., haptic) within a virtual environment simulating a real target space may assist people who are blind in their anticipatory exploration and cognitive mapping of the unknown space. The two main goals of the study were: (a) the development of a haptic-based multi-sensory virtual environment enabling the exploration of an unknown space and (b) the study of the cognitive mapping process of the space by people who are blind working with the multi-sensory virtual environment. The findings suggest strong evidence that the work within the multi-sensory virtual environment provided a robust foundation for the participants' development of comprehensive cognitive maps of the unknown space. | |||
| The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education | | BIBAK | Full-Text | 1156-1178 | |
| Henk J. Pol; Egbert G. Harskamp; Cor J. M. Suhre | |||
| Many students experience difficulties in solving applied physics problems.
Researchers claim that the development of strategic knowledge (analyze,
explore, plan, implement, verify) is just as necessary for solving problems as
the development of content knowledge. In order to improve these problem-solving
skills, it might be profitable to know at what time during problem solving is
the use of instructional support most effective: before, during or after
problem solving.
In an experiment with fifth-year secondary school students, one experimental group (n = 18) received hints during and worked examples after problem solving, and another experimental group (n = 18) received worked examples only after problem solving. Both groups used versions of a computer program to solve a variety of problems. The control group (n = 23) used a textbook. There was a pre-test to estimate the measure of prior expertise of the students in solving physics problems. The results of a problem-solving post-test indicated that the version of the program providing hints during and examples after problem solving was the most effective, followed by the version which only supplied examples afterwards. There was no difference in effect for students with more than average prior knowledge or less prior knowledge. Keywords: Physics; Science education; Problem solving; Individualized instruction; Computer-assisted instruction; Intelligent tutoring systems | |||
| What do they say about "Friends"? A cross-cultural study on Internet discussion forum | | BIBAK | Full-Text | 1179-1195 | |
| Jyh-Shen Chiou; Jasi Lee | |||
| This exploratory study is to analyze the communication differences among
viewers of US TV program Friends on Internet discussion forum in the US, Japan,
and Taiwan. It intends to establish whether exposure to foreign TV could lead
to similar communication content in the context of the virtual community
between exporting and importing societies. Content analysis was used in this
cross-cultural study, with the aim of understanding the ways in which dialogues
posted on various discussion forums differed among the United States, Japan,
and Taiwan. The results of this exploratory study support the notion that the
process of cultural value influence is more complex than cultural imperialism
advocates propose. Audiences respond actively rather than passively to foreign
TV programs. Prior information structure of the audience is affecting the
interpretation of subsequent information. Keywords: Internet forum; Cross-cultural study; TV programs; Cultural imperialism | |||
| Efficacy of a planned behavior model: Beliefs that contribute to computer usage intentions of student teachers and experienced teachers | | BIBAK | Full-Text | 1196-1215 | |
| Claudia Smarkola | |||
| The primary purpose of this study was to examine beliefs contributing to
student teachers' and experienced teachers' intentions to use computer
applications in their curricula. The secondary purpose was to investigate the
efficacy of the decomposed theory of planned behavior for predicting such
intentions. A purposeful sample of 19 teachers participated in semi-structured
interviews. Results showed that both student and experienced teachers were
motivated to use computers to prepare students for real world experiences.
Although both groups reported high computer confidence, they expressed
limitations in their usage. Student teachers focused on use of the Internet and
not on using a variety of computer applications as tools for teaching and
learning. Experienced teachers depended on both equipment resources and
personal support from school administrators to successfully integrate
technology into their classroom. Both teacher groups expressed the need for
more computer-integrated training. This research provided support for using the
decomposed theory of planned behavior to predict computer intentions and usage
for teachers. Assessment of computer usage within any profession should be
based upon a behavior model that complements the profession's cultural
environment. Keywords: Attitude measurement; Computer applications; Computer attitudes; Intention; Planned behavior; Teacher attitudes | |||
| Internet testing: Equivalence between proctored lab and unproctored field conditions | | BIBAK | Full-Text | 1216-1228 | |
| Klaus J. Templer; Stefan R. Lange | |||
| Companies that use web-based testing do not need to invite applicants to
their offices for screening purposes, and applicants are not required to
travel. Given the world-wide accessibility of the Internet and the savings in
travel costs, web-based testing expands the applicant pool to geographically
distant regions. This advantage comes along with the tangible drawback of less
control over the testing situation and therefore possible influence on the data
quality of scores obtained via Internet testing. This study examined the
equivalence of proctored and unproctored web-based psychological testing.
Results from 163 potential applicants who participated in a combined
laboratory-field and between-subject/within-subject design study with two
experimental conditions and two control conditions did not provide evidence
that testing conditions affected test results. Keywords: Employee selection; Equivalence; Internet testing; Online assessment; Psychometrics; Screening | |||
| The effect of page layout on mental workload: A dual-task experiment | | BIBAK | Full-Text | 1229-1245 | |
| Erik Wästlund; Torsten Norlander; Trevor Archer | |||
| In two dual-task experiments, the effects of page layout on mental workload
were explored. Previous studies indicate that it is preferable to present a
text document on paper than to display it on a computer screen (e.g. Mayes, D.
K., Sims, V. K., & Koonce, J. M. (2001). Comprehension and workload
differences for VDT and paper-based reading. International Journal of
Industrial Ergonomics, 28(6), 367-378; Wastlund, E., Reinikka, H., Norlander,
T., & Archer, T. (2005). Effects of VDT and paper presentation on
consumption and production of information: Psychological and physiological
factors. Computers in Human Behavior, 21, 377-394). However, critics have
advocated improper matching of the materials between the two media as a
confounding variable e.g. (Noyes, J. M., & Garland, K. J. (2003). VDT
versus paper-based text: reply to Mayes, Sims and Koonce. International Journal
of Industrial Ergonomics, 31(6), 411-423). The focus of the present study has
been to take one such variable, page layout, and then isolate and replicate it
onscreen in order to assess its affect on user performance. The results of the
present experiments showed that optimizing the page layout for onscreen viewing
decreased mental workload. This not only confirms the importance of matching
all aspects of the presentational modes in doing paper vs. computer
comparisons, but also shows that reading from a computer screen can be
facilitated by creating documents with a page layout that is adapted to the
screen which they are intended to be presented on. Keywords: Working memory; Dual-task; Mental workload; Information processing; Reading; Page layout | |||
| Landmarks or surveys? The impact of different instructions on children's performance in hierarchical menu structures | | BIBAK | Full-Text | 1246-1274 | |
| Susanne Bay; Martina Ziefle | |||
| Which kind of instruction helps children aged 9-14 years interact
efficiently with a mobile phone? Due to analogies between navigation in menu
structures and the natural environment, three instructions providing different
forms of spatial knowledge were under study: A step-by-step instruction
featuring landmark knowledge of the menu functions to be selected, a diagram of
the menu structure providing survey knowledge and a free exploration of the
menu, also giving the children the opportunity to develop survey knowledge.
Results show a superiority of the two instructions that provide survey
knowledge, except for the youngest children aged 9-10 years. This group showed
to have lower spatial abilities and is therefore presumably not able to
understand and integrate this type of knowledge. For those very young children,
the landmark information given in traditional step-by-step instructions is more
helpful. It is concluded, that simple diagrams of the menu structure can help
children from 11 years on to significantly ease their interaction with small
menu driven devices. Keywords: Children; Instructions; Manual; Mobile phone; Spatial orientation; Mental representation | |||
| Improving the development of instructional software: Three building-block solutions to interrelate design and production | | BIBAK | Full-Text | 1275-1292 | |
| Eddy W. Boot; Jeroen J. G. van Merriënboer; Nicolet C. M. Theunissen | |||
| Currently, there is a focus on authentic tasks as the driving force for
learning in integrated e-learning systems. This sets new criteria for
instructional software, which should become much more flexible and allow for
domain modeling and pedagogical modeling. A theoretical analysis and a survey
(n = 37) amongst experienced developers show that current development methods
are insufficient to develop such instructional software. New development
methods such as "lean production" promise to satisfy the new criteria as they
emphasize mass-customization by rigorously applying a pull-principle throughout
the whole development process. However, a potential bottleneck is the lack of
design languages to transfer the design outcomes to the production phase. Three
building-block solutions are proposed to overcome this transition problem: (1)
a 3D-model to support designers in stratifying, elaborating, and formalizing
design documents, (2) instructional software templates to support designers in
producing software themselves, and (3) an integrative approach to support
designers in reusing learning objects. Keywords: Instructional software; Development; Training; Computer-based training; e-Learning; Competency-based learning | |||
| How students structure and relate argumentative knowledge when learning together with diagrams | | BIBAK | Full-Text | 1293-1313 | |
| Marije van Amelsvoort; Jerry Andriessen; Gellof Kanselaar | |||
| When students learn together by discussing a topic, they sometimes are asked
to construct an argumentative diagram. An argumentative diagram consists of
boxes with arguments and arrows that relate these boxes. Constructing
argumentative diagrams can be especially useful for structuring and relating
argumentative knowledge. However, students do not always seem to use a
diagram's structure and relations to their benefit. To focus on structure and
relations, 46 secondary school students were asked to either label the boxes in
a diagram with argumentative labels such as 'argument in favor' and 'rebuttal',
or to label the arrows with more causal labels such as 'but', and 'because'.
The students discussed two topics in dyads using a computer environment with
chat and diagram. Then a post-test was given to assess their opinion and
arguments. We found no difference between conditions in the extent to which
students broadened and deepened their discussion. However, students who labeled
the arrows contrasted subtopics more. The students who contrasted subtopics
more showed better results on the post-test. Instruction and diagram design can
thus influence students' discussion, although the general results also show us
that students need more instruction and reflection to optimally benefit from
argumentative diagrams. Keywords: Argumentation; Diagrams; Collaborative learning; Computer-support | |||
| Integration of human factors in networked computing | | BIB | Full-Text | 1315-1316 | |
| Gheorghita Ghinea; Sherry Y. Chen | |||
| Measuring quality of perception in distributed multimedia: Verbalizers vs. imagers | | BIBA | Full-Text | 1317-1329 | |
| Gheorghita Ghinea; Sherry Y. Chen | |||
| This paper presents the results of a study which investigated the impact of cognitive styles on perceptual multimedia quality. More specifically, we examine the different preferences demonstrated by verbalizers and imagers when viewing multimedia content presented with different quality of service (QoS) levels pertaining to frame rates and color depth. Recognizing multimedia's infotainment duality, we used the quality of perception (QoP) metric to characterize perceived quality. Results showed that in terms of low and high dynamisms clips, the frame rate at which multimedia content is displayed influences the levels of information assimilated by Imagers. Whilst black and white presentations are shown to be beneficial for both Biomodals and Imagers in order to experience enhanced levels of information assimilation, Imagers were shown to enjoy presentations in full 24-bit colour. | |||
| Thinking style impacts on Web search strategies | | BIBAK | Full-Text | 1330-1341 | |
| Gloria Yi-Ming Kao; Pei-Lan Lei; Chuen-Tsai Sun | |||
| Web searches entail complex cognitive processes influenced by individual
differences, and users with similar cognitive or skill factors tend to develop
multiple search strategies. The authors analyze such strategies in terms of
level of thinking style (global versus local), search targets, and six search
behavior indicators and report (a) a significant relationship between different
thinking style levels and individual search target types and (b) that different
thinking style level conditions can cause significant differences in search
behavior performance regarding maximum depth of exploration, revisited pages,
and Web pages visited for refining answers. The findings suggest that high
global style users tend to disperse their targets to comprehend the search task
while high local style users elaborate on a few specific topics. Furthermore,
high global style users skim more, require less explicit answers, and are less
likely to explore an issue in depth compared to high local style or bi-high
style individuals. The results confirm that thinking style level is an
important factor affecting search intention. To improve search experiences,
search engine designers should incorporate human factors into their products so
as to take advantage of personal learning approaches. Keywords: Thinking styles; Search strategies; Information seeking; Human factors; Search interface design | |||
| "How do you know that I don't understand?" A look at the future of intelligent tutoring systems | | BIBAK | Full-Text | 1342-1363 | |
| Abdolhossein Sarrafzadeh; Samuel Alexander; Farhad Dadgostar; Chao Fan; Abbas Bigdeli | |||
| Many software systems would significantly improve performance if they could
adapt to the emotional state of the user, for example if Intelligent Tutoring
Systems (ITSs), ATM's, ticketing machines could recognise when users were
confused, frustrated or angry they could guide the user back to remedial help
systems so improving the service. Many researchers now feel strongly that ITSs
would be significantly enhanced if computers could adapt to the emotions of
students. This idea has spawned the developing field of affective tutoring
systems (ATSs): ATSs are ITSs that are able to adapt to the affective state of
students. The term "affective tutoring system" can be traced back as far as
Rosalind Picard's book Affective Computing in 1997.
This paper presents research leading to the development of Easy with Eve, an ATS for primary school mathematics. The system utilises a network of computer systems, mainly embedded devices to detect student emotion and other significant bio-signals. It will then adapt to students and displays emotion via a lifelike agent called Eve. Eve's tutoring adaptations are guided by a case-based method for adapting to student states; this method uses data that was generated by an observational study of human tutors. This paper presents the observational study, the case-based method, the ATS itself and its implementation on a distributed computer systems for real-time performance, and finally the implications of the findings for Human Computer Interaction in general and e-learning in particular. Web-based applications of the technology developed in this research are discussed throughout the paper. Keywords: Affective tutoring systems; Lifelike agents; Emotion detection; Facial expressions; Human-computer interaction; Affective computing | |||
| Perceived usefulness and performance of human-to-human communications on television | | BIBAK | Full-Text | 1364-1384 | |
| Hokyoung Ryu; Aaron Wong | |||
| A key assumption of future television (TV) environments is that the future
TV viewing experiences will be more active and interactive. Currently several
TV technologies based on networked computing, e.g., IPTV (Internet Protocol TV)
or Mobile TV, have made it possible for people to interact with their TVs, or
even with other viewers through their TVs, by allowing them to access
additional functions, for example actively participating in a quiz show,
instantly sharing other viewers' opinions and sending or receiving emails while
they are watching a TV programme.
To ensure uptake of these new TV technologies, it is essential to match the performance of the novel systems to both current TV viewing experiences and future user needs, since the characteristics of the additional tasks that TV viewers will perform will lead to other substantially different TV viewing experiences. This paper reports on the usefulness and performance evaluation of a novel TV-based human-to-human interaction environment, where audiences of a specific TV channel can exchange public and private text messages. It combines the two popular analogies (Internet chat and SMS) and embeds them into the viewers' TV experience. Our results showed that this TV hosted human-to-human communication environment could integrate well with the current TV viewing experience. This might lead to applications such as TV-based personal messengers and/or live bulletin board community for fans of a specific TV show. They also revealed several issues that need to be addressed in the development of new TV technologies. Keywords: Television; Evaluation; Texting; SMS; Verbal conversation; Perceived usefulness; Performance | |||
| Mobile information access in the real world: A story of three wireless devices | | BIBAK | Full-Text | 1385-1403 | |
| T. Serif; G. Ghinea | |||
| The importance of the user perspective to the wireless information access
experience cannot be understated: simply put, users will not indulge in devices
that are perceived to be difficult to use and in technologies that do not offer
quality infotainment -- combined information and entertainment -- content. In
this paper, we investigate the impact that mobile devices have on the user
wireless infotainment access experience in practice. To this end, we have
undertaken an empirical study placed in a 'real-world' setting, in which
participants undertook typical infotainment access tasks on three different
wireless-enabled mobile devices: a laptop, a personal digital assistant and a
head mounted display device. Results show that, with the exception of
participants' level of self-consciousness when using such devices in public
environments, the user wireless information access experience is generally
unaffected by device type. Location was shown, though, to be a significant
factor when users engage in tasks such as listening to online music or
navigation. Whilst the interaction between device and environment was found to
influence entertainment-related tasks in our experiments, the informational
ones were not affected. However, the interaction effects between device and
user type was found to affect both types of tasks. Lastly, a user's particular
computing experience was shown to influence the perceived ease of wireless
information access only in the case of online searching, irrespective of
whether this is done for primarily informational purposes or entertainment
ones. Keywords: Personal digital assistant; Head mounted device wireless information access; Context-dependent searching | |||
| The roles of sensory modalities in collaborative virtual environments (CVEs) | | BIBAK | Full-Text | 1404-1417 | |
| Chang S. Nam; Joseph Shu; Donghun Chung | |||
| This study was conducted to assess the effects of sensorial modalities on
user performance, perception, and behavior in collaborative virtual
environments (CVEs). Participants played a CVE game, air hockey, together with
a remote partner under different sensory modality conditions, depending on the
type of sensory feedback provided: visual-only (V), visual-haptic (V + H), and
visual-haptic-audio feedback (V + H + A). Three types of measurements were used
as dependent variables: (1) task performance measured as playing time, (2) user
perception including the sense of presence, the sense of togetherness, and
perceived collaboration, and (3) behavior measurement including the amount of
force applied and the mallet deviation. Results of the study indicated that the
task performance, perception, and user behavior in CVEs can be affected due to
supported sensory modalities. Therefore, the multiple sensory information types
that are required to perform the task at hand should be provided to effectively
support collaboration between people in CVEs. The outcomes of this research
should have a broad impact on multimodal user interaction, including research
on physiological, psychophysical, and psychological mechanisms underlying human
perception on multisensory feedback in CVEs. Keywords: Collaborative virtual environments (CVEs); Haptic feedback; Presence; Copresence; Collaboration | |||
| Navigation methods of special needs users in multimedia systems | | BIBAK | Full-Text | 1418-1433 | |
| Rita Mátrai; Zsolt Tibor Kosztyán; Cecília Sik-Lányi | |||
| In today's information society, computer users frequently need to seek for
information on home pages as well as to select among software functions. A
well-designed interface is essential in order to find everything necessary and
meet the requirements of both the average user and users with special needs.
