| From paper to pixels: A comparison of paper and computer formats in psychological assessment | | BIBAK | Full-Text | 1-7 | |
| Mary J. Naus; Laura M. Philipp; Mekhala Samsi | |||
| Internet based data collection methods have many advantages for
psychological assessment when compared with more traditional paper formats,
including, reduced costs, and greater convenience for both the researcher and
the participant. However, prior to the wide-spread adoption of these methods,
equivalence with paper tests formats must be established. The present study
compared questionnaire data from the computer with that from a traditional
paper format in a sample of college students both directly and through an
opinion survey. Three types of questionnaires that represent distinct areas
commonly assessed in psychological research included: quality of life (SF-36),
depression (BDI-II) and personality (NEO). A within-subjects design
counterbalanced order across the computer and paper formats. Overall the
findings showed no differences for the Neuroticism and Extraversion facts of
the NEO, for the BDI and for the subscales and composite scores of the SF-36.
Significant differences were found between the paper and computer formats for
the Openness, Agreeableness, and Conscientiousness facets of the NEO.
Additionally, the computer was perceived to be convenient, user-friendly,
comfortable, and secure. Results suggest that a computerized format is an
efficient way to conduct quality of life research, especially for the
assessment of distress levels and quality of life. Keywords: Paper and computer formats in psychological assessment; Computers in psychological research; Quality of life; Depression; Personality | |||
| Human communication in customer-agent-computer interaction: Face-to-face versus over telephone | | BIBAK | Full-Text | 8-20 | |
| Anette Kira; David M. Nichols; Mark Apperley | |||
| Customer service can be provided over various communication modes, such as
face-to-face, telephone, email or websites. In this paper we examine a setting
where a service, such as travel planning, is provided to a customer through a
human agent, either face-to-face or via telephone. Specifically, the setting
requires three entities, a customer who has approached a business, a
representative for the organisation and a computer which the representative
uses to support the task. Two experiments were conducted to investigate how the
two human entities interact over two different communication modes
(face-to-face and telephone) when there is also a computer involved in the
interaction. The results showed a significantly shorter task completion time
via telephone. There was also a difference in the style of communication, with
face-to-face having more single activities (such as talking only), while when
using the telephone there was more doubling up in activities (talking while
also searching on the computer). There was only a small difference in
subjective satisfaction. The results suggest that telephone interaction,
although containing fewer communication cues (such as body language), is not
necessarily an impoverished mode. Telephone interaction is less time consuming
and more task-focused. Keywords: Customer-agent-computer interaction; Human communication; Telephone; Face-to-face; Communication mode | |||
| Ethical reciprocity in digitalized transactions: An empirical study of pre- and post-contractual behavior | | BIBAK | Full-Text | 21-28 | |
| Vincent Cho; Humphry Hung; Y. H. Wong | |||
| Are unethical e-service providers more tolerant of disloyal users? Only a
few studies have been done on the attitude of the e-service providers who
behave unethically. This research intends to fill this gap in current
literature. We identify two different perspectives, behavior consistency and
ethical reciprocity, in explaining the attitude of e-service providers towards
their users who have breached the service contracts. We further investigate
such attitude in respect of the perceived mutual commitment between these
providers and their users. We test our propositions by a survey on financial
e-service providers and our findings support the perspective of ethical
reciprocity. Keywords: Unethical behavior; Behavior consistency; Ethical reciprocity; Mutual commitment | |||
| Exploring Chinese users' acceptance of instant messaging using the theory of planned behavior, the technology acceptance model, and the flow theory | | BIBAK | Full-Text | 29-39 | |
| Yaobin Lu; Tao Zhou; Bin Wang | |||
| Instant messaging (IM) is a popular Internet application around the world.
In China, the competition in the IM market is very intense and there are over
10 IM products available. We examine the intrinsic and extrinsic motivations
that affect Chinese users' acceptance of IM based on the theory of planned
behavior (TPB), the technology acceptance model (TAM), and the flow theory.
Results demonstrate that users' perceived usefulness and perceived enjoyment
significantly influence their attitude towards using IM, which in turn impacts
their behavioral intention. Furthermore, perceived usefulness, users'
concentration, and two components of the theory of planned behavior (TPB):
subjective norm and perceived behavioral control, also have significant impact
on the behavioral intention. Users' intention determines their actual usage
behavior. Keywords: TPB; TAM; Instant messaging; Flow theory; Perceived enjoyment; Concentration | |||
| An investigation of the effects of reciprocal peer tutoring | | BIBAK | Full-Text | 40-49 | |
| Yi-Chia Cheng; Heng-Yu Ku | |||
| This study investigated the effects of reciprocal peer tutoring (RPT) on
student achievement, motivation, and attitudes. Four sections of an educational
technology course were randomly assigned to one RPT and one non-RPT group.
Participants in the RPT group were then randomly assigned to groups to tutor
and support each other while participants in the non-RPT group worked
individually. The results suggested that the RPT and non-RPT groups did not
differ on student achievement and motivation. Findings concerning student
attitudes revealed that what students liked about RPT were helpful group
members, opportunities to work in groups, feedback from groups, the comfort
that RPT provided, and knowledge sharing. What students disliked about RPT were
the unnecessary work and lack of interaction. Keywords: Cooperative learning; Motivation; Reciprocal peer tutoring; Peer-assisted learning; Educational technology; Mixed method study | |||
| Biasing public opinion: Computerized continuous response measurement displays impact viewers' perceptions of media messages | | BIBAK | Full-Text | 50-55 | |
| James B., III Weaver; Inga Huck; Hans-Bernd Brosius | |||
| Computerized displays of continuously acquired audience response measures
have become an increasingly common component in television, particularly in
political campaign media coverage. However, the effect of such presentations on
consumer's perceptions of both the presenters and their messages remain
unclear. To address this concern, simulated computerized continuous response
measurement (CRM) graphics were overlaid onto apolitical video content to
produce three (negative, neutral, positive) experimental manipulations. The
findings revealed considerable symmetry between the valence of the CRM graphics
and research participant responses. Evaluations of the presenter and message
were significantly more negative following negative CRM graphic manipulation
exposure (compared against the neutral and positive conditions) suggesting that
CRM graphics can be a powerful device for influencing viewers' judgments. Keywords: Continuous response measurement; Presidential debates; Public opinion | |||
| Students' difficulties in learning from dynamic visualisations and how they may be overcome | | BIBAK | Full-Text | 56-65 | |
| Rolf Ploetzner; Stefan Lippitsch; Matthias Galmbacher; Dieter Heuer; Sarah Scherrer | |||
| We investigated whether students' understanding of line graphs can be
improved by means of dynamic visualisations. The visualisations were designed
to help students relate motion phenomena and line graphs to one another. In an
initial study three groups were formed: the first group learned on the basis of
simulated motion phenomena and dynamic line graphs; the second group
additionally had dynamic iconic representations available to them; the third
group was also presented with dynamic stamp diagrams. Contrary to our
expectations, students were not able to make use of the visualisations in order
to improve their understanding of line graphs. We hypothesised that students
did not receive sufficient support in comprehending the visualisations. In a
second study two groups were investigated. While the first group learned on the
basis of simulated motion phenomena and dynamic line graphs, the second group
additionally had dynamic iconic representations as well as dynamic stamp
diagrams available to them. It was possible for the students in both groups to
ask questions and to receive assistance from a teacher as well as from peers
while learning from the visualisations. The results demonstrate that the
pedagogical measures enabled the students to successfully make use of dynamic
visualisations. Keywords: Computer assisted learning; Computer simulation; Graphical displays; Learning strategies | |||
| The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order | | BIBAK | Full-Text | 66-75 | |
| R. Ignacio Madrid; Herre Van Oostendorp; Mari Carmen Puerta Melguizo | |||
| Problems in learning with hypertext systems have been claimed to be caused
by high levels of disorientation and cognitive load. This was recognized by
DeStefano and LeFevre [DeStefano, D., & LeFevre, J. -A., (2007). Cognitive