Proper placement of objects on the screen is important to decrease perception
time. One of the well-known researchers of web ergonomics, Jakob Nielsen (2006)
established in an eye-tracking experiment that users scan displayed homepages
in an F shape. In the present project the task was to find similar shapes in a
number of playful visual search games. Several multimedia tasks were developed
for this investigation. Our experiments included normal users and users with
intellectual disabilities. We tested whether the characteristic searching
routes and navigation methods differed between normal users and those with
intellectual disabilities. The results of this investigation can inform the
design and position of graphical user interface elements. Keywords: Visual search; Navigation; Intellectual disability | |||
| Capturing essential intrinsic user behaviour values for the design of comprehensive web-based personalized environments | | BIBAK | Full-Text | 1434-1451 | |
| Panagiotis Germanakos; Nikos Tsianos; Zacharias Lekkas; Constantinos Mourlas; George Samaras | |||
| Advances in Web-based oriented technologies and services are taking place
with a considerable speed around the world. As communications and IT usage
become an integral part of many people's lives and the available products and
services become more varied and sophisticated, users expect to be able to
personalize a service to meet their individual needs and preferences. Due to
the heterogeneous users' needs and requirements, user modeling could be
considered as a successful step towards the identification of users'
preferences. However, could user profiling nowadays be considered complete
enough? Are all the vital parameters of users' characteristics are taken into
account in order for the Web-based systems to provide them with the most
user-centric result? This paper introduces a comprehensive user profiling,
incorporating the User Perceptual Preference Characteristics, that serves as
the core element for filtering Web-based raw content. It further analyzes the
main intrinsic users' characteristics like visual, cognitive, and emotional
processing parameters as well as the "traditional" user profiling
characteristics that together tend to give the most optimized, adapted and
personalized result. It finally presents initial experimental results applied
on the Educational field based on the abovementioned notions. Keywords: Adaptation; Personalization; User profiling; Cognitive learning styles; Visual attention; Emotionality | |||
| Improving learner quality of experience by content adaptation based on network conditions | | BIBA | Full-Text | 1452-1472 | |
| Cristina Hava Muntean | |||
| Apart from user characteristics, properties of the network over which the
content is delivered and device on which the content is displayed affect
end-user perceived quality. This paper presents a learner quality of experience
(QoE) model that apart from the user-related content adaptation, considers
delivery performance-based content personalisation in order to improve user
experience when interacting with an online learning system.
A comparison-based study on the benefit of using the proposed learner QoE model in adaptive and personalized education was conducted involving the original AHA! and QoEAHA -- a version of AHA! enhanced with the learner QoE model. Testing results demonstrate significant benefits in terms of learning achievement, learning performance, learner navigation and user QoE in favour of the learner QoE model-enhanced solution. | |||
| Choose your "buddy icon" carefully: The influence of avatar androgyny, anthropomorphism and credibility in online interactions | | BIBAK | Full-Text | 1473-1493 | |
| Kristine L. Nowak; Christian Rauh | |||
| In both online and offline interactions, the visual representation of people
influences how others perceive them. In contrast to the offline body, an online
visual representation of a person is consciously chosen and not stable. This
paper reports the results of a 2 step examination of the influence of avatars
on the person perception process. Specifically, this project examines the
reliance on visual characteristics during the online perception process, and
the relative influence of androgyny, anthropomorphism and credibility. In the
first step, 255 participants fill out a survey where they rated a set of 30
static avatars on their credibility, androgyny, and anthropomorphism. The
second step is a between subjects experiment with 230 participants who interact
with partners represented by one of eight avatars (high and low androgyny, and
anthropomorphism by high and low credibility). Results show that the
characteristics of the avatar are used in the person perception process. Causal
modeling techniques revealed that perceptions of avatar androgyny influence
perceptions of anthropomorphism, which influences attributions of both avatar
and partner credibility. Implications of these results for theory, future
research, and users and designers of systems using avatars are discussed. Keywords: Avatars; Person perception; Computer mediated communication; Androgyny; Anthropomorphism; Uncertainty reduction | |||
| How social is social responses to computers? The function of the degree of anthropomorphism in computer representations | | BIBAK | Full-Text | 1494-1509 | |
| Li Gong | |||
| Testing the assumption that more anthropomorphic (human-like) computer
representations elicit more social responses from people, a
between-participants experiment (N = 168) manipulated 12 computer agents to
represent four levels of anthropomorphism: low, medium, high, and real human
images. Social responses were assessed with users' social judgment and
homophily perception of the agents, conformity in a choice dilemma task, and
competency and trustworthiness ratings of the agents. Linear polynomial trend
analyses revealed significant linear trends for almost all the measures. As the
agent became more anthropomorphic to being human, it received more social
responses from users. Keywords: Anthropomorphism; Computer representations; Agents; Human-like; Social responses to computers | |||
| Emotions in direct and remote social interaction: Getting through the spaces between us | | BIBAK | Full-Text | 1510-1529 | |
| Brian Parkinson | |||
| If emotions are oriented to other people's actions and reactions, then their
expression will be affected by available modes of access to interpersonal
feedback. This theoretical review paper applies such a relation-alignment
perspective to emotions experienced in co-present and remote interpersonal
interactions. The role of actual, anticipated, and imagined responses of others
in emotion maintenance and adjustment is highlighted. In particular, it is
argued that different modes of interpersonal contact afford different styles of
emotion presentation, and encourage distinctive varieties of emotional
creativity. Thus, although emotion may take different forms in social
arrangements distributed through a virtual world, this need not result in more
limited forms of interpersonal contact. Keywords: Emotion; Anger; Emotional labour; Nonverbal communication; Communication technology | |||
| Impasse-driven learning in the context of video games | | BIBAK | Full-Text | 1530-1541 | |
| Fran C. Blumberg; Sheryl F. Rosenthal; John D. Randall | |||
| This study was designed to elucidate the problem-solving skills used by
frequent and infrequent video game players to negotiate impasses encountered
while playing a novel video game. All participants were instructed to think
aloud while playing a video game for 20 consecutive minutes. Comments made were
then used to make inferences about the problem-solving skills that participants
used to resolve impasses encountered during the game. Findings showed that
frequent players made significantly greater reference to insight and game
strategies than infrequent players. After reaching an impasse, all players also
were most likely to comment on their game progress and potential game
strategies to use. Over the course of game play, all participants showed
increasing emphasis on their problem-solving skills as evidenced through their
greater mention of insight, game strategies, and goal comments. Keywords: Video games; Problem-solving | |||
| Effects of visual cue and spatial distance on exitability in electronic negotiation | | BIBAK | Full-Text | 1542-1551 | |
| Taketoshi Hatta; Ohbuchi Ken-ichi | |||
| We examined the effects of the visual anonymity of self and spatial distance
on exitability in electronic negotiation in a role-play experiment. Exitability
is the psychological factor that causes one to perceive the negotiation as
unstable. We predicted that the lack of visual information and the spread of
spatial distance would reduce anticipation of retaliation, make the
continuation norm less salient, and prompt to exit from the current
negotiation. Visual anonymity was manipulated by two conditions (visual
anonymity or non-anonymity conditions). Spatial distance was manipulated by two
conditions (remote or close conditions). Forty-three students were assigned in
one of these four conditions, and negotiated. The results showed both the
visual anonymity and remote distance inhibited the activation of continuation
norm, prompted to exit from the current negotiation. Keywords: Electronic negotiation; Exitability; Visual anonymity; Spatial distance; Continuation norm; Exit behavior | |||
| Improving children's reading comprehension and use of strategies through computer-based strategy training | | BIBAK | Full-Text | 1552-1571 | |
| Yao-Ting Sung; Kuo-En Chang; Jung-Sheng Huang | |||
| In this study, the attention-selection-organization-integration-monitoring
(ASOIM) model, revised from Mayer's [Mayer, R. E. (1996). Learning strategies
for making sense out of expository text: The SOI model for guiding three
cognitive processes in knowledge construction. Educational Psychology Review,
8, 357-371] SOI model of text comprehension, was used as a foundation to design
a multi-strategy based system, which was named Computer Assisted Strategy
Teaching and Learning Environment (CASTLE). CASTLE aims to enhance learners'
abilities of using reading strategies and text comprehension. The effects of
CASTLE on students with different reading abilities were empirically evaluated.
130 sixth graders took part in an 11-week computer-based reading strategies
course. The results show that CASTLE helps to enhance the students' use of
strategies and text comprehension at all ability levels. Keywords: Computer assisted reading; Strategies; Comprehension | |||
| Computer anxiety: A cross-cultural comparative study of Dutch and Turkish university students | | BIBAK | Full-Text | 1572-1584 | |
| Erkan Tekinarslan | |||
| The purpose of this study is to determine Dutch and Turkish university
students' computer anxiety levels and to find out whether their computer
anxiety levels differ according to their culture, gender and computer
experience (i.e., personal computer (PC) ownership, computer usage frequency,
computer usage level). A total of 106 university students (30 Dutch female, 22
Dutch male, 26 Turkish female, 28 Turkish male) participated in this research.
The data were collected through computer anxiety rating scale (CARS) validated
by Heinssen et al. [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]. The data were analyzed by
t-test and one-way-analysis of variance (ANOVA). The results indicated that the
Turkish students have significantly higher computer anxiety levels than the
Dutch students. The students' computer anxiety levels do not differ depending
on gender. However, post-hoc analysis revealed that the Turkish female students
have significantly higher computer anxiety levels than the Dutch female and
Dutch male students. Also, results indicated that while the students' computer
experience increase their computer anxiety levels decrease significantly. Keywords: Computer anxiety; Culture; Gender; Computer experience; University students | |||
| Understanding e-learning continuance intention in the workplace: A self-determination theory perspective | | BIBAK | Full-Text | 1585-1604 | |
| Juan Carlos Roca; Marylène Gagné | |||
| Based on self-determination theory (SDT), this study proposed an extended
Technology Acceptance Model (TAM) in the context of e-learning service. In the
proposed model perceived usefulness, perceived playfulness and perceived ease
of use are predicted to be influenced by perceived autonomy support, perceived
competence and perceived relatedness. Although TAM has received fairly
extensive attention in prior research, this study is one of the first to
examine the effects of motivational factors affecting TAM constructs. The
results show that applying SDT to e-learning in a work setting can be useful
for predicting continuance intention. Keywords: Self-determination theory (SDT); Technology acceptance model (TAM); e-Learning | |||
| Assessing emotions related to learning new software: The computer emotion scale | | BIBAK | Full-Text | 1605-1623 | |
| Robin H. Kay; Sharon Loverock | |||
| To date, little research has been done on the role of emotions with respect
to computer related behaviours. The purpose of this study was to develop a
reliable, valid scale to assess emotions while learning with computers. Four
emotions (anger, anxiety, happiness, and sadness), selected after a detailed
review of the research, were evaluated. Internally reliability estimates were
acceptable. Construct validity was confirmed by an exploratory factor analysis.
Convergent validity was supported by strong correlations among emotions and
affective attitude, but not cognitive and behavioural attitudes. Finally,
predictive validity was corroborated by consistent and significant correlations
among emotion, computer knowledge, and use. Keywords: Computer; Emotions; Anger; Anxiety; Scale; Measure; Computer use; Computer ability; Computer knowledge | |||
| Pedagogical lurking: Student engagement in non-posting discussion behavior | | BIBAK | Full-Text | 1624-1633 | |
| Vanessa Paz Dennen | |||
| This paper presents the results of a study of student non-posting
participation behavior in two online classes. Most often active message is
assessed and thus implicitly valued in online class discussion, but the act of
writing messages is not the only factor that contributes to student learning.
However, it is the most visible and easiest to measure. Students may engage in
processes of reading and reflection on the discussion board, not leaving their
mark; it is these acts that may be referred to as pedagogical lurking. In this
study, students were asked to self-report their non-visible course activities,
the reasons behind these activities and their perceived usefulness related to
learning. Findings show that about half of the students felt that they learned
through the online discussion experience, and that they believe both posting
and reading messages contributed to their ability to learn. These students were
likely to enter the discussion before posting to obtain a model for
participation, and to return at a later time to check for replies and reflect.
Students who participated solely to meet course requirements and who focused on
posting messages more than reading messages had less positive impressions of
the discussion activity's impact on learning. Keywords: Online discussion; Online learning; Lurking; Reflection | |||
| Assessing the computer attitudes of students: An Asian perspective | | BIBAK | Full-Text | 1634-1642 | |
| Timothy Teo | |||
| Research has found that computer attitudes play a key role in influencing
the extent to which students accept the computer as a learning tool and in
determining the likelihood that computer will be used in the future for
learning and study. A sample of 183 students reported their computer attitudes
using a Likert-type questionnaire with three subscales, computer importance,
computer enjoyment, and computer anxiety. One-way MANOVA revealed no
significant differences in computer attitudes by gender although male students
reported more positive towards the computer than female students. There were
significant differences between students who own computers at home and those
who do not and students who own a computer at home also reported a lower level
of computer anxiety compared to those who do not. Keywords: Computer attitudes; Gender; Computer ownership; Computer anxiety; Computer enjoyment | |||
| Spatial navigation in large-scale virtual environments: Gender differences in survey tasks | | BIBAK | Full-Text | 1643-1667 | |
| Lorys Castelli; Luca Latini Corazzini; Giuliano Carlo Geminiani | |||
| Most of the studies on gender differences in spatial abilities have focused
on traditional paper and pencil cognitive tests, while these differences have
been less investigated in navigational tasks carried out in complex virtual
environments (VEs). The aim of the present study has been to evaluate gender
differences in route and survey knowledge by means of specific tasks
(route-learning, pointing, landmark-placing) carried out in two separate VEs.
In addition the male and female participants were subjected to a battery of
spatial abilities tests and specific self-report questionnaires. The results
showed a significant difference favouring males in the survey tasks, as well as
in the spatial abilities tests; on the contrary, no gender differences were
found in the route task. Moreover, a different pattern of correlations among
the measures were found in the male and female sub-groups. Keywords: Gender differences; Spatial navigation; Computer-simulated virtual environments; Route/survey knowledge | |||
| The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems | | BIBAK | Full-Text | 1668-1685 | |
| Christi A. Harter; Heng-Yu Ku | |||
| This study investigated the effects of the spatial contiguity principle
within computer-based instruction (CBI) of group personalized two-step
mathematics word problems on the achievement and attitude of 98 sixth-grade
predominantly Hispanic students. Students were randomly blocked by ability
level based on their pretest scores to a spatially contiguous or non-spatially
contiguous version of the CBI. The results revealed students who received the
spatially contiguous treatment made significantly greater pretest-to-posttest
gains than students who received the non-spatially contiguous treatment. In
addition, lower-ability students made significantly greater pretest-to-posttest
gains than higher-ability students. Findings from the student attitude survey
revealed no significant difference in treatment responses to the two survey
factors on CBI Satisfaction and Attitude About Math. Student comments from the
open-ended questions on the attitude survey and the focus group interview
indicated that the spatially contiguous version of the CBI was more helpful and
less confusing than the non-spatially contiguous version. Keywords: Computer-based instruction; Mathematics word problems; Spatial contiguity | |||
| Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds | | BIBAK | Full-Text | 1686-1706 | |
| Daniel C. Moos; Roger Azevedo | |||
| Self-report data and think-aloud data from 37 undergraduates were used to
examine the impact of conceptual scaffolds on self-efficacy, monitoring, and
planning during learning with a commercial hypermedia environment.