load in hypertext reading: A review. Computers in Human Behavior, 23(3),
1616-1641.] who predicted an increase of cognitive load and impairment of
learning for hypertexts with a higher number of links per page. From a
practical perspective, several navigation support techniques, such as providing
link suggestions, have been proposed for guiding learners and reducing
cognitive overload. In an experiment, we tested DeStefano and LeFevre's
predictions as well as the usefulness of link suggestions. Participants used
different versions of a hypertext, either with 3-links or 8-links per page,
presenting link suggestions or not. We tested their cognitive load and learning
outcomes. Results showed that there was a benefit of using link suggestions for
learning, but no effect of number of links on learning was found. Moreover, the
effects of our manipulations on cognitive load were mediated by the reading
order that participants selected. Implications for research and the design of
navigation support systems are discussed. Keywords: Hypertext comprehension; Cognitive load; Navigation support; Learning | |||
| Sensitive topics: Are there modal differences? | | BIBAK | Full-Text | 76-87 | |
| Zannette A. Uriell; Chantay M. Dudley | |||
| As organizations such as the US Navy move toward web-based survey
administration, it is important to determine whether responses to sensitive
questions are equivalent regardless of the administration method. It is
possible that having to enter a military website and provide a username to
access the survey might increase anonymity and confidentiality concerns,
thereby increasing the likelihood of response distortion. Although previous
research has shown that self-administered questionnaires (both paper- and
computer-based) generally result in equivalent responses, to date little
research has investigated the effects of asking sensitive information in a
web-based survey format. In order to test for potential response bias, a survey
was created containing questions about family planning attitudes and birth
control usage, impression management and self-deception scales, and privacy and
confidentiality concerns. Paper surveys were sent to about 3300 randomly
selected enlisted Navy personnel while another 3300 received an invitational
letter to a survey website. In general, the results show few differences
between web-based and paper-based survey responses, demonstrating that
sensitive data can be collected via web-based surveys without significantly
influencing the honesty of survey responses. In addition, the perceived levels
of privacy and confidentiality did not result in a significant difference
between the responses provided. Keywords: Data collection; Methodology; Surveys; Impression management; Family planning attitudes | |||
| "I want to be different from others in cyberspace" The role of visual similarity in virtual group identity | | BIBAK | Full-Text | 88-95 | |
| Junghyun Kim | |||
| The present study investigated the impact of the visual similarity shared
among virtual group members on group identity and conformity. In achieving this
goal, the current study distinguished the similarity coming from being in the
same experimental group (i.e., transient group membership) and the similarity
coming from the same social group membership (i.e., lasting group membership),
in response to the critique that these two group memberships have not been set
apart in previous computer-mediated group research. The current study also
attended to the fact that previous research on computer-mediated groups
restricted personality traits that might have affected group identity formation
and conformity in virtual groups. In response to this constraint, the present
study included participants' needs to be different from others (NFU) and needs
for inclusion (ISC) to a hypothesized path model that was founded on the SIDE
model. Furthermore, the author examined whether the same hypothesized path
model could uphold across the differentiated levels of similarity shared among
group members. Keywords: Avatar; Computer-mediated group; Group identity; Social identity model of deindividuation effects (SIDE); Uniqueness theory | |||
| The effect of violent and non-violent computer games on cognitive performance | | BIBAK | Full-Text | 96-102 | |
| Christopher P. Barlett; Christopher L. Vowels; James Shanteau; Janis Crow; Tiffany Miller | |||
| Two studies were conducted in order to determine the impact computer games
had on the cognitive performance. Study 1 evaluated a measure of cognition,
which incorporates aspects of short-term working memory, visual attention,
mathematical decision making, and auditory perception. Study 2 measured the
cognitive performance between those who did not play video games versus those
who played either a violent or non-violent video game. Results from Study 1
indicate participants needed approximately four trials to reach asymptotic
performance on the cognitive measure. Results of Study 2 showed that
participants who did not play any video game did not have a change in their
cognitive performance, while those who played either a violent or non-violent
video game had an increase in their cognitive performance. Keywords: Computer games; Video games; SynWin; Performance; Cognition | |||
| Towards an understanding of the behavioral intention to use 3G mobile value-added services | | BIBAK | Full-Text | 103-110 | |
| Ying-Feng Kuo; Shieh-Neng Yen | |||
| As profit margins gradually decline, and market competition becomes
increasingly intensive, 3G telecom operators must provide various mobile
value-added services, as well as traditional voice services, to attract new
subscribers and retain old ones. However, for many 3G mobile value-added
services, whether ARPU (average revenue per user) can be effectively enhanced
depends on the consumer behavioral intentions. Therefore, this study uses the
Technology Acceptance Model as the foundation and incorporate personal
innovativeness and perceived cost to further understand consumer's behavioral
intention to use 3G mobile value-added services. The following conclusions can
be reached from the research findings: (1) consumer usage rate of current 3G
value-added services remains low; (2) increased personal innovativeness will
directly enhance the perceived ease of use of 3G mobile value-added services;
(3) the perceived usefulness is enhanced when consumers perceive higher ease of
use of value-added services; (4) perceived usefulness has the strongest effect
on consumer attitude, followed by perceived ease of use and perceived cost, and
(5) the most important factor in increasing consumer's behavioral intention to
use 3G mobile value-added services is attitude, followed by perceived ease of
use, perceived cost and perceived usefulness. Results of this study provide a
valuable reference for service providers to develop mobile value-added
services. Keywords: Mobile commerce; 3G mobile value-added services; Technology Acceptance Model; Innovativeness; Cost | |||
| Exploring continued online service usage behavior: The roles of self-image congruity and regret | | BIBAK | Full-Text | 111-122 | |
| Young Sik Kang; Soongeun Hong; Heeseok Lee | |||
| The expectation-confirmation model (ECM) of continued information systems
(IS) use has proven to be successful across online service contexts. Previous
studies based on ECM have focused on a referent (i.e., comparison standard)
that is centered on the target IS (i.e., target online service). The effect of
this referent, captured through confirmation, has been strongly demonstrated.
Yet, few studies have explored the saliency of two additional reference
effects, captured through self-image congruity and regret, in online service
continuance. To fill this knowledge gap, this paper attempts to develop a
research model that extends the ECM perspective in view of the additional
contributions of regret and self-image congruity on two post-adoption beliefs
(perceived usefulness and perceived enjoyment) and continuance intention. For
this extension, we synthesized the extant literature on continued IS use,
self-image congruity, and regret. The model was empirically tested within the
context of a social network service. Our analysis result shows that self-image
congruity plays a key role in forming the two post-adoption beliefs. It is also
found that the absolute effect of regret on continuance intention is larger
than the effects of other antecedents identified in IS. Overall, this study
preliminarily confirms the salience of self-image congruity and regret in
online service continuance. Keywords: Online service continuance; Expectation-confirmation model; Self-image congruity; Regret; Social network service; Structured equation model | |||
| Consumer adoption of mobile TV: Examining psychological flow and media content | | BIBAK | Full-Text | 123-129 | |
| Yoonhyuk Jung; Begona Perez-Mira; Sonja Wiley-Patton | |||
| Mobile TV service, which provides television-like content through a mobile
device, holds a limelight as the next killer application of wireless
technologies and also as a prospective hedonic information technology. However,
in a world where other potential wireless technologies and services speedily
emerge, vendors and service providers interested in mobile TV hope that it will
be diffused over the gulf between early users to general ones prior to
competing sprouts. At this point, an investigation of early consumers' adoption
of mobile TV may offer precious information for its survival. Based on the
theoretical assumptions of the technology acceptance model (TAM), this study
examines influences of cognitive concentration (or flow experience) and media
content on consumers' acceptance of mobile TV. The results are threefold.