Participants, randomly assigned to either the No Scaffolding (NS) or Conceptual
Scaffolding (CS) condition, used a hypermedia environment for 30 min to learn
about the circulatory system. Think-aloud data collected during this learning
task was used to measure participants' self-regulated learning (SRL) with
hypermedia. Additionally, participants completed a self-efficacy questionnaire
at three points during the learning task (immediately prior to the 30-min
hypermedia learning task, 10 min into the learning task, and 20 min into the
learning task). Results indicated that participants from both conditions
reported higher levels of self-efficacy immediately before the hypermedia
learning task, and that they decreased their use of SRL processes related to
monitoring as they progressed through the hypermedia learning task. In
addition, results also indicated that participants in the CS condition used, on
average, more SRL processes related to planning during the hypermedia learning
task than participants in the NS condition. Keywords: Self-regulated learning; Hypermedia; Self-efficacy; Motivation; Cognitive processes; Science; Mental models; Mixed methodology | |||
| Revealing the 'real' me, searching for the 'actual' you: Presentations of self on an internet dating site | | BIBAK | Full-Text | 1707-1723 | |
| Monica T. Whitty | |||
| This paper considers the presentation of self on an internet dating site.
Thirty men and 30 women were interviewed about their online dating experiences.
They were asked about how they constructed their profiles and how they viewed
other individuals' profiles. Which types of presentations of self led to more
successful offline romantic relationships were also investigated. Additionally,
gender differences were examined. In line with previous research on
presentation of self online, individuals were quite strategic in their online
presentations. However, important differences between initiating a relationship
on an internet dating site and other spaces (online and offline) included the
type of self disclosed as well as the depth of breadth of information
individuals self-disclosed about themselves before any one-on-one conversations
took place. Keywords: Online dating; Internet dating; Internet relationships; Possible selves; Self-presentation; Identity | |||
| Targeting implementation efforts for maximum satisfaction with new computer systems: Results from four human service agencies | | BIBAK | Full-Text | 1724-1740 | |
| Menachem Monnickendam; Riki Savaya; Mark Waysman | |||
| Human service management needs to pinpoint the areas in which to concentrate
computer implementation efforts in order to achieve maximum satisfaction with
new systems. This study sought to identify the most salient factors affecting
user satisfaction in management and client oriented computer systems in human
services. Along with commonly used factors to assess user computer satisfaction
(UCS), congruence with human service norms was added. UCS was evaluated in
newly implemented computer systems in four human services. Two had introduced
management oriented systems and two had introduced client oriented systems (N =
517). Hierarchical regression was conducted to assess the relative effects of
four classes of variable (user, environmental, process, and system), on UCS.
Contrary to expectations, results show that the two types of system were
analogous with respect to contributing variables to UCS. Preparedness,
importance to management, integration, usefulness, and technical support best
predict UCS. Moreover, the systems did not differ with respect to congruence
with human service norms, and this variable did not load on the regression. A
discussion of the implications of these findings for implementation theory and
human service management concludes the paper. Keywords: Human-computer interaction; Social services; Systems design; Computer acceptance; System types | |||
| Computer attitude in psychiatric inpatients | | BIBAK | Full-Text | 1741-1752 | |
| Bernhard Weber; Barbara Schneider; Stefan Hornung; Tilman Wetterling; Jürgen Fritze | |||
| Negative computer attitude has been shown to be a possible co-variable in
computerized examinations of psychiatric patients, affecting patient-computer
interaction as well as reliability and validity of assessments.
It remains still uncertain if the psychological construct of computer attitude can be dependably measured in acute psychiatric inpatients or whether it is impeded by the effects of mental illness. For that reason a German translation of the Groningen Computer Attitude Scale (GCAS) was evaluated in 160 acute psychiatric inpatients under naturalistic conditions. General test criteria (internal structure, item analysis, internal consistency, split half reliability) to a large extent corresponded to those formerly found in healthy subjects and psychiatric outpatients. The mean GCAS score was calculated as 56.2 ± 10.8 points and a significantly better computer attitude was found in male, better educated and younger patients. Some diverging correlation patterns were found in diagnostic subgroups, indicating a possible minor impact of mental disorder on computer attitude. Overall, the GCAS was found to be a suitable instrument for measuring computer attitude in acute psychiatric inpatients. It should be used in identifying patients with a negative attitude to computers in order to ensure reliability and validity of computerized assessment. Keywords: Computer attitude; Computer anxiety; Psychological assessment; Mental health; Psychiatry | |||
| Enhancing self-perceived effects using Web-based portfolio assessment | | BIBAK | Full-Text | 1753-1771 | |
| Chi-Cheng Chang | |||
| This study investigates how implementing a Web portfolio assessment system
influences learning effects, including achievement and self-perceived learning
performance. The experimental group uses the Web portfolio assessment system,
whereas the control group uses conventional assessment. Study subjects are
junior high school students in two computer classes. The experimental results
are as follows. The Web portfolio assessment system has no significant
influence on student achievement. Implementation of the Web portfolio
assessment system significantly enhances self-perceived learning performance.
The Web portfolio assessment system has different effects on work achievement
and self-perceived work performance. The system has no significant effect on
improving achievement for poorly and highly motivated students. However, the
system is more effective for overall self-perceived learning performance of
poorly motivated students than highly motivated students. Keywords: Portfolio; Portfolio assessment; Web portfolio; Effect; Achievement | |||
| Internet empowerment | | BIB | Full-Text | 1773-1775 | |
| Yair Amichai-Hamburger | |||
| E-empowerment: Empowerment by the Internet | | BIBAK | Full-Text | 1776-1789 | |
| Yair Amichai-Hamburger; Katelyn Y. A. McKenna; Samuel-Azran Tal | |||
| This article focuses on the concept of empowerment and the ways in which the
Internet is being utilized as an empowering tool. This analysis ranges from the
personal to the global levels and the consequences of that empowerment are also
discussed. We propose a four-level model that serves to explain what we term
E-empowerment and the effects that can be observed at each of the four levels,
ranging from (1) the personal; (2) the interpersonal; (3) group; and (4)
citizenship. The potential for future development of E-empowerment is also
discussed. Keywords: Empowerment; Internet | |||
| Predicting treatment outcome in internet versus face to face treatment of panic disorder | | BIBAK | Full-Text | 1790-1801 | |
| Gerhard Andersson; Per Carlbring; Ann Grimlund | |||
| With the advent of guided self-help via the Internet it has become
increasingly important to investigate predictors of treatment outcome. The
present study analyzed predictors of outcome using data from a randomized
controlled trial on panic disorder [Carlbring, P. et al. (2005). Treatment of
panic disorder: Live therapy versus self-help via Internet. Behaviour Research
and Therapy, 43, 1321-1333]. Half of the sample received therapist guided
Internet treatment (N = 25) and the other half face to face treatment (N = 24)
in individual sessions during a 10-week study period. Results showed that
agoraphobic avoidance was predictive of outcome in the face to face treatment,
but not in the Internet treatment. A self-report screening of personality
disorder (anxious cluster) was associated with worse outcome for the Internet
treatment, but surprisingly associated with better outcome in face to face
treatment. Cognitive capacity as measured by a test of verbal fluency was not
predictive of outcome in the Internet group, and neither was a rating of
treatment credibility. Overall, we conclude that in relation to face to face
treatment different predictors of outcome should be investigated for Internet
treatment. Internet treatment might be more suitable for certain clients who
might benefit from remote treatment in the early phase of treatment. Keywords: Predictor; Treatment outcome; Agoraphobic avoidance; Personality disorder; Verbal fluency | |||
| Internet use and personal empowerment of hearing-impaired adolescents | | BIBAK | Full-Text | 1802-1815 | |
| Azy Barak; Yael Sadovsky | |||
| The Internet has become an ordinary and widely accepted alternative social
environment -- known as cyberspace -- in which many people take part in
numerous activities. For the hearing-impaired, cyberspace provides extra
benefits for two basic reasons: means of communication, which is primarily
based on visual (text and images) and not auditory channels, and the convenient
possibility of concealing their handicap from other users, thus gaining more
security and a sense of equality. The purpose of the current study was to
examine characteristics, intensity, and types of use of the Internet by
hearing-impaired adolescents compared to an equivalent group of normal-hearing
participants, with gender and adolescence stage (age 12-15, or 16-19) as
additional independent variables. In addition, the intensity of using the
Internet as a possible moderator of deaf participants' well-being was examined
by comparing measures of loneliness and self-esteem between low- and
high-intensive hearing-impaired users on the one hand, and hearing
participants, on the other. Questionnaires were administered to 114
hearing-impaired and 100 hearing participants, matched for intelligence and
socio-economic status. Main results showed that for both genders and for the
two adolescence stages, hearing-impaired participants were motivated to use,
and actually did use, the Internet more intensively than their hearing
counterparts. Furthermore, the hearing-impaired used the Internet more than did
hearing participants for both personal and group communication. Hearing and
intensively Internet-using deaf participants were similar in level of
well-being, both higher than the well-being of less-intensively Internet-using
deaf participants. The Internet may thus be viewed as an empowering agent for
the hearing-impaired. Keywords: Hearing-impaired; Empowerment; Adolescents; Internet; Well-being | |||
| Identity construction on Facebook: Digital empowerment in anchored relationships | | BIBAK | Full-Text | 1816-1836 | |
| Shanyang Zhao; Sherri Grasmuck; Jason Martin | |||
| Early research on online self-presentation mostly focused on identity
constructions in anonymous online environments. Such studies found that
individuals tended to engage in role-play games and anti-normative behaviors in
the online world. More recent studies have examined identity performance in
less anonymous online settings such as Internet dating sites and reported
different findings. The present study investigates identity construction on
Facebook, a newly emerged nonymous online environment. Based on content
analysis of 63 Facebook accounts, we find that the identities produced in this
nonymous environment differ from those constructed in the anonymous online
environments previously reported. Facebook users predominantly claim their
identities implicitly rather than explicitly; they "show rather than tell" and
stress group and consumer identities over personally narrated ones. The
characteristics of such identities are described and the implications of this
finding are discussed. Keywords: Anonymity; Facebook; Identity; Internet; Self-presentation; Social networking sites | |||
| Liberating or debilitating? An examination of romantic relationships, sexual relationships and friendships on the Net | | BIBAK | Full-Text | 1837-1850 | |
| Monica T. Whitty | |||
| Ever since the beginnings of the internet researchers have questioned its
utility in developing and maintaining psychological healthy romantic and sexual
relations. Advocates of the social presence theory and media richness theory
purport that in leaner media individuals can be quite aggressive towards one
another (e.g., in the form of flaming). In contrast, others believe that the
lack of traditional cues in CMC can in fact be overcome and instead lead to
more personal, intimate relationships. As this paper will demonstrate, when we
consider how beneficial it is to form relationships online we also need to
consider individuals' characteristics (e.g., personality characteristics and
physical attractiveness), the amount of time people spend online, the duration
of online relationships, and how these relationships effect individuals'
offline activities and relationships. Overall, the view here is that online
relationships can be empowering for many people; that is, cyberspace provides a
unique environment for people to experience and learn about relationships and
sexuality. Keywords: Online relationships; Internet relationships; Online sexuality; Internet friendships | |||
| Analysis of E-learning innovation and core capability using a hypercube model | | BIBAK | Full-Text | 1851-1866 | |
| Jen-Her Wu; Robert D. Tennyson; Tzyh-Lih Hsia; Yi-Wen Liao | |||
| New information and communication technologies and emerging learning models
have triggered a new wave of educational innovation-electronic learning
(E-learning). This study utilizes a hypercube innovation model to analyze the
differences in technology and learning models (instruction model/environment)
used in traditional classroom learning versus E-learning environments. The
results show that the innovation from traditional classroom learning to
E-learning is radical for both the learner and instructor, leading to drastic
changes in the technology and learning model. For educational institutions, the
technology is a fundamental change, while the learning model is reinforced.
From the dynamic capability perspectives, a set of core capabilities needed for
successfully exploiting E-learning is identified. These results provide insight
for learners, instructors and educational institutions for enhancing their
understanding of E-learning innovation, and provide guidelines to help
E-learning stakeholders adapt from the traditional classroom to E-learning
environments. Keywords: E-learning; Innovation; Hypercube model; Core capabilities; Instructional design | |||
| Fostering empowerment in online support groups | | BIBAK | Full-Text | 1867-1883 | |
| Azy Barak; Meyran Boniel-Nissim; John Suler | |||
| Online support groups have been used extensively, in numerous areas of
distress, for 15 years. Researchers have presented conflicting findings and
ideas about their effectiveness in helping people cope with respective
problems. Our review of quantitative studies and our qualitative exploration of
the nature of the experiences that occur in such groups show that several
factors operate to potentially affect participants. Personal and interpersonal
dynamics, which are central in producing effects in these groups, are induced
and accelerated by the powerful online disinhibition effect. These factors,
including the very impact of writing, expressions of emotions, collecting
information and thereby improving understanding and knowledge, developing
social relationships, and enhancing decision-making skills and consequent
behavioral actions all serve as possible generators of a sense of personal
empowerment for people in distress. This view may explain why empirical
research has frequently found little or no specific outcomes from participating
in online support groups; however, it has found much support for nonspecific
personal impacts of this means of intervention. Thus, we contend that online
support groups are designed to foster, and many of them actually do,
well-being, a sense of control, self-confidence, feelings of more independence,
social interactions, and improved feelings -- all nonspecific but highly
important psychological factors. As such, participating in an online support
group could foster personal empowerment, which is much needed in handling
specific conditions of distress. Nonetheless, this participation has potential
costs, too, especially developing dependence, distancing from in-person
contacts, and exposure to unpleasant experiences typical of social engagement
in cyberspace. Keywords: Support groups; Empowerment; Internet; Online-therapy; Well-being | |||
| Empowering followers in virtual teams: Guiding principles from theory and practice | | BIBAK | Full-Text | 1884-1906 | |
| Ashley A. G. Walvoord; Elizabeth R. Redden; Linda R. Elliott; Michael D. Coovert | |||
| Effective leadership requires relationship skills such as -- problem solving
conflict management, motivation, communication, and listening [Yukl, G. A.
(1998). Leadership in organizations. Upper Saddle River, NJ: Prentice Hall].
Arguably, nothing is more important to a leader than the skills involved in
communicating one's intent to followers, for it is only through effectively
transmitting intent that followers may understand and then execute the goals of
the team and leader. The modern work-world is dominated by computer-mediated
communication, and this communication is the bread and butter of virtual teams;
however, simple transmission of information from point A to point B is not
enough -- the virtual environment presents significant challenges to effective
communication. In this paper we review issues related to virtual teams and
developments in multimodal displays that allow teams to communicate effectively
via single or multiple modalities (e.g., visual, auditory, tactile). This
discussion is grounded in guiding principles for design and use of information
displays that were identified and culled based on multiple review criteria from
an extensive review of the literature. We present an applied example of the
utility of these guiding principles for multimodal display design, in the
context of communicating a leader's presence to virtual followers via
commander's intent. Keywords: e-Leadership; Teams; Computer-mediated communication | |||
| Click to the past: The impact of extroversion by users of nostalgic websites on the use of Internet social services | | BIBAK | Full-Text | 1907-1912 | |
| Yair Amichai-Hamburger; Hadar Kaplan; Nira Dorpatcheon | |||
| The digital era raises interesting questions as to the way in which the
surfer interacts with different types of Internet sites. One of the most
interesting debates is over the question of whether socially, the Internet
enables "the poor to get rich," or whether it is actually the case that it is
the "rich who get richer on the Internet." In other words, do the poor, that is
the socially inhibited, benefit most from the Internet, or is the Internet
actually a tool for the rich, that is the socially competent, to become even
more socially successful.
This study enters this debate in the context of nostalgic websites which allow members to find and meet up with their old friends. We examined the influence of extroversion-introversion personality traits of surfers through their use of HEVREA, a nostalgic website, and on their use of social services available on the Internet, that is websites designed for social interaction (e.g. chat, ICQ). One hundred students participated in the study: 50 were heavy users of HEVREA and 50 were not users of HEVREA or any other nostalgic website. Participants filled out a questionnaire relating to the different social services they use on the net. The questionnaire also ascertained the level of extroversion of the participant using the Eysenck personality questionnaire-revised (EPQ-R) [Eysenck, H. J. (1988). Eysenck personality inventory/questionnaires. In M. Hersen & A. Bellack (Eds.), Dictionary of behavioural assessment techniques (pp. 206-209). Oxford, UK: Pregamon Press]. A two-way ANOVA was used to analyze the data. No main effects were found, either pertaining to the use of the HEVREA website or to extroversion-introversion. However, an interaction between the two variables was found to be significant. These results are discussed in light of the two theories: the poor get richer and the rich get richer. Keywords: Internet; Extroversion-introversion; Nostalgic websites | |||
| Wikibooks in higher education: Empowerment through online distributed collaboration | | BIBAK | Full-Text | 1913-1928 | |
| Gilad Ravid; Yoram M. Kalman; Sheizaf Rafaeli | |||
| In this case study, wiki technology was applied to the development of an
introductory academic textbook on information systems. While the development,
production and distribution of traditional textbooks are influenced by
commercial interests, the wikitextbook was developed collaboratively by faculty
and by students, and was made available online free of charge. After about two
years of activity, the wikitextbook accumulated 564 sub-chapters, co-authored
by undergraduate and graduate students in more than 20 classes offered by seven
academic departments across three Israeli universities. We discuss the
potential of wikitextbooks as vehicles of empowerment to students, teachers,
and the discipline. This type of collaborative online technology intimates an
influence on the status-quo in academic education in favor of less empowered
stakeholders. However, caution is advised in drawing premature conclusions from
results reported here. The implementation of wikitextbook should be augmented
by a careful study of cultural, societal, behavioral and pedagogic variables. Keywords: E-book; Wiki; Empowerment; Education; Computer-mediated communication | |||
| Computer-based rating method for evaluating multiple visual stimuli on multiple scales | | BIBAK | Full-Text | 1929-1946 | |
| Yaliang Chuang; Lin-Lin Chen; Ming-Chuen Chuang | |||
| In this research, two joint evaluation rating methods (focus-on-attribute
and drag-and-drop) and a separate evaluation rating method (focus-on-stimulus)
are proposed for rating multiple visual stimuli with respect to multiple
scales. All three interactive methods incorporate a real-time adjusting
mechanism, allowing respondents to interactively adjust their ratings. Using
the traditional paper-and-pencil method as the basis for comparison, the
performance of these computer-based rating methods and the proposed real-time
adjusting mechanism were investigated. First, it was found that the
computer-based methods not only produced results equivalent to those produced
by the paper-and-pencil method, but also improved the data quality by
preventing the occurrence of missing values and allowing respondents to adjust
their scores. Second, the two joint evaluation methods performed better than
the separate evaluation method in terms of usage experience, test-retest
reliability, and the likelihood of simulating the daily shopping experience, in
which multiple consumer products are often compared simultaneously. Of the two
joint evaluation methods, the drag-and-drop method received better subjective
evaluations than the focus-on-attribute method. Third, the proposed real-time
adjusting mechanism was found to obtain better subjective satisfaction in
rating. In summary, for measuring multiple visual stimuli with multiple scales,
the computer-based joint evaluation rating methods using a real-time adjusting
mechanism were found to be better choices among the measurement tools
investigated. Keywords: Joint evaluation; Separate evaluation; Comparative rating; Real-time adjustment | |||
| The impact of online game character's outward attractiveness and social status on interpersonal attraction | | BIBAK | Full-Text | 1947-1958 | |
| Shao-kang Lo | |||
| Online games resemble miniature societies, in which social interactions
occur within a virtual world. Previous studies have realized that the main
motivation in playing games is to fulfill interpersonal needs. Players expect
to own great interpersonal attraction to help them develop ideal interpersonal
relationships. In the real world, individual outward appearance and social
status are two important factors having influence on interpersonal attraction.
In online games, the outward appearance of characters can be manipulated by
changing the clothes and accessories used by those characters. This study
proposes that difference in outward appearance, as in real society, affects
player interpersonal attraction assessments. Additionally, when game experience
and performance of players are accumulated, their grade in game would be
raised. This study also proposes that the variation of role grade would
influence its social status and the attitude of others. This study conducts
experiments, and the results verify that a game character with high outward
attractiveness and social status acquires higher online interpersonal
attraction than one with low outward attractiveness and social status, and vice
versa. Keywords: Online game; Outward attractiveness; Social status; Interpersonal attraction; Interpersonal relationship | |||
| Constructing mental representation of reference by feedback in a computer system | | BIBAK | Full-Text | 1959-1976 | |
| Yu-Fen Yang; Hui-Chin Yeh; Wing-Kwong Wong | |||
| This study reports on the design of a computer system which helps English as
a Foreign Language (EFL) college students construct a mental representation of
reference in reading. Three modules, User Interface, Recording, and Feedback,
are implemented. The feedback module compares students' initial maps with that
of an expert while students are constructing their mental maps. It then
provides three candidate references for each referential device that needs
correction back to students when they encounter difficulties figuring out the
relationship between two words. This system aims to identify and understand how
students perform and what thinking process is involved in reading. Results
showed that more proficient readers integrated referential words in different
parts of a text to form a coherent network of textual information, whereas
less-proficient readers had difficulty constructing them. Negative correlations
between feedback frequency and the number of errors and between feedback
frequency and the missed rate of referring were also found. In other words,
when students asked for more feedbacks, their percentage of incorrect and
missed references decreased. Some recommendations for future improvement are
discussed. Keywords: Mental representation; Reference; Reading process; Scaffolding; Feedback | |||
| Herd behavior in purchasing books online | | BIBAK | Full-Text | 1977-1992 | |
| Yi-Fen Chen | |||
| Previous studies on informational cascades have stressed the importance of
informational social influences in decision-making. When people use the product
evaluations of others to indicate product quality on the Internet, online herd
behavior occurs. This work presents four studies examining herd behavior of
online book purchasing. The first two studies addressed how two cues frequently
found on the Internet, i.e., star ratings and sales volume, influence consumer
online product choices. The last two studies investigated the relative
effectiveness of different recommendation sources. The experimental results
demonstrated that subjects use the product evaluations and choices of others as
cues in making purchasing book decisions on the Internet bookstore.
Additionally, recommendations of other consumers exerted a greater influence on
subject choices than recommendations of an expert. Finally, recommendations
from recommender system influenced online consumer choices more than those from
website owners. The results and implications of this research are discussed. Keywords: Herd behavior; Informational influence; Internet bookstore | |||
| Who blogs? Personality predictors of blogging | | BIBAK | Full-Text | 1993-2004 | |
| Rosanna E. Guadagno; Bradley M. Okdie; Cassie A. Eno | |||
| The Big Five personality inventory measures personality based on five key
traits: neuroticism, extraversion, agreeableness, openness to experience, and
conscientiousness [Costa, P. T., Jr., & McCrae, R. R. (1992). Normal
personality assessment in clinical practice: The NEO Personality Inventory.
Psychological Assessment 4, 5-13]. There is a growing body of evidence
indicating that individual differences on the Big Five factors are associated
with different types of Internet usage [Amichai-Hamburger, Y., & Ben-Artzi,
E. (2003). Loneliness and Internet use. Computers in Human Behavior 19, 71-80;
Hamburger, Y. A., & Ben-Artzi, E. (2000). Relationship between extraversion
and neuroticism and the different uses of the Internet. Computers in Human
Behavior 16, 441-449]. Two studies sought to extend this research to a
relatively new online format for expression: blogging. Specifically, we
examined whether the different Big Five traits predicted blogging. The results
of two studies indicate that people who are high in openness to new experience
and high in neuroticism are likely to be bloggers. Additionally, the
neuroticism relationship was moderated by gender indicating that women who are
high in neuroticism are more likely to be bloggers as compared to those low in
neuroticism whereas there was no difference for men. These results indicate
that personality factors impact the likelihood of being a blogger and have
implications for understanding who blogs. Keywords: Internet; Big Five; Blog; Blogging; Individual differences | |||
| Impact of the Internet on our lives: Male and female personal perspectives | | BIBAK | Full-Text | 2005-2013 | |
| Ann Colley; John Maltby | |||
| Gender differences in Internet access and usage have been found in a number
of previous investigations. The study reported here extends this work by
providing an analysis of the impact of the Internet on men's and women's lives.
A content analysis of 200 postings from men and 200 from women, on the topic of
"Has the Internet changed your life" invited by a news website, was undertaken
then examined for gender differences. Results showed more women's postings
mentioned having made new friends or having met their partner, renewing old
friendships, accessing information and advice, studying online, and shopping
and booking travel online, while more men's postings mentioned that the
Internet had helped or given them a career, positive socio-political effects,
and negative aspects of the technology. The results are interpreted as
supporting the view that the Internet represents an extension of broader social
roles and interests in the "offline" world. Keywords: Internet; Gender; Gender roles; Gender differences | |||
| Recording lying, cheating, and defiance in an Internet Based Simulated Environment | | BIBAK | Full-Text | 2014-2025 | |
| Sara M. Russell; Lawrence R. James | |||
| This study explored the utility of an Internet Based Simulated Environment
(IBSE) in eliciting and recording the behaviors of lying, cheating, and
defiance. The IBSE created for the study simulated an online 'quiz' environment
which was programmed to elicit frustration of the participants and record their
actions based on pre-defined and pre-programmed descriptions of lying,
cheating, and defiance. The study was successful in eliciting and recording a
total of 85 occurances of these behaviors from 191 participants. Keywords: Internet; Simulation; Aggression; Lying; Cheating; Defiance; Online behavior measurement; Elicit behavior; Record behavior | |||
| Computer Vision Syndrome: A widely spreading but largely unknown epidemic among computer users | | BIBA | Full-Text | 2026-2042 | |
| Zheng Yan; Liang Hu; Hao Chen; Fan Lu | |||
| The present paper is intended to introduce behavioral researchers to Computer Vision Syndrome (CVS), a widely spreading but largely unknown epidemic among professional and ordinary computer users, and to call for behavioral research programs to help computer users address this visual epidemic. Beginning with three clinical cases, the paper analyzes the classic definition of CVS, discusses the prevalence of CVS, reviews five major symptoms of CVS (i.e. eyestrain, headache, blurred vision, dry eyes, and neck/back pain), summarizes five types of contributing factors of CVS (i.e. computer screens, computer environments, human eyes, computer users, and computer tasks), and presents basic preventive and treatment strategies. Finally, three future research directions for behavioral science research are briefly discussed. | |||
| Interpersonal perception in bulletin board systems among Chinese Internet users | | BIBAK | Full-Text | 2043-2054 | |
| Tang Yunyu; Kong Keqin; Song Yi; You Xuqun | |||
| A study investigating the accuracy of interpersonal perception in Internet
Bulletin Board Systems (BBS) and the variables that affect the accuracy were
conducted in two phases: in the phase one, 58 participants were selected from
the BBS which was built on the Internet in advance. During the phase two,
participants were requested to complete the Myers-Briggs Type Indicator (MBTI)
to assess their personalities, and to choose another member in the BBS as their
"target". The assessment packets were then administered to the participants in
the following order: the demographic and Internet use survey, the MBTI used by
the judge to assess their target's personality, and the relationship survey
between judge and target. The results showed that 76.7% participants made the
correct judgment on two to three out of four dimensions of the personality
type. The correlation analysis indicated that the variables affected the
accuracy were from four aspects: judge, target, relationship and similarity.
The binary logistic regression analysis showed that the target's personality,
the judge's education level, the similarity between them, the stereotypes and
projection played important roles on the accuracy. Possibilities for future
research on this issue are also briefly discussed. Keywords: Interpersonal perception; MBTI; Internet | |||
| Exploring motivations for contributing to open source initiatives: The roles of contribution context and personal values | | BIBAK | Full-Text | 2055-2073 | |
| Shaul Oreg; Oded Nov | |||
| We explore contextual and dispositional correlates of the motivation to
contribute to open source initiatives. We examine how the context of the open
source project, and the personal values of contributors, are related to the
types of motivations for contributing. A web-based survey was administered to
300 contributors in two prominent open source contexts: software and content.
As hypothesized, software contributors placed a greater emphasis on
reputation-gaining and self-development motivations, compared with content
contributors, who placed a greater emphasis on altruistic motives. Furthermore,
the hypothesized relationships were found between contributors' personal values
and their motivations for contributing. Keywords: Personal values; Motivations; Open source; Wikipedia | |||
| The boundary of racial prejudice: Comparing preferences for computer-synthesized White, Black, and robot characters | | BIBAK | Full-Text | 2074-2093 | |
| Li Gong | |||
| Humanoid social robots are predicted to interact with humans in various
domains of social life as robot technology keeps advancing. One area for
understanding the impact of robots on human society is interracial relations.
Would robots constitute a nonhuman outgroup to trigger human ingroup favoritism
which will confine the boundary of racial prejudice? A study (N = 105) assessed
Whites' rank-ordered preferences for 15 White, Black and robot
computer-synthesized characters. Explicit racial prejudice positively predicted
White versus Black character preferences for liking and as one's avatar,
virtual friend, and virtual tutor. The implicit racial prejudice, measured with
the Implicit Association Test (IAT), provided additional predictive utility for
virtual friend. Among the 64 participants who reported minimal interest in
robots, explicit racial prejudice negatively predicted preferences for Black
over robot characters, showing a pattern that individuals with high prejudice
preferred robot characters over Black ones. The results suggest alarming
strength of racial prejudice and cast doubt on the notion of all-human ingroup
favoritism in comparison to robots. Keywords: Humanoid social robots; Racial prejudice; Explicit racial attitude; Implicit racial attitude; IAT; Computer-synthesized characters | |||
| Cognitive processing differences between frequent and infrequent Internet users | | BIBAK | Full-Text | 2094-2106 | |
| G. M. Johnson | |||
| The Internet is rapidly transforming a range of human activities;
socio-cognitive theory assumes that engagement in transformed activities, over
time, transforms human cognition. Four hundred and six college students
completed four modified cognitive assessment system subtests, each assessing
one dimension of the PASS model of cognitive processing (i.e., planning,
attention, simultaneous and successive processing). Students also completed a
rating scale that determined the extent and nature of their use of the
Internet. Without exception, frequent Internet users cognitively outperformed
infrequent Internet users. Results are interpreted as supporting the validity
of two theoretical positions; tool use increases cognitive capacity and tools
represent extension of cognitive processes. Keywords: Internet use; Cognition | |||
| Testing a model of sense of virtual community | | BIBAK | Full-Text | 2107-2123 | |
| Anita L. Blanchard | |||
| A distinguishing feature of virtual communities is their sense of community,
i.e., their participants' feelings of membership, identity, influence, and
attachment with each other. This study tests a model in which members'
perceptions of the group's norms mediate the relationships between supporting
each other and identifying each other with the members' sense of virtual
community. Two studies were conducted providing partial support for the model.
The results show that the perception of norms mediate the relationship between
SOVC and (a) observing and publicly exchanging support, (b) perceiving that
others know one's identity, and (c) using technical features to learn and
create identity. Theoretical and practical implications are discussed. Keywords: Virtual communities; Sense of virtual community; Social exchange; Social identity; Norms | |||
| The impact of emotionality and self-disclosure on online dating versus traditional dating | | BIBAK | Full-Text | 2124-2157 | |
| Larry D. Rosen; Nancy A. Cheever; Cheyenne Cummings; Julie Felt | |||
| Online dating is unique in the pursuit of romance. The bond created between
potential partners takes a different path than normal dating relationships.