First, results suggest that cognitive concentration (or flow experience) and
content have a significant role in consumers' intention to use hedonic
information technology. Second, results show that content has a critical impact
on cognitive concentration. Finally, results support the use of the extended
TAM as an explainer in the context of hedonic information technology. Keywords: Flow experience; Cognitive concentration; Media content; Technology acceptance model (TAM); Mobile TV; The digital multimedia broadcasting (DMB) | |||
| Effects of music tempo and task difficulty on multi-attribute decision-making: An eye-tracking approach | | BIBAK | Full-Text | 130-143 | |
| Rong-Fuh Day; Chien-Huang Lin; Wen-Hung Huang; Sheng-Hsiung Chuang | |||
| This study examined the effects of music tempo and task difficulty on the
performance of multi-attribute decision-making according two alternative
perspectives: background music as the arousal inducer vs. the distractor. An
eye-tracking based experiment was conducted. Our results supported the arousal
inducer perspective that, with the same level of decision time, participants
made decisions more accurately with the presentation of faster than slower
tempo music. Further, faster tempo music was found to improve the accuracy of
harder decision-making only, not that of easier decision-making. More
interestingly, our exploratory analysis on eye fixations found the occurrence
of adaptive behavior, namely, that the search pattern of participants became
more intra-dimensional under the faster tempo music as compared with the slower
tempo music. Keywords: Background music; Music tempo; Multi-attribute decision-making; Eye-tracking; Search pattern | |||
| Effects of innovativeness and trust on web survey participation | | BIBAK | Full-Text | 144-152 | |
| Jiaming Fang; Peiji Shao; George Lan | |||
| Responding to suggestions of prior research for examining the psychological
constructs involved in a decision for or against participation in web surveys,
this paper investigated the effects of trust in sponsor and personal
innovativeness on potential respondents' participation intention. Based on the
theory of planned behavior (TPB), two alternative models were empirically
tested in which the roles of trust and innovativeness were theorized
differently -- either as moderators of the effects which perceived behavioral
control and attitude have on participation intention (moderator model) or as
direct determinants of the attitude, perceived behavioral control and intention
(direct effects model). Data was collected from a sample of 131 university
students enrolled in a computer course. The results of our study indicated
that: (1) TPB could satisfactorily predict the behavioral intention with up to
44% variation of the intention being predicted by the model; (2) trust in
sponsor and personal web innovativeness exerted direct determinant effects
rather than moderate effects on participation attitude and perceived behavioral
control, which in turn significantly affected participation intention; and (3)
integrating the variables of trust and personal innovativeness into TPB model
enhanced the prediction effect. Keywords: Web survey; Response rate; Theory of planned behavior (TPB); Trust; Personal innovativeness | |||
| Internet social network communities: Risk taking, trust, and privacy concerns | | BIBAK | Full-Text | 153-160 | |
| Joshua Fogel; Elham Nehmad | |||
| Individuals communicate and form relationships through Internet social
networking websites such as Facebook and MySpace. We study risk taking, trust,
and privacy concerns with regard to social networking websites among 205
college students using both reliable scales and behavior. Individuals with
profiles on social networking websites have greater risk taking attitudes than
those who do not; greater risk taking attitudes exist among men than women.
Facebook has a greater sense of trust than MySpace. General privacy concerns
and identity information disclosure concerns are of greater concern to women
than men. Greater percentages of men than women display their phone numbers and
home addresses on social networking websites. Social networking websites should
inform potential users that risk taking and privacy concerns are potentially
relevant and important concerns before individuals sign-up and create social
networking websites. Keywords: Risk taking; Trust; Self-disclosure; Privacy; Internet | |||
| Influence of group member familiarity on online collaborative learning | | BIBAK | Full-Text | 161-170 | |
| Jeroen Janssen; Gijsbert Erkens; Paul A. Kirschner; Gellof Kanselaar | |||
| This study investigated the effects of group member familiarity during
computer-supported collaborative learning. Familiarity may have an impact on
online collaboration, because it may help group members to progress more
quickly through the stages of group development, and may lead to higher group
cohesion. It was therefore hypothesized that increased familiarity would lead
to (a) more critical and exploratory group norms, (b) more positive perceptions
of online communication and collaboration, (c) more efficient and positive
collaboration, and (d) better group performance. To investigate these
hypotheses, 105 secondary education students collaborated in groups of three.