Online dating usually begins with a flurry of e-mail messages, each more
intimate than the last. Traditional dating relationships that might take months
to develop in the real world, take weeks or even days online. Much has been
written about cyber-dating, but little research has been done. This series of
four studies examines the online dating process, similarities and differences
between online and traditional dating, and the impact of emotionality and
self-disclosure on first (e-mail) impressions of a potential partner. Results
indicate that the amount of emotionality and self-disclosure affected a
person's perception of a potential partner. An e-mail with strong emotional
words (e.g., excited, wonderful) led to more positive impressions than an
e-mail with fewer strong emotional words (e.g., happy, fine) and resulted in
nearly three out of four subjects selecting the e-mailer with strong emotional
words for the fictitious dater of the opposite sex. Results for self-disclosure
e-mails were complex, but indicate that levels of self-disclosure led to
different impressions. Low levels of self-disclosure were generally preferred
in choosing for the fictitious dater, although these preferences differed by
gender, education, and ethnic background. Results were discussed in terms of
theories of computer-mediated communication. Keywords: Computer-mediated communication; Self-disclosure; Relationship satisfaction; Emotionality (personality) | |||
| Measuring self-disclosure online: Blurring and non-response to sensitive items in web-based surveys | | BIBA | Full-Text | 2158-2171 | |
| Adam N. Joinson; Carina Paine; Tom Buchanan; Ulf-Dietrich Reips | |||
| People are increasingly required to disclose personal information to computer- and Internet-based systems in order to register, identify themselves or simply for the system to work as designed. In the present paper, we outline two different methods to easily measure people's behavioral self-disclosure to web-based forms. The first, the use of an 'I prefer not to say' option to sensitive questions is shown to be responsive to the manipulation of level of privacy concern by increasing the salience of privacy issues, and to experimental manipulations of privacy. The second, blurring or increased ambiguity was used primarily by males in response to an income question in a high privacy condition. Implications for the study of self-disclosure in human-computer interaction and web-based research are discussed. | |||
| Undergraduates' metacognitive knowledge about the psychological effects of different kinds of computer-supported instructional tools | | BIBAK | Full-Text | 2172-2198 | |
| Alessandro Antonietti; Barbara Colombo; Yuri Lozotsev | |||
| Literature about metacognition suggests that learners develop personal
beliefs about the educational technologies that they are asked to employ and
that such beliefs can influence learning outcomes. In this perspective,
opinions about the psychological effects of computer-supported instructional
tools were analysed by means of a questionnaire which included items about the
motivational and emotional aspects of learning, the behaviour to have during
the learning process, the mental abilities and the style of thinking required,
and the cognitive benefits. Items were presented five times: each time they
made reference to a different kind of tool (online courses, hypertexts, Web
forums, multimedia presentations, and virtual simulations). The questionnaire
was filled out by 99 undergraduates attending engineering courses. Results
showed that students ranked the psychological effects of the computer-supported
tools in a relative different order according to the kind of tool and
attributed distinctive effects to each tool. Gender and expertise played a
minor role in modulating undergraduates' beliefs. Implications for instruction
were discussed. Keywords: Metacognition; Belief; Learning; Education; Computer | |||
| User acceptance model of open source software | | BIBAK | Full-Text | 2199-2216 | |
| M. Dolores Gallego; Paula Luna; Salvador Bueno | |||
| The development and implementation of open source software (OSS) is one of
the most current topics within the academic, business and political
environments. Traditionally, research in OSS has focused on identifying
individual personal motives for participating in the development of an OSS
project, analyzing specific OSS solutions, or the OSS movement, itself.
Nevertheless, user acceptance towards this type of technology has received very
little attention. For this reason, the main purpose of the current study is to
identify the variables and factors that have a direct effect on individual
attitude towards OSS adoption. Therefore, we have developed a technological
acceptance model on behalf of the users towards a solution based on OSS. For
this development, we have considered the technology acceptance model. Findings
show that OSS is a viable solution for information management for
organizations. Keywords: Open source software; Technology acceptance model; Adoption | |||
| Strategies for designing effective psychotherapeutic gaming interventions for children and adolescents | | BIBAK | Full-Text | 2217-2235 | |
| Dion H. Goh; Rebecca P. Ang; Hui Chern Tan | |||
| A range of face-to-face therapies and interventions for children and
adolescents with mental health problems have been developed over the years and
include cognitive-behavioral therapy, play therapy and applied behavior
analysis. The popularity of computer games has grown exponentially in the last
decade and has been widely accepted by children, adolescents and adults alike.
Mental health professionals have therefore been exploring the use of these
games to complement traditional treatment methods. To date however, there has
been little known concrete evidence of the effectiveness of computer games for
the treatment of children and adolescents with mental health conditions. Key to
the success of such games is that at the outset, they must be well-designed.
This paper reviews extant relevant computer gaming literature to propose a set
of guidelines and strategies for the design of psychotherapeutic games targeted
at children and adolescents. The issues raised concern both the game player as
well as the game itself. As part of this review, limitations of existing work
and areas of future research are also discussed. Keywords: Psychotherapeutic games; Computer game design; Mental health; Treatment; Review | |||
| Online flow experiences, problematic Internet use and Internet procrastination | | BIBAK | Full-Text | 2236-2254 | |
| Andrew Thatcher; Gisela Wretschko; Peter Fridjhon | |||
| This study explores the theoretical and practical overlap between online
procrastination, problematic Internet use, and flow on the Internet. At the
theoretical level there is a great deal of interrelatedness between these three
concepts (for example, all three concepts deal with the issue of a lack of
control over time spent online and acknowledge the distracting and entertaining
properties of the Internet); yet, one can also argue that the concepts are
theoretically distinct (for example, flow is a total absorption in the work at
hand, whereas procrastination is the avoidance of the work at hand). All three
concepts have been used to describe either desirable (flow) or undesirable
(procrastination and problematic Internet use) states when online. In this
study a sample of 1399 Internet users was obtained from a survey placed on a
South African online information technology magazine. Using the problematic
Internet use questionnaire (PIUQ), the distraction subscale of the online
cognition scale (OCS), and a modified version of the Flow scale it was found
that there were strong positive relationships between all three variables (the
strongest relationship being between problematic Internet use and online
procrastination). The results also suggested that procrastination may be a
connector between PIU and flow; also that PIU is a connector between
procrastination and flow, but that flow is independent of the relationship
between PIU and procrastination. These results are discussed in relation to
previous studies on problematic Internet use and in particular, whether these
relationships are unique to respondents involved in the information technology
sector. Keywords: Procrastination; Flow theory; Flow experiences; Problematic Internet use; Information technology workers | |||
| Influence of individual factors on presence | | BIBAK | Full-Text | 2255-2273 | |
| Ana Sacau; Jari Laarni; Tilo Hartmann | |||
| The present paper is a review of the role of individual factors in Spatial
Presence. If Spatial Presence is a subjective mental phenomenon psychological
factors must have an important role on it. Our review shows that, even though
many authors claim about the need for a better understanding about this
relation, empirical evidence is still very limited. Personality-related factors
as absorption, and the capability to be immersed show to have an influence on
the sense of Presence. Additional evidence is needed for the role of such
factors as extraversion/introversion. Evidence of the impact of cognitive
abilities on Presence in complex media environments is greatly indirect, and
based on studies investigating the effect of those cognitive abilities on
situation awareness and task performance. The role of practice and demographic
factors is also considered. Keywords: Spatial Presence; Individual difference; Personality; Cognitive ability; Cognitive style; Demographic factors; Media reception; Media technology | |||
| Playing online games against computer- vs. human-controlled opponents: Effects on presence, flow, and enjoyment | | BIBAK | Full-Text | 2274-2291 | |
| David Weibel; Bartholomäus Wissmath; Stephan Habegger; Yves Steiner; Rudolf Groner | |||
| The purpose of this study was to examine whether playing online games
against other users leads to different experiences in comparison with playing
against computer-controlled opponents. Thereby, a one-factorial multivariate
design was used (computer-controlled vs. human-controlled opponent). Dependent
variables were the participants' feelings of presence and flow. Additionally,
the amount of enjoyment was measured. The findings indicate that the type of
opponent influences playing experiences: participants who played against a
human-controlled opponent reported more experiences of presence, flow, and
enjoyment, whereby the strongest effect refers to the experience of presence.
Furthermore, strong relations between presence, flow, and enjoyment were
observed. Further analyzes suggest that flow mediates the relationship between
presence and enjoyment. Keywords: Online games; Virtual reality; Presence; Flow theory; Immersion; Human-computer interaction | |||
| The influence of dispositions and Internet motivation on online communication satisfaction and relationship closeness | | BIBAK | Full-Text | 2292-2310 | |
| Vikanda Pornsakulvanich; Paul Haridakis; Alan M. Rubin | |||
| Guided by the Uses and Gratifications (U&G) perspective, this study
examined the influence of unwillingness to communicate, loneliness,
Internet-use motives, and Internet (CMC) use and interaction (amount and types
of use and self-disclosure) in online communication satisfaction and online
relationship closeness. There were 261 participants in this study. Overall,
participants who perceived their face-to-face communication to be rewarding,
used CMC for self-fulfillment, and disclosed their personal feelings to others
tended to feel close to their online partners. Moreover, those who used the
Internet for purposes of self-fulfillment and affection and intended to
disclose their feelings to others felt satisfied with their online
communication. The associations among the constructs extend our knowledge of
the U&G theoretical model, how and why people communicate interpersonally
in CMC settings, and the influence of individual differences on CMC for
relational communication. Keywords: Individual differences; Internet motivation; Internet use; Online relationship closeness; Communication satisfaction | |||
| No mobile, no life: Self-perception and text-message dependency among Japanese high school students | | BIBAK | Full-Text | 2311-2324 | |
| Tasuku Igarashi; Tadahiro Motoyoshi; Jiro Takai; Toshikazu Yoshida | |||
| A survey was conducted to investigate how self-perception of text-message
dependency leads to psychological/behavioral symptoms in relation to
personality factors. Japanese high school students completed a self-report
questionnaire measuring frequency of text-messages, self-perception of
text-message dependency, psychological/behavioral symptoms, extroversion and
neuroticism. Self-perception of text-message dependency was composed of three
factors: perception of excessive use, emotional reaction, and relationship
maintenance. Although message frequency was significantly related to
psychological/behavioral symptoms, this effect was qualified by self-perception
and personality factors. In particular, self-perception of text-message
dependency strongly affected psychological/behavioral symptoms. Importance of
distinction between extroverted and neurotic text-message dependency through
the process of self-perception of maladaptive behavior is discussed. Keywords: Text-message dependency; Self-perception; Extroversion; Neuroticism; High school students | |||
| The role of metacognitions in problematic Internet use | | BIBAK | Full-Text | 2325-2335 | |
| Marcantonio M. Spada; Benjamin Langston; Ana V. Nikcevic; Giovanni B. Moneta | |||
| Research has suggested that negative emotions are associated with
problematic Internet use. This study investigated the role of metacognitions as
a mediator of the relationship between negative emotions and problematic
Internet use. A sample of 97 university students completed the following
questionnaires: Hospital Anxiety and Depression Scale, Boredom Proneness Scale,
Metacognitions Questionnaire 30, and Internet Addiction Test. All dimensions of
metacognition were found to be positively and significantly correlated with
problematic Internet use. Positive and significant correlations were also
observed between problematic Internet use and negative emotions (anxiety,
depression and boredom). Structural equation modeling was used to test a
mediation model in which negative emotions predicted metacognitions which in
turn predicted problematic Internet use. The results supported the hypothesis
that the relationship between negative emotions and problematic Internet use is
fully mediated by metacognitions, suggesting that metacognitive theory may be
relevant to understanding problematic Internet use. The implications of these
findings are discussed. Keywords: Anxiety; Boredom; Depression; Metacognitions; Negative emotions; Problematic Internet use | |||
| An investigation of user communication behavior in computer mediated environments | | BIBAK | Full-Text | 2336-2356 | |
| Hsin Hsin Chang; I. Chen Wang | |||
| Computer Mediated Environments (CMEs) allow people to communicate and
interact electronically, either synchronously or asynchronously, their key
characteristic being online interactivity. This study attempts to provide a
better understanding of communication behavior in CMEs, the study objective
being to investigate the effects of the level of interactivity on web users'
attitudes and intentions towards the use of online communication tools. It
tests constructs based on system characteristics (interactivity), extrinsic
motivation (the Technology acceptance model), and intrinsic motivation (Flow
theory) in an integrated theoretical framework for online communication
behavior. This study demonstrates the development of a reliable and valid
measure to capture several critical constructs in order to understand online
communication behavior. Questionnaires were placed on the website for voluntary
participants who use online communication tools to complete. The statistical
results revealed that attitude and behavioral intention are directly affected
by users' internal and external motivation, and are indirectly affected by
interactivity through the perceived ease of use, perceived usefulness, and flow
experience. This shows that interactivity is an important element of web-based
information technology for absorbing users, and is not only mediated by
task-oriented (external) motivation but also entertainment-oriented (internal)
motivation. Keywords: Computer mediated environment; Interactivity; Technology acceptance model; Flow theory | |||
| Explaining IS continuance in environments where usage is mandatory | | BIBAK | Full-Text | 2357-2371 | |
| Øystein Sørebø; Tom Roar Eikebrokk | |||
| Several research efforts over the last decade have attempted to explain user
acceptance in mandated environments. This research is an attempt in the same
direction. It addresses users' satisfaction in mandated environments to further
contribute to our understanding of how we can manage mandated use of
information systems (IS) effectively beyond initial adoption. To better explain
users' IS continuance a revised post-acceptance model is proposed and
empirically tested using the structural equation modelling technique. The
results demonstrate the reliability and validity of the proposed measurement
model and further demonstrate that confirmed expectations and ease of use
perceptions explain 61% of the users' satisfaction in this setting. Our
findings have important implications for the management of users in mandated
environments as well as for further research in the area of mandated use. To
that end, we offer directions for future research. Keywords: Confirmatory factor analysis; Expectation confirmation model; Expectation disconfirmation model; Mandated usage; Structural equation model | |||
| Leader emergence in an Internet environment | | BIBAK | Full-Text | 2372-2383 | |
| Erika Kelly; Blake Davis; Jessica Nelson; Jorge Mendoza | |||
| With the progression of technology, particularly the Internet, it is
becoming increasingly important for organizations, both business and academic,
to effectively use the Internet for research and data collection. In this
study, leaderless discussions conducted completely in an Internet environment
were used to study how individuals emerged as leaders. The study assessed
leaderless discussion variables as well as Internet process variables such as
emoticons, web-based initializations, and technical speak as predictors of
leader emergence. Traditional leaderless discussion variables were not
predictive while many of the Internet process variables were found to have
strong positive relationships with leader emergence. Keywords: Leadership; Internet; Leader emergence; Virtual groups; Computer-mediated communication; Electronic communication | |||
| E-recruitment and the benefits of organizational web appeal | | BIBAK | Full-Text | 2384-2398 | |
| Lori Foster Thompson; Phillip W. Braddy; Karl L. Wuensch | |||
| This study examined the influences of website design on prospective job
seekers. A total of 182 participants accessed and reviewed an online job ad.
Afterwards, they rated: (a) the attractiveness of the ad's formatting, (b) the
usability of the website, (c) overall evaluations of the organization's web
appeal, (d) impressions of the organization, and (e) willingness to pursue
employment with the hiring organization. Although both the formatting
attractiveness and usability of online recruitment materials influenced
participants' inclinations to pursue jobs, formatting was more important than
usability. Moreover, impressions of the employer mediated the relationship
between satisfaction with the website and willingness to pursue employment with
the organization. Overall, this research advances knowledge by applying
signaling theory to the web-based recruitment domain and by testing a mediated
relationship implied therein. In addition, this is the first study to introduce
relative weights analysis to the recruitment literature. Keywords: Job seeker attitudes; Organizational websites; Relative weights analysis; Signaling theory; Website characteristics; Web-based recruitment | |||
| Population trends in Internet sports gambling | | BIBAK | Full-Text | 2399-2414 | |
| Debi A. LaPlante; Anja Schumann; Richard A. LaBrie; Howard J. Shaffer | |||
| The Internet is a controversial new medium for gambling. This study presents
the first longitudinal analysis of online gambling participation and activity
among a population of newly subscribed Internet bettors. Our analyses indicate
that this population of gamblers adapted to the new subscription service
rapidly, as evidenced by quickly developing declines in population
participation, number of bets, and size of stakes. Adaptation was not uniformly
evident in our population. Among subgroups of heavily involved bettors,
adaptation was generally slower or not apparent. Rather than adapt, involved
bettors often maintained the high level of betting they escalated to in the
days following subscription. This was particularly evident for one type of
game: live-action betting. These involved individuals and the effect of
live-action play require close scrutiny and ongoing examination. Keywords: Gambling; Public health; Internet | |||
| The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames | | BIBAK | Full-Text | 2415-2433 | |
| Karin A. Orvis; Daniel B. Horn; James Belanich | |||
| Videogames are an increasingly popular instructional tool. This research
investigated how various strategies for modifying task difficulty in
instructional videogames impact learner performance and motivation. Further,
the influence of prior videogame experience on these learning outcomes was
examined, as well as the role prior experience played in determining the
optimal approach for adjusting task difficulty. Participants completed a
game-based training task under one of four task difficulty conditions: static,
increasing, adaptive-low and adaptive-high. All participants completed an
identical pre-training trial, 10 practice trials varying in difficulty level
according to condition, and a final performance trial. Results demonstrate that
learner performance and motivation significantly improved in all difficulty
conditions. Further, prior videogame experience was found to significantly
influence these learning outcomes and a three-way interaction was detected
between performance, task difficulty condition, and experience. The results of
this research provide information useful to instructional videogame developers
and instructors utilizing videogames as instructional tools. Keywords: Challenge; Instructional videogame; Motivation; Task difficulty; Training performance; Videogame experience | |||
| The effects of time-compressed audio and verbal redundancy on learner performance and satisfaction | | BIBAK | Full-Text | 2434-2445 | |
| Albert D. Ritzhaupt; Neil D. Gomes; Ann E. Barron | |||
| Digital audio is becoming increasingly popular in higher education with
faculty digitally recording and broadcasting lectures for students to
learn-on-demand. Students have discovered accelerated playback features in
popular computer software and use it to reduce the amount of time spent
listening to audio-enhanced instruction. In the current study, 183
undergraduates were randomly assigned to one of three audio-enhanced multimedia
presentations that were recorded at three speeds (1.0, 1.4, and 1.8). Results
show no significant difference on performance across treatments and a
significant difference on satisfaction in favor of 1.4 times the normal audio
speed. The results also indicate statistical differences in favor of verbal
redundancy, in which the same verbal information was presented on both an
auditory and visual channel. Keywords: Time-compressed audio; Multimedia learning; Verbal redundancy; Learner performance; Learner satisfaction | |||
| Effects of disease and leader type on moderators in online support groups | | BIBAK | Full-Text | 2446-2455 | |
| Morton A. Lieberman | |||
| This study examines the effects of illness (cancer and Parkinson's [PD]) on
three moderators, the expression of positive and negative emotions and
cognitive mechanisms. Each illness makes its own unique demands on patients and
may influence change mechanisms. Similarly, we are asking, what effects do the
type of leadership have on mediators that have previously been linked to
positive outcomes. Four types of groups were studied, professional, the
wellness community (TWC) chat mixed cancer (N groups = 4) and TWC chat PD
patient groups (N groups = 6). The two peer groups were bulletin boards for
colorectal cancer (N groups = 1) and PD BBs (N groups = 6). The design was a
2×2, disease and leader type. Computer-based text analysis, the
linguistic inquiry and word count assessed the dependent variables. The results
of the Manova found that; disease is P = NS, leader type, P = .00, interaction,
P = .00. The interaction between disease and leader type is statistically
significant, indicating that disease in combination with whether the leader is
a peer or professional effects the expression of emotions and cognitive
mechanisms. Keywords: Internet support groups; Leadership; Disease; Moderators; Emotional expression; Cognitive mechanisms; Cancer; Parkinson's | |||
| Sensitivity to the proportions of faces that vary in human likeness | | BIBAK | Full-Text | 2456-2474 | |
| Robert D. Green; Karl F. MacDorman; Chin-Chang Ho; Sandosh Vasudevan | |||
| Despite the often quoted adage "beauty is in the eye of the beholder,"
studies indicate people perceive certain facial and bodily proportions as
attractive regardless of their culture. This preference, which is present even
in infants, may be more hardwired than learned. Designers of computer games,
animation, virtual reality, and robots must make choices about how to depict
humanlike forms. An understanding of human perception and preferences can lead
to design principles for successful interaction. This study measured human
responses to varying facial proportions in people, androids, mechanical-looking
robots, and two- and three-dimensional characters. Participants showed greater
agreement on the best proportions of faces they considered more humanlike and
more attractive and less tolerance for deviation from these proportions in more
attractive faces. Keywords: Anthropomorphism; Attractiveness perception; Facial acceptability; Inter-rater agreement; Uncanny valley | |||
| Computers in human behavior: Special issue: Electronic games and personalised elearning processes | | BIB | Full-Text | 2475-2476 | |
| Daniel Burgos; Baltasar Fernández-Manjón; Griff Richards | |||
| Effective message synchronization methods for multiplayer online games with maps | | BIBAK | Full-Text | 2477-2485 | |
| Doowon Paik; Chung-Ha Yun; Jooyeon Hwang | |||
| A solution for the message synchronization problem of the client-server
based game system is to wait for a certain period of time (waiting period)
until the server processes the messages from clients. However, identifying a
suitable waiting period proves challenging. In this paper, we develop two
methods to determine the waiting period using the probability of interaction
among participants and ranking of the delay among participants. Our methods
take advantage of the property of games with geographical mapping, where each
participant usually interacts with other participants only in the immediate
surroundings. Simulation is performed for the evaluation of the methods and the
shows that the proposed methods produce better results with lower average
unfair ratio while keeping the same responsiveness compared to the method with
prefixed waiting period. Keywords: Message synchronization; Waiting period; NVE; Online game; Client-server | |||
| Unreal PowerPoint: Immersing PowerPoint presentations in a virtual computer game engine world | | BIBAK | Full-Text | 2486-2495 | |
| Colin B. Price | |||
| At a recent conference on games in education, we made a radical decision to
transform our standard presentation of PowerPoint slides and computer game
demonstrations into a unified whole, inserting the PowerPoint presentation to
the computer game. This opened up various questions relating to learning and
teaching theories, which were debated by the conference delegates. In this
paper, we reflect on these discussions, we present our initial experiment, and
relate this to various theories of learning and teaching. In particular, we
consider the applicability of "concept maps" to inform the construction of
educational materials, especially their topological, geometrical and
pedagogical significance. We supplement this "spatial" dimension with a theory
of the dynamic, temporal dimension, grounded in a context of learning
processes, such as Kolb's learning cycle. Finally, we address the multi-player
aspects of computer games, and relate this to the theories of social and
collaborative learning. This paper attempts to explore various theoretical
bases, and so support the development of a new learning and teaching virtual
reality approach. Keywords: PowerPoint; Computer games; Unreal tournament 2004; Concept maps; Experiential learning | |||
| Designing and analyzing collaboration in a scripted game for vocational education | | BIBAK | Full-Text | 2496-2506 | |
| Raija Hämäläinen; Kimmo Oksanen; Päivi Häkkinen | |||
| This study attempts to combine the technological possibilities of 3D-game
environments and collaborative learning scripts. The study is a design
experiment (N = 64) with multiple data collection and analysis (quantitative
and qualitative) methods. The aims were twofold: The aim was to develop a game
environment to simulate issues of work safety in a vocational context and to
answer the following questions on the basis of an empirical study: (1) What
kind of activities did the scripted game environment generate among the
players? (2) How did the least and the most successful groups differ in this
respect despite the same scripted game environment? Findings indicated that
scripted game environment enriched the learning activities by enabling aspects
that would not have been possible in traditional classroom settings. The
scripted game environment also helped the players proceed in the different
phases. However, the groups differed in terms of results in the test,
collaboration processes, and the type and quantity of discussion. Especially
discussion differed between the groups with highest and lowest test scores. Keywords: Learning games; Collaborative learning | |||
| A pen and speech-based storytelling system for Chinese children | | BIBAK | Full-Text | 2507-2519 | |
| Danli Wang; Jie Li; Jie Zhang; Guozhong Dai | |||
| Storytelling plays an important role in language learning. Storytelling by a
child, as an educational activity, influences the child's linguistic ability,
thought process, imagination, and creativity significantly. Many researchers
have made extensive studies in storytelling systems for children. While there
presently exist many software-based storytelling applications, most are deemed
not completely suitable for Chinese children. In this paper, combining the
characteristics of Chinese children and using the multimodal interaction
pattern based on speech and pen-gesture, we present children a 3D storytelling
system which uses user-centered scenario-based design method. The usability of
the storytelling system is evaluated and the results suggest that all the users
generally feel pretty satisfied with the system. Keywords: Storytelling system; Children; Scenario-based design; Multimodal interaction; Usability evaluation | |||
| A descriptive study of Turkish high school students' game-playing characteristics and their considerations concerning the effects of games | | BIBAK | Full-Text | 2520-2529 | |
| Turkan Karakus; Yavuz Inal; Kursat Cagiltay | |||
| The purpose of this study is to examine high school students' preferences,
playing habits, expectations, and thoughts concerning computer games.
One-thousand two hundred and twenty-four (1224) vocational high school
students, studying at eight different schools in six cities within four
different regions in Turkey, participated in the study. The results reveal that
female students expect games to have instructive elements, while males desire
elements that are entertaining, competitive, and multi-player. Females
complained about negative aspects of computer games, such as causation of
laziness and motivation for aggressive behavior, more than males. The students
suggested that computer games might be used in education for Mathematics or
History courses, and that they can be used to improve mental skills. Females
also stated a preference to play in "convenient" places, such as their homes or
schools, rather than in Internet cafés or other outside places, which
were more strongly favored by males. Keywords: Computer games; Gender; Educational games; High school students | |||
| Educational game design for online education | | BIBAK | Full-Text | 2530-2540 | |
| Pablo Moreno-Ger; Daniel Burgos; Iván Martínez-Ortiz; José Luis Sierra; Baltasar Fernández-Manjón | |||
| The use of educational games in learning environments is an increasingly
relevant trend. The motivational and immersive traits of game-based learning
have been deeply studied in the literature, but the systematic design and
implementation of educational games remain an elusive topic. In this study some
relevant requirements for the design of educational games in online education
are analyzed, and a general game design method that includes adaptation and
assessment features is proposed. Finally, a particular implementation of that
design is described in light of its applicability to other implementations and
environments. Keywords: Educational game design; Game-based learning; Online education; Pedagogical model; Instructional design; e-Adventure | |||
| Exploring the link between teachers' educational belief profiles and different types of computer use in the classroom | | BIBAK | Full-Text | 2541-2553 | |
| Jo Tondeur; Ruben Hermans; Johan van Braak; Martin Valcke | |||
| The purpose of the study reported in this article was to analyse the
relationship between teachers' educational beliefs and their typical approach
to computer use in the classroom. In this context, the question arises whether
particular profiles of teachers can be distinguished based on their beliefs
about good education. A survey of 574 elementary school teachers was conducted
that focused both on teachers' traditional or constructivist beliefs about
education and on different types of computer use: 'computers as an information
tool', 'computers as a learning tool' and 'basic computers skills'. Cluster
analysis resulted in four distinct teacher profiles, reflecting relatively
homogeneous scale scores, based on varying levels of traditional and
constructivist beliefs teachers hold about education. Overall results indicate
that teachers with relatively strong constructivist beliefs who also have
strong traditional beliefs report a higher frequency of computer use. In
addition, results point at a specific relationship between teachers' belief
profiles and how computers are used in the classroom. Implications for the role
of educational beliefs in supporting teachers to integrate ICT in the classroom
are discussed. Keywords: Teachers; Computer use; Educational beliefs; Primary education | |||
| Communication goals and online persuasion: An empirical examination | | BIBAK | Full-Text | 2554-2577 | |
| E. Vance Wilson; Ying Lu | |||
| Computer-mediated communication (CMC) is frequently applied as a tool for
organizational marketing and consumer research. This paper explores the
underlying structure of message receivers' communication goals and their impact
on persuasiveness in the context of CMC. Extending prior research on the
structure of primary and secondary goals, we identified five specific
communication goals that are important to receivers. We conducted an online
exercise in which subjects respond to a message requesting them to volunteer
their time. The results demonstrate all five communication goals are important
to one or more indicators of persuasiveness, including attitude toward the
issue, source credibility, perceived information quality, and behavioral
intention to comply with the request. Keywords: Computer-mediated communication; Influence goals; Uses and gratifications theory; Interpersonal influence; Interpersonal communication | |||
| An experimental assessment of semantic apprehension of graphical linguistics | | BIBAK | Full-Text | 2578-2596 | |
| Michael Workman | |||
| Visual displays of information (such as dashboards) have become very
sophisticated in rendering world semantics but neglect display semantics,
leading to what is commonly called information overload. Underlying storage and
retrieval research has been utilizing semantic and cognitive theory to drive
the current implementations of ontology markup using the resource description
framework (RDF) and Web ontology language (OWL) for over a decade. Yet despite
these semantically rich underlying description logics, and despite the very
large and mature stream of cognitive and neuroscience theory literature on
visual perception and attention, memory, and linguistics, this is one aspect
within the area of information visualization and human factors research where
empirically tested semantic theory has not yet caught up, and begs for
theory-driven research into display semantics using what might be termed
"graphical linguistics." We conducted an experiment to assess the cognitive
effort of interpreting domain general knowledge using the same information
represented in three forms, and found that graphical linguistics reduce
cognitive effort for a specific type of task involving high-density
time-sensitive information typically found in situation control rooms. Keywords: Graphical linguistics; Transformational grammar; Cognitive load | |||
| Factor structure for Young's Internet Addiction Test: A confirmatory study | | BIBAK | Full-Text | 2597-2619 | |
| Man Kit Chang; Sally Pui Man Law | |||
| A number of diagnostic scales have been developed in recent years to assess
Internet addiction. To better understand the structure, validity, and
reliability of such assessment instruments, Young's Internet Addiction Test
(IAT) was evaluated using a confirmatory approach.
Data collected through a survey of 410 Hong Kong university undergraduates was subjected to exploratory factor analysis and data from a hold-out sample was analyzed using confirmatory factor analysis in order to assess the psychometric properties and factor structure of the IAT scale. Three dimensions, namely, "Withdrawal and Social Problems", "Time Management and Performance", and "Reality Substitute" were extracted. These dimensions were then correlated with a number of criterion variables, including academic performance, online activities, gender, and Internet usage. The results show that academic performance was negatively correlated with the Internet addiction scores. The degree of Internet addiction was also found to vary across different types of online activity, with people engaged in cyberrelationships and online gambling having higher Internet addiction scores. Keywords: Internet addiction; Young's Internet Addiction Test; Confirmatory factor analysis | |||
| The Computer Aversion, Attitudes, and Familiarity Index (CAAFI): A validity study | | BIBAK | Full-Text | 2620-2638 | |
| Stefan E. Schulenberg; Amanda M. A. Melton | |||
| This study's purpose was to provide additional psychometric data on the
Computer Aversion, Attitudes, and Familiarity Index (CAAFI). The CAAFI is
comprised of 40 items, yielding a total score and four factor scores with 10
items each (one familiarity, one attitudes, two aversion). The measure was
administered to a sample of undergraduate psychology students (N = 293) along
with the Computer Understanding and Experience Scale, the Computer Attitude
Scale, and the Computer Aversion Scale. The factor structure of the CAAFI was
supported via confirmatory factor analytic procedures and analysis of internal
consistency reliability coefficients. In relation to the other measures of
computer-related constructs, the strongest validity support was found for the
CAAFI total score and Factors 1 (computer familiarity) and 3 (computer
aversion-discomfort), followed by Factor 2 (computer attitudes). With regard to
Factor 4 (computer aversion-fear), given the results of the analyses the
decision was made to remove these items from the CAAFI in order to enhance the
measure's psychometric properties and practical utility. Keywords: Computer anxiety; Computer attitudes; Computer aversion; Computer experience; Computer familiarity; Confirmatory factor analysis; Psychological assessment | |||
| Multivariate effects of gender, ownership, and the frequency of use on computer anxiety among high school students | | BIBAK | Full-Text | 2639-2648 | |
| Mustafa Baloglu; Vildan Çevik | |||
| Studies that address the problems associated with computer anxiety are
abundant; however, fewer studies took into account multivariate nature of the
construct. Moreover, studies focusing on high school students are even more
limited. Thus, the present study investigated the multivariate effects of
gender, ownership, and the frequency of computer use on computer anxiety
levels, after controlling for the possible effects of trait anxiety among 715
Turkish high school students. The Computer Anxiety Scale and the State-Trait
Anxiety Inventory were used to assess computer anxiety and state and trait
anxiety levels, respectively. A 2 X 2 X 3 between-subjects factorial
multivariate analysis of covariance was used on three dependent variables that
are the three dimensions of computer anxiety: Affective Anxiety, Damaging
Anxiety, and Learning Anxiety. Independent variables are gender, ownership
(i.e., yes or no), and the frequency of computer use (i.e., everyday, several
times a week, or once a week or less). Results showed a significant covariate
effect of trait anxiety, significant main effects for gender, ownership, and
the frequency of computer use on the dependent variables. No three-way or
two-way interaction was detected. After the descriptive and comparative
analyses, specific suggestions were provided based on the results. Keywords: Computer anxiety; High school students; Ownership; Frequency of use | |||
| Shyness and the internet: Social problem or panacea? | | BIBAK | Full-Text | 2649-2658 | |
| Peter Lee Saunders; Andrea Chester | |||
| Shyness is a debilitating experience for a large proportion of the
population. Shyness can be defined as a form of excessive self-focus, a
preoccupation with one's thoughts, feelings, and physical reactions and may
vary from mild social awkwardness to total social inhibition. This article
explores shyness, its prevalence and effects and examines the role of the
internet in the experience and expression of shyness. Compared to research on
shyness in the offline world, empirical work on shyness online is relatively
scarce. Nevertheless, the research that does exist can be categorized into two
seemingly contradictory positions. The first position views the internet as an
isolating medium, attractive to shy people and enhancing shyness. The second
position describes the internet as an empowering medium, offering opportunities
to experience disinhibition and social competence. This paper considers how the
two positions might be reconciled. In addition, in order to reduce
inconsistencies in the literature and to determine how shy people use the
internet, it is suggested that more research, incorporating objective measures
and experimental methodologies, is needed. Keywords: Shyness; Internet | |||
| Development and validation of a computer attitude measure for young students (CAMYS) | | BIBAK | Full-Text | 2659-2667 | |
| Timothy Teo; Jan Noyes | |||
| An important aspect in successfully implementing instructional technology in
educational settings is user acceptance, which is greatly influenced by users'
attitudes towards computers. Today, computers have become an integral part of
instruction at all levels of education and it is important for educators and
policy makers to understand how various factors interact with the user's
characteristics to influence the teaching and learning process involving the
use of computers. Over the years, many scales have been developed to measure
computer attitudes of secondary students and adults. Few have been develop to
be used for students in the primary schools. The aim of this study is to
develop and validate a computer attitude measure for young students (CAMYS).