The results of this study indicate that higher familiarity led to more critical
and exploratory group norm perceptions, and more positive perceptions of online
communication and collaboration. Furthermore, in familiar groups students
needed to devote less time to regulating their task-related activities. The
expectation that familiarity would lead to better group performance was not
confirmed. These findings imply that online educators pay attention to the
effects group member familiarity has on online collaborative learning. Keywords: Computer mediated communication; Groupware; Information technology; Collaborative learning; Teams; Familiarity | |||
| Measuring the premium on common knowledge in computer-mediated coordination problems | | BIBAK | Full-Text | 171-174 | |
| Oded Nov; Sheizaf Rafaeli | |||
| Common knowledge, whereby everybody knows something, and everybody knows
that everybody knows it, and so on ad infinitum, is claimed to be central to
coordination in organizations. However, this claim has so far not received
empirical support, as a method to empirically compare common knowledge with
other forms of knowledge has not been available. In this article, we present a
novel method through which we empirically estimate the common knowledge premium
-- the level of users' preference of common knowledge over "knowledge by all"
(where everybody knows something, but not necessarily everybody knows that
everybody knows it). Using the method we show that a "premium" of common
knowledge over "knowledge by all" does exist consistently, across populations
and measuring variations. The findings provide empirical support for the
centrality of common knowledge. Implications of the study are discussed. Keywords: Common knowledge; Coordination; Communication; Knowledge management; Email | |||
| In blog we trust? Deciphering credibility of components of the internet among politically interested internet users | | BIBAK | Full-Text | 175-182 | |
| Thomas J. Johnson; Barbara K. Kaye | |||
| This study employed an online survey of politically interested Internet
users during the two weeks before and the two weeks after the 2004 presidential
election to compare how they judge five components of the Internet in terms of
credibility for political information. Blogs were judged as the most credible
with issue-oriented Web sites also judged as highly credible. Candidate Web
sites and bulletin boards were only judged moderately credible while chat rooms
were rated not very credible. This study also explored whether reliance on the
Internet resource or motivations for visiting the source significantly predict
Internet component credibility after controlling for demographic and political
variables. Keywords: Credibility; Internet users; Motivations; Gratifications; Internet components | |||
| Young children's access and use of computers in family child care and child care centers | | BIBAK | Full-Text | 183-190 | |
| Nanci Weinberger; Traci Anderson; Phyllis Schumacher | |||
| Forty eight family child care providers and 37 center-based providers
completed surveys about the availability and use of computers for children in
their care. In addition, the providers were asked about their attitudes towards
technology and their own computer skills. The impact of setting type on
computer placement and rules about their use did not differ very much by
setting type. Several factors were associated with the amount of time children
were reported to use the computers. Overall, it appears that child care
providers had developmentally sensitive guidelines for fostering computer use
in both child care settings. Keywords: Children; Child care; Child care providers; Computers | |||
| Factors affecting the usage of intranet: A confirmatory study | | BIBAK | Full-Text | 191-201 | |
| Sangjae Lee; Byung Gon Kim | |||
| The extent of intranet implementation and use within individual
organizations has significant implications for organizational performance.
Previous studies on technology adoption in the workplace suggest that
acceptance behavior is influenced by a variety of antecedent factors including
individual differences, social influences, beliefs, attitudes, and situational
influences.
This study reports on an investigation of extended TAM (Technology Acceptance Model) using external factors and subjective norm influencing usage of intranet within organizations. The external factors affecting the perceived ease of use, perceived usefulness, and usage of intranet include technical support, Web experience, task equivocality, and task interdependence. The subjective norm is the mediating variable and external variables indirectly affect usage of intranet indirectly through their effects on subjective norm. Based on a survey of 333 intranet users from 10 major Korean companies, this study uses a structural equation model to test the research model. The results indicate that usage of intranet is influenced by technical support, Web experience, task equivocality, and perceived ease of use. Technical support and Web experience influences the perceived ease of use. Technical support, task equivocality, and task interdependence have positive effects on the subjective norm. Usage of intranet which is a dependent variable in this model, is influenced by technical support, Web experience task interdependence, and perceived ease of use. Keywords: Usage of intranet; Technology adoption; Acceptance behavior; Structural equation model | |||
| Responsible gambling strategies for Internet gambling: The theoretical and empirical base of using pop-up messages to encourage self-awareness | | BIBAK | Full-Text | 202-207 | |
| Sally Monaghan | |||