The revised 12-item CAMYS was piloted with 256 students aged 10-12 with a mean
of 11.9 years (SD = 0.31). Several statistical analyses were performed to
assess the reliability and validity of the measure. The measure, together with
suggestions for administration and scoring are included. Keywords: Computer attitudes; Development; Validation; Young students; Structural equation modeling | |||
| Using multimedia to teach inservice teachers: Impacts on learning, application, and retention | | BIBAK | Full-Text | 2668-2681 | |
| Caroline R. Pryor; Gary G. Bitter | |||
| This study investigated teachers' ability to learn, apply in lesson plans,
and retain knowledge of classroom discourse from a single module of a
multimedia professional development program, used with 39 K-12 teachers
enrolled in two graduate courses. Data collection and analysis included: (a)
teacher development of -- and panel review of -- lesson plans integrating
discourse, and (b) follow-up teacher interviews one year later. The study
found: (a) the video modeling in the module was effective in helping teachers
learn, and (b) discourse strategies were learned, applied, and retained.
Implications for professional development with multimedia to teach classroom
discourse include: (a) recursive use, (b) reflection, (c) multiple examples,
(d) counter examples, and (e) prompts for observation. Keywords: Professional development; Teaching mathematics; Online streaming video episodes; Online staff development; Anytime anywhere professional development; Elementary and secondary math teacher training; Inservice; Preservice; Digital video library | |||
| Spatial updating of objects after rotational and translational body movements in virtual environments | | BIBAK | Full-Text | 2682-2696 | |
| Ipek Sancaktar; Halime Demirkan | |||
| Spatial reasoning in architectural design can be better understood by
considering the factors that affect the spatial updating process of the
individual in an environment. This study focuses on the issue of spatial
updating of viewed and imagined objects after rotational and translational body
movements in a virtual environment (VE). Rotational and translational movements
based on an egocentric frame of reference where there is no control of the user
are compared in a desktop VE. Moreover, preference in architectural drawing
medium and gender are analyzed as the factors that affect the spatial updating
of objects in each body movement type. The results indicated that translational
movement was more efficient than the rotational movement in judgment of
relative directions in viewed objects. Furthermore, the viewed objects were
more correctly spatially updated than the imagined ones both in translational
and rotational body movements. In comparison of hand, computer and both as the
drawing media, findings indicated that preference in computer medium in
architectural design drawings was an effective one in spatial updating process
in a VE. Contrary to the previous studies, it is found that there was no
significant difference between gender and movement types. Keywords: Gender; Rotational movements; Spatial updating; Translational movements; Virtual environments | |||
| Predicting knowledge sharing practices through intention: A test of competing models | | BIBAK | Full-Text | 2697-2722 | |
| Feng-Yang Kuo; Mei-Lien Young | |||
| In knowledge management (KM)-related research, effective knowledge sharing
is considered to be one of the most critical components of KM success. For the
present research, the authors conducted a longitudinal, two-phased study to
evaluate if the Theory of Reasoned Action (TRA) and three variations of the
Theory of Planned Behavior -- namely, TPB, decomposed TPB (DTPB), and revised
TPB (RTPB) -- can adequately predict knowledge sharing behaviors. The first
TRA-based study shows a severe limitation in the ability of the intention to
predict actual knowledge sharing behaviors collected from a knowledge
management platform. In a subsequent study, three variations of TPB-based
models were employed to show that, although the independent variables (i.e.,
attitude, subjective norm, and perceived behavior control that is decomposed
into controllability and self-efficacy) give satisfactory explanations of
variance in intention (R2 > 42%), the intention-behavior gap still exists in
each of the three models. Only the perceived self-efficacy in the revised TPB
can directly predict knowledge sharing behaviors. This gap highlights the
importance of knowledge sharing as a fundamentally social activity for which
the actualization of intention into actions may be interrupted due to barriers
such as a mistake-free culture or others' deliberate misinterpretations that
may in turn cause unanticipated negative consequences to the person. The
theoretical implication of this study is that in applying TPB to study
knowledge sharing practices, researchers must focus on control beliefs that
reflect people's capacity to overcome possible environmental challenges
encountered in carrying out their knowledge sharing intentions. Keywords: Knowledge management; Knowledge sharing; Theory of Reasoned Action; Theory of Planned Behavior | |||
| An examination of disposition, motivation, and involvement in the new technology context computers in human behavior | | BIBAK | Full-Text | 2723-2740 | |
| Shaojing Sun | |||
| This study investigated the relationship among dispositions (i.e., Internet
self-efficacy, Internet anxiety), Internet motives, and involvement (i.e.,
media involvement, interaction involvement). By integrating mass communication
and interpersonal communication research, the author found the dispositions
played a more important role in explaining involvement than demographics did.
Interpersonal utility motive and pass-time motive were important predictors of
involvement. An interesting finding is that interpersonal utility motive
negatively predicted interaction involvement, and positively predicted
cognitive media involvement. In addition, this study provided insight into the
Internet motives typology proposed by Papacharissi and Rubin [Papacharissi, Z.,
& Rubin, A. M. (2000). Predictors of internet use. Journal of Broadcasting
and Electronic Media, 44, 175-196.]. Keywords: Self-efficacy; Internet anxiety; Interaction involvement; Motive | |||
| Interface agents as social models for female students: The effects of agent visual presence and appearance on female students' attitudes and beliefs | | BIBAK | Full-Text | 2741-2756 | |
| Rinat B. Rosenberg-Kima; Amy L. Baylor; E. Ashby Plant; Celeste E. Doerr | |||
| The current work investigates the use of interface agents as anthropomorphic
social models to influence young women's negative beliefs and low self-efficacy
regarding engineering. Experiment 1 focused on the impact of agent model visual
presence vs. voice alone for changing the women's beliefs. Based on literature
on human social models we hypothesized that the visual presence of the
interface agent would result in more positive attitudes toward engineering and
greater self-efficacy than the presence of a human voice alone. Experiment 2
focused on the impact of model appearance-related characteristics for changing
the women's beliefs. Previous work with human social models suggests that
people are more persuaded by models that are similar to them. Therefore, models
that were young, female, and "cool" were predicted to be more effective in
influencing young women's attitudes. In accordance with our hypothesis, results
revealed that participants who interacted with the visible agents reported
significantly greater utility for engineering, greater self-efficacy, and
greater interest in engineering-related fields than those who interacted with a
human voice. In addition, the agent models that were similar to the young women
tended to be the most effective for positively influencing the women's
stereotypes and self-efficacy. Keywords: Persuasion; Interface agents; Engineering voice; Pedagogical agents | |||
| Relationship between the level of intimacy and lurking in online social network services | | BIBAK | Full-Text | 2757-2770 | |
| Pei-Luen Patrick Rau; Qin Gao; Yinan Ding | |||
| The rapid growth of online social network services (SNSs) leads to new
research questions. Unlike in other online communities, people in SNSs expect
to gratify social-emotional needs rather than informational needs, and they are
connected in a person-to-person manner which is more direct and interpersonal.
The author argued that the factors influencing members' public posting in SNSs
differ from those in traditional online communities. Interpersonal intimacy was
postulated to influence lurking behaviors in SNSs. To investigate the
relationship between intimacy level and posting frequency in SNSs, an online
survey was conducted in Wallop, a SNS provided by Microsoft. Responses (102)
were collected, in which the first 40 posters and the first 40 lurkers were
selected for statistical analysis. The result shows significant differences
exist in both verbal and affective intimacy level between lurkers and posters.
The level of verbal intimacy and the level of affective intimacy are positively
correlated with posting frequency. The result of discriminant analysis shows
that verbal intimacy and affective intimacy are useful for discriminating
posting/lurking groups of users. In addition, significant gender differences in
perceived intimacy and posting behaviors were found. The result implies that
people lurk in SNSs because they believe that their social-emotional needs may
not be satisfied even if they post. Keywords: Computer mediated communication (CMC); Social networking; Interpersonal relationship; Intimacy | |||
| Interface design and emotions experienced on B2C Web sites: Empirical testing of a research model | | BIBAK | Full-Text | 2771-2791 | |
| Jean Éthier; Pierre Hadaya; Jean Talbot; Jean Cadieux | |||
| This paper examines the impact of four Web site interface features on the
cognitive process that trigger online shoppers' emotions, operationalized as
mental states of readiness that arise from appraisal of events and considered
as direct antecedents to approach or avoidance behaviors. A research model was
tested with data collected from 215 Web shopping episodes for low-touch
merchandise. Results show that shoppers experienced all six emotions posited in
the model. The emotions of liking and joy were experienced intensively by a
substantial number of shoppers. The results also demonstrate that interface
features -- key components of the usability of a Web site -- influenced the
three cognitive appraisals illustrated in the research model. Moreover, the
cognitive appraisals of situational state and control potential impacted the
six emotions examined. This paper also highlights several theoretical
contributions and managerial implications that should help managers and Web
site managers improve the interface design of their Web sites in order to
facilitate information gathering and better support online shopping processes. Keywords: Interface design; Emotions; Cognitive appraisals; Web site usability | |||
| The roles of personality and class size in student attitudes toward individual response technology | | BIBAK | Full-Text | 2792-2798 | |
| Matthew Hunsinger; Christopher R. Poirier; Robert S. Feldman | |||
| The use of individual response technology (IRT) in college classrooms is
becoming increasingly common. In order to understand why some students enjoy
IRT use whereas others do not, we examined the relationship between personality
and attitudes towards IRT use in large and small classrooms. In addition, we
investigated the relationship between IRT use and classroom learning. We
collected data from 452 undergraduate students (209 males and 243 females). The
results show that students who are more extraverted and conscientious report
more positive ratings of IRT. Furthermore, students who earn higher grades
enjoy IRT use more than other students. Implications for the effective use of
IRT in the classroom are discussed and future directions for research are
suggested. Keywords: Individual response technology; Big five personality factors; College students' attitudes | |||
| Security lapses and the omission of information security measures: A threat control model and empirical test | | BIBAK | Full-Text | 2799-2816 | |
| Michael Workman; William H. Bommer; Detmar Straub | |||
| Organizations and individuals are increasingly impacted by misuses of
information that result from security lapses. Most of the cumulative research
on information security has investigated the technical side of this critical
issue, but securing organizational systems has its grounding in personal
behavior. The fact remains that even with implementing mandatory controls, the
application of computing defenses has not kept pace with abusers' attempts to
undermine them. Studies of information security contravention behaviors have
focused on some aspects of security lapses and have provided some behavioral
recommendations such as punishment of offenders or ethics training. While this
research has provided some insight on information security contravention, they
leave incomplete our understanding of the omission of information security
measures among people who know how to protect their systems but fail to do so.
Yet carelessness with information and failure to take available precautions
contributes to significant civil losses and even to crimes. Explanatory theory
to guide research that might help to answer important questions about how to
treat this omission problem lacks empirical testing. This empirical study uses
protection motivation theory to articulate and test a threat control model to
validate assumptions and better understand the "knowing-doing" gap, so that
more effective interventions can be developed. Keywords: Information security; Omissive behaviors; Threat control model; Social cognitive theory; Protection motivation theory | |||
| Culture, gender and information technology use: A comparison of Chinese and US children | | BIBAK | Full-Text | 2817-2829 | |
| Linda A. Jackson; Yong Zhao; Wei Qiu; Anthony, III Kolenic; Hiram E. Fitzgerald; Rena Harold; Alexander von Eye | |||
| This research addressed four basic questions about culture, gender and
information technology (IT) use. First, are there differences between Chinese
and US children in their computer and Internet use? Second, are there
differences between Chinese and US children in their use of other technologies,
namely, videogames and cell phones? Third, does gender moderate the influence
of culture on the use of computers, the Internet and other technologies?
Fourth, are there differences among subcultural groups within cultures in their
IT use? Using samples of 600 Chinese and 600 US children whose average age was
12 years old, findings indicated cultural and gender differences in technology
use as well as interactions between the two. US children used computers and the
Internet more than did Chinese children, with Chinese females being the least
intense users. Males played videogames more than did females, with US males
playing more than did Chinese males. US females lead all other groups in cell
phone use, whereas Chinese females were least likely to use them. Racial and
ethnic group differences indicate that diversity within cultural groups among
subcultures must be considered in understanding children's IT use. Implications
of cultural, gender and subcultural group differences in technology use for
equity in access to technology and educational interventions for children in
the use of technology are discussed. Keywords: Gender; Culture; Technology use | |||
| The effect of innovativeness on the adoption of B2C e-commerce: A model based on the Theory of Planned Behaviour | | BIBAK | Full-Text | 2830-2847 | |
| Ángel Herrero Crespo; Ignacio Rodríguez del Bosque | |||
| This paper analyses the factors that lead Internet users to becoming online
shoppers. In particular, assuming that Internet is an innovation affecting the
way individuals shop, a model of electronic commerce adoption is proposed that
adds personal innovativeness to the traditional formulation of the Theory of
Planned Behaviour. The theoretical model proposed is tested on a sample of Web
users with no experience in online shopping. The results denote that electronic
commerce acceptance is determined by attitudes to the system, subjective norm
and personal innovativeness in the domain of information technology. Moreover,
we find that personal innovativeness has a moderating effect on the acceptance
of electronic commerce. Keywords: Internet; Electronic commerce; Theory of planned behaviour; Innovativeness; Attitude; Subjective norm | |||
| Open source content contributors' response to free-riding: The effect of personality and context | | BIBAK | Full-Text | 2848-2861 | |
| Oded Nov; George Kuk | |||
| We address concerns about the sustainability of the open source content
model by examining the effect of external appropriation, whereby the product of
open source contributors' efforts is monetized by a party that did not
contribute to the project, on intended effort withdrawal (reduction in
contribution level). We examine both the personality of contributors and their
contextual motivations to contribute, using a scenario-based survey of
Wikipedia contributors. The findings suggest that perceived justice of the open
source license terms, and intrinsic motivations are both negatively related
with effort withdrawal intentions. Moreover, we find that the effect of the
fairness personality trait on effort withdrawal is stronger for individuals who
are low in perceived justice and weaker for individuals high in justice. The
findings of factors predicting effort withdrawal contribute to the open source
literature, which tends to focus on contribution and motivations, but not on
what impacts changes in individual contribution levels. Keywords: Open source content; Wikipedia; Justice; Personality; Fairness; Motivation | |||
| Implicit learning as a design strategy for learning games: Alert Hockey | | BIBAK | Full-Text | 2862-2872 | |
| Chad Ciavarro; Mike Dobson; David Goodman | |||
| Concussion education and prevention for youth hockey players has been an
issue of recent concern amongst sport medicine practitioners and hockey's
administrative bodies. This article details the assessment of a sports-action
hockey video game that aims to reduce the aggressive and negligent behaviours
that can lead to concussions. The game, termed Alert Hockey, was designed to
modify game playing behaviour by embedding an implicit teaching mechanism
within the gameplay. In Alert Hockey, participants were expected to learn by
simply playing to win, in contrast to playing to learn. We studied learning in
an experimental simulated environment where the possibility to win the game was
exaggerated as a consequence of desirable safety behaviours (positive learning
group) and effectively reduced as a consequence of undesirable (negative
learning group) behaviour. The positive learning group significantly improved
their mean score on a composite behavioural indicator compared with no
significant change amongst control group participants. The results demonstrate
that implicit learning embedded in a sports-action game can lead to changes in
game-play behaviour. Keywords: Implicit learning; Computer games; Brain concussion | |||
| Contextual multi-dimensional browsing | | BIBAK | Full-Text | 2873-2888 | |
| Ling-Ling Wu; Ya-Lan Chuang; Yuh-Jzer Joung | |||
| Browsing efficiency depends to a large extent on the organization of the
information being browsed. An emerging method of organizing Web content, called
multi-faceted categorization, adopts a flat structure and treats different
facets of the browsed content as equal and independent. The advantage of this
structure is that it allows users to slice and dice the information space from
any of the facets they wish to browse, and in any arbitrary order, thereby
facilitating so-called multi-dimensional browsing. However, because of limited
human information processing capacities, too many choices and too much browsing
freedom tend to disorient users and increase the difficulty of information
gathering. A more effective means of organizing information is therefore
needed.
In the literature, it is well documented that context plays a crucial role in making relevance judgments about categorical attributes. Since browsing always occurs in relation to certain contexts, we propose taking context into account for multi-faceted categorization to help organize different facets of information on the browsing interface. Our experiment results demonstrate that the context-sensitive arrangement of categories helps users find information more efficiently. Moreover, users perceive the context-sensitive interface as easier to use than non-contextual interfaces. Keywords: Browsing; Interface design; Context; Web content categorization; Multi-dimensional browsing; Multi-faceted browsing | |||
| Development, content, process and outcome of an online peer supervision group for counselor trainees | | BIBAK | Full-Text | 2889-2903 | |
| Christine J. Yeh; Tai Chang; Lillian Chiang; Christopher M. Drost; Dorota Spelliscy; Robert T. Carter; Yaowen Chang | |||
| This study investigated the development, content, process, and outcome of an
online peer supervision group (OPSG) for counselor trainees. Outcome measures
determined that participants felt comfortable, confident, and open to using the
OPSG. In addition, counselor trainees reported a preference for using aliases
online to foster more sharing. In terms of content, topics in the group focused
on mostly professional identity (40.1%) and therapeutic techniques (22.5%). A
discourse analysis of the group revealed a high percentage of messages were
experiential self-disclosure (40.0%) and guidance (20.0%). Our findings
indicate that the components and content found in supervision groups, and in
group process more generally, can take place in OPSGs. The role of computers in
psychological training is discussed. Keywords: Peer supervision; Online support; Counselor training; Self disclosure; Discourse analysis; Web-based bulletin board | |||
| Learning multiplication through computer-assisted learning activities | | BIBAK | Full-Text | 2904-2916 | |
| Kuo-En Chang; Yao-Ting Sung; Yu-Lung Chen; Long-Hua Huang | |||
| This study develops and implements a computer-assisted learning (CAL)
program with both multiplicative facts practices and the instruction of meaning
behind these facts. The effectiveness of CAL on the development of
multiplication abilities is also explored. Eight CAL activities are developed
to teach multiplication to second grade elementary school students. The CAL
program is comprised of three stages of instruction that addressed in
succession the basic concept of multiplication, the meaning and properties of
multiplication and multiplication-related computation skills. Evaluation of the
effects of the learning activities reveals that CAL activities are effective in
improving comprehension of the concept of multiplication and the meaning and
properties of multiplication for students who have lower prior knowledge of
multiplication, but it does not significantly improve the development of
multiplication-related computation skills. Nevertheless, CAL activities
facilitate overall learning of multiplication. Keywords: Elementary mathematical education; Multiplication learning; Computer-assisted learning | |||
| Cultural divide and the Internet | | BIBAK | Full-Text | 2917-2926 | |
| Matías Recabarren; Miguel Nussbaum; Claudia Leiva | |||
| The aim of this paper is to study the relationship between culture and
Internet usage. In the light of studies showing the existence of subcultures
within a country, an experiment was designed and conducted based on the
Hofstede cultural model and Tiwana's expert knowledge model to determine how
social differences affect the Internet usage of first-year university students.
Data-mining techniques were then used to find relationships between culture and
Internet usage. We conclude that abilities and performance relating to Internet
use differs among subcultures not only because of the digital divide but also
because of cultural differences. We also show that subcultures tend to converge
over time when placed in the same context. Keywords: Culture; Human-computer interaction (HCI); User-interface design; Web sites design | |||
| The impact of customer interface quality, satisfaction and switching costs on e-loyalty: Internet experience as a moderator | | BIBAK | Full-Text | 2927-2944 | |
| Hsin Hsin Chang; Su Wen Chen | |||
| Customer interface quality has been confirmed to critically influence the
success of electronic commerce, and there has been extensive discussion about
the effects of customer interface quality on consumer behavior. However, few
studies have examined how customer interface quality affects e-loyalty.
Furthermore, although satisfaction and switching costs are expected to be
antecedents to customer loyalty, few studies have systematically examined how
these elements are related to customer interface quality. This study proposes
an integrating theoretical framework for testing the relationships among
customer interface quality, satisfaction, switching costs, and e-loyalty.
Moreover, this study argues that the relationships among these constructs are
moderated by Internet experience. Empirical analyses are performed using
structural equations modeling analysis. The findings confirm that customer
interface quality, including customization, interaction, convenience and
character, contributes to generating e-loyalty. Particularly, the results show
that convenience directly enhances e-loyalty. Additionally, this study finds
that customer interface quality positively influences switching costs for
customers with higher Internet experience, a phenomenon that has not previously
been explored. Keywords: Customer interface quality; Customer satisfaction; Switching costs; E-loyalty; Internet experience | |||
| Cross-cultural deception in social networking sites and face-to-face communication | | BIBAK | Full-Text | 2945-2964 | |
| Carmen C. Lewis; Joey F. George | |||
| Deception research has been primarily studied from a Western perspective, so
very little is known regarding how other cultures view deception.
Cross-cultural deception research is important due to the escalation of
cross-cultural communication. Therefore, this study proposes a framework for
understanding the role Korean and American culture plays in deceptive behavior
for both face-to-face (FTF) and computer-mediated communication (CMC). The goal
of this paper is to test theoretical explanations about the role of culture in
deception by the development of a set of hypotheses predicting the conditions
under which deception is likely to emerge. A research strategy and construct
measures to test the hypotheses are presented. Results from online
questionnaires indicated Korean respondents exhibited greater collectivist
values, lower levels of power distance, and higher levels of masculine values
than Americans. Furthermore, deceptive behavior was greater for FTF
communication than for CMC for both Korean and American respondents. In
addition to a significant relationship between culture and deception,
differences were found between espoused cultural values and deceptive behavior,
regardless of national culture. These results indicate the need for future
research to consider cultural differences when examining deceptive behavior. Keywords: Deception; Culture; Computer-mediated communication | |||
| Social facilitation and human-computer interaction | | BIBAK | Full-Text | 2965-2971 | |
| Byron Hall; David Dryden Henningsen | |||
| The Computers As Social Actors (CASA) research paradigm has examined how
individuals respond to computers programmed to interact in various ways. In the
current research, we extend the principles of CASA to determine whether
computer icons can be used to produce social facilitation effects. Varying task
difficulty and the presence or absence of a computer icon (i.e., Microsoft
word's Clip), performance on a typing task is considered. Overall, results
provide some support for the contention that the mere presence of a computer
icon may influence task performance. Keywords: Social facilitation; Computers As Social Actors | |||
| Social impact in technologically-mediated communication: An examination of online influence | | BIBAK | Full-Text | 2972-2991 | |
| Michael D. Miller; C. Cryss Brunner | |||
| This study used Social Impact Theory to explore sources and functions of
interpersonal influence in Computer-Mediated Communication. Participants were
43 female and 17 male graduate students ranging from 25 to 60 years of age. In
each of five distinct graduate classes (n1 = 15, n2 = 11, n3 = 10, n4 = 12, n5
= 12) delivered online at a research university, participants engaged in
anonymous and computer-mediated discourse and then nominated peers who were
directive and/or influential (positive and negative) during the online
interaction. High numbers of peer nominations were expected to characterize
participants perceived as emanating social impact. Four interpersonal factors
were chosen as strength operants in accordance with Social Impact Theory and
were, therefore, expected to predict social impact. Of the four, assertiveness
and exaggeration were significant, while emotional intensity and sensitivity
were not. Two factors, contribution total and word total, were chosen as
immediacy operants in accordance with Social Impact Theory. Both factors were
found to be significant predictors of social impact. Implications of these
findings relative to online learning and interpersonal influence as it occurs
in an online context are discussed. Keywords: Computer-Mediated Communication; Technologically-mediated communication; Influence; Personality; Social impact | |||
| Online recruiting: The effects of organizational familiarity, website usability, and website attractiveness on viewers' impressions of organizations | | BIBAK | Full-Text | 2992-3001 | |
| Phillip W. Braddy; Adam W. Meade; Christina M. Kroustalis | |||
| Previous research on Internet recruitment has made the implicit assumption
that recruitment websites influence viewers' opinions of recruiting
organizations. This study tested this assumption using a pretest/posttest
design. Findings revealed that participants' organizational favorability, image
as employer, and organizational attractiveness perceptions were affected by
their viewing of organizational recruitment websites. Greater increases in
favorable organizational evaluations from the pretest measures to the posttest
measures occurred with organizations maintaining websites that were easy to
navigate and/or that were appealing. Contrary to predictions made by signaling
theory, recruitment websites had similar effects on the organizational
impressions of all individuals, regardless of their familiarity with the
organizations maintaining the recruitment websites that they viewed. Keywords: Internet recruiting; Online recruiting; Web recruiting; Website usability; Website attractiveness; Signaling theory | |||
| Technostress under different organizational environments: An empirical investigation | | BIBAK | Full-Text | 3002-3013 | |
| Kanliang Wang; Qin Shu; Qiang Tu | |||
| Today's pervasive information and communications technologies (ICTs) enable
us to get connected almost anywhere at anytime. ICTs such as the Internet, the
advanced wireless technologies and mobile communications networks are becoming
increasingly indispensable in many aspects of business and everyday life. But
to keep up with the fast advancing pace of the new ICTs, employees have to
constantly renew their technical skills as well as enduring pressure from a
more complex system and higher expectations for productivity. This often leads
to ICT related technostress experienced by employees in many organizations.
Studies have found technostress to have significant negative impact on employee
productivity. Based on large-scale survey responses Chinese employees, this
paper investigates the effects of different organizational environment settings
on employee technostress levels. The results show that employees from more
centralized companies often perceive more technostress. In addition, in
organizations that are both highly centralized and highly innovative, the
overall technostress level is the highest. On the other hand, in organizations
with low centralization and low innovation, technostress is the lowest. This
research will provide a foundation for organizations to understand and
alleviate technostress, thus improving employee performance. Keywords: Technostress; Organizational internal environment; Factor analysis | |||
| Virtual social interactions: Evolutionary, social psychological and technological perspectives | | BIBAK | Full-Text | 3014-3026 | |
| Ahmed Y. Mahfouz; Andreas G. Philaretou; Antonis Theocharous | |||
| This paper represents an exploratory and quantitative investigation into
online dating from evolutionary, psychological, and technological points of
view. In the past decade, the relatively inexpensive availability of
user-friendly, fast, and reliable Internet technology has appealed to millions
of consumers who suddenly found themselves engrossed by this sensational medium
of communication, information, consumerism, and service. The majority of
Internet users tend to be either recreational or utilitarian oriented, using
such medium for a wide variety of tasks ranging from corresponding with friends
and significant others, information gathering, purchasing goods and services,
and, increasingly so, seeking and securing suitable dating and marital
partners. The following research questions constitute the driving force for the
current investigation: What are the evolutionary and social psychological
intricacies of online dating? What are the technological variants or dimensions
that render the consumption of online dating services appealing to users? An
online survey was administered to 247 subjects to explore these questions and
determine the technological dimensions of virtual social interaction.
Exploratory factor analysis was then conducted to analyse the data. Eight
technological dimensions emerged as a result of the analysis and served as the
basis for the study's technological perspectives model of virtual social
interactions. Keywords: Online dating; Virtual environment; Evolutionary psychology; Experience; Social interaction | |||
| Internet addiction: Meta-synthesis of qualitative research for the decade 1996-2006 | | BIBAK | Full-Text | 3027-3044 | |
| Alecia C. Douglas; Juline E. Mills; Mamadou Niang; Svetlana Stepchenkova; Sookeun Byun; Celestino Ruffini; Seul Ki Lee; Jihad Loutfi; Jung-Kook Lee; Mikhail Atallah; Marina Blanton | |||
| Internet addiction is "an individual's inability to control their Internet
use, which in turn leads to feelings of distress and functional impairment of
daily activities" [Shapira, N., Lessig, M., Goldsmith, T., Szabo, S., Lazoritz,
M., Gold, M. et al. (2003). Problematic Internet use: Proposed classification
and diagnostic criteria. Depression and Anxiety, 17(4), 207-216]. Previous
research in this field has offered inconclusive data on whether Internet
addiction can be classified as a disorder. This study provides an in-depth and
comprehensive analysis of internet addiction through a meta-synthesis of
qualitative studies on excessive Internet use published during the period of
1996-2006. Several constructs pertaining to the domain of Internet addiction
have been identified and a theoretical model of Internet addiction has been
proposed. Keywords: Internet addiction; Internet Addiction Disorder (IAD); Meta-synthesis; Qualitative research design | |||
| The role of spatial abilities and age in performance in an auditory computer navigation task | | BIBAK | Full-Text | 3045-3051 | |
| Richard Pak; Sara J. Czaja; Joseph Sharit; Wendy A. Rogers; Arthur D. Fisk | |||
| Age-related differences in spatial ability have been suggested as a mediator
of age-related differences in computer-based task performance. However, the
vast majority of tasks studied have primarily used a visual display (e.g.,
graphical user interfaces). In the current study, the relationship between
spatial ability and performance in a non-visual computer-based navigation task
was examined in a sample of 196 participants ranging in age from 18 to 91.
Participants called into a simulated interactive voice response system and
carried out a variety of transactions. They also completed measures of
attention, working memory, and spatial abilities. The results showed that
age-related differences in spatial ability predicted a significant amount of
variance in performance in the non-visual computer task, even after controlling
for other abilities. Understanding the abilities that influence performance
with technology may provide insight into the source of age-related performance
differences in the successful use of technology. Keywords: Interactive voice response systems; Aging; Cognitive abilities; Interface | |||
| Psychologist treatment recommendations for Internet-based therapeutic interventions | | BIBAK | Full-Text | 3052-3062 | |
| Louis Mora; Jeffrey Nevid; William Chaplin | |||
| A mailed survey was used to evaluate psychologists' endorsements of four
Internet-based treatment modalities (e-mail, individual chat, group chat, and
video conferencing) as either adjunctive or alternative forms of treatment.
Participants were 138 psychologists recruited from a state psychological
organization's membership directory. Participants provided endorsements for
each Internet-based intervention based on a hypothetical case in which past
treatment history was manipulated in a randomized design. Overall,
psychologists provided low levels of endorsement of Internet-based services;
however, significantly higher levels of endorsement were found for a case
vignette that lacked any mention of past treatment history as compared to an
otherwise identical case that mentioned previous treatment for major
depression. Additionally, participants provided higher endorsements for e-mail
applications than other modalities and cognitive-behaviorally-oriented
practitioners more strongly endorsed the use of Internet-based interventions
than psychoanalytically-oriented practitioners. Keywords: Online therapy; Internet; Psychotherapy; Psychologist | |||
| Corrigendum to: "The role of the idea champion in innovation: The case of the Internet in the mid-1990s" [Computers in Human Behavior 24 (2008) 451-461] | | BIB | Full-Text | 3063 | |
| Morell E. Mullins; Steve W. J. Kozlowski; Neal Schmitt; Ann W. Howell | |||