| Internet gambling is a rapidly growing phenomenon, increasing in types of
games and gambling opportunities, number of sites, owners and jurisdictions. In
response participation and revenue generated by Internet gambling is also
rising, along with the incidence of Internet gambling problems. In the
unregulated environment it is difficult for players to be assured appropriate
safeguards to protect them from harm, however, responsible gambling strategies
are essential to reduce to risks of online gambling. Currently there is wide
variation in the extent to which responsible gambling strategies are
implemented, and little empirical support for their efficacy. Based on
theoretical conceptualisation and empirical evidence taken from gambling and
Internet research, this paper proposes the use of pop-up messages encouraging
self-awareness to effectively increase responsible gambling and reduce the
incidence of problem gambling. The paper describes the rationale for this
strategy and key principles for the most effective implementation of this
strategy. The conclusions drawn have significant implications for key
stakeholders including industry, policy decision makers, regulators, academics
and community members. Keywords: Internet gambling; Problem gambling; Gambling regulation; Addiction; Prevention; Pop-up messages | |||
| Professorial collaborations via CMC: Interactional dialectics | | BIBAK | Full-Text | 208-216 | |
| Marceline Thompson-Hayes; Danna M. Gibson; Andrea Towers Scott; Lynne M. Webb | |||
| We conducted twenty semi-structured interviews with university professors
from eight states in the US about their collaborations via computer mediated
communication. Our thematic analysis of verbatim transcripts uncovered four
dialectical tensions (an interplay of opposing and contradictory forces
typically resolved through communication) in such interactions: relational
connection and personal autonomy, creativity and the mundane, task and
socio-emotional goals, as well as novelty and efficacy. Keywords: Computer mediated communication; Dialectics; Qualitative study; College teachers; Collective behavior; Written communication | |||
| The roles of user motivation to perform a task and decision support system (DSS) effectiveness and efficiency in DSS use | | BIBAK | Full-Text | 217-228 | |
| Siew H. Chan | |||
| The purposes of this study are to: (1) obtain measures of actual decision
support system (DSS) use that include the three elements of DSS use proposed by
Burton-Jones and Straub (Burton-Jones, A., & Straub, D.W., Jr., (2006).
Reconceptualizing system usage: An approach and empirical test. Information
Systems Research, 17(3), 228-246), and (2) identify an important psychological
construct -- a user's motivation to perform a task -- and examine how it
interacts with two DSS characteristics -- effectiveness and efficiency -- to
affect actual DSS use. As predicted, the findings indicated that individuals
who used a more effective DSS to work on a task that they were motivated in
increased usage of the DSS, while DSS use did not differ between individuals
who used either a more or less effective DSS to complete a task that they were
less motivated in. The results also showed significant difference for two
measures of DSS use (i.e., STEP and TIME) and no significant difference for one
measure of DSS use (i.e., USE) between individuals who used either a more or
less efficient DSS to perform a task that they were more motivated in. As
expected, significant differences were found for individuals who used either a
more or less efficient DSS to complete a task that they were less motivated in.
Finally, the results showed that DSS use increased when perceived ease of use
and perceived usefulness of the DSS were high; therefore, these results
corroborate the findings of prior research in the context of actual DSS use. Keywords: Motivation to perform a task; Intrinsic motivation; System effectiveness; System efficiency; System characteristics; System use | |||
| Examining psychometric characteristics of the computer anxiety scale | | BIBAK | Full-Text | 229-232 | |
| Abayomi A. Arigbabu | |||
| The psychometric characteristics of the 20-item computer anxiety scale (CAS)
were examined in a Nigerian sample of 181 preservice teachers (62 men and 119
women). Results indicated a two-factor solution, consistent with those from
other studies. The two factors accounted for 41.6% of the total variance in the
solution. The internal consistency reliability for the entire scale (.89) was
considered conceptually meaningful. This result suggests that computer anxiety
construct, as measured by CAS, appears to be culturally and contextually
invariant. Keywords: Computer anxiety; Psychometric properties; Preservice teachers; Computer anxiety scale; Computer in education; Principal component analysis | |||
| Effect of communication media on developmental relationships: Self-reported and observed behaviors | | BIBAK | Full-Text | 233-243 | |
| Rosemarie Reynolds; Michael T. Brannick | |||
| This study examined the effect of four communication modes (computer-based
video teleconferencing, computer-based electronic chat, telephone, and
face-to-face) on developmental interactions between dyads; specifically on the
transmission of psychosocial versus instrumental information. The dyads
consisted of undergraduates at a southeastern university. One member of the
dyad was an incoming first year student; the second member was an upper
division student who served as a developmental coach. The study was
experimental in design, which controlled the amount of interaction, the
frequency of interaction, and prior acquaintanceship of the dyadic pair. The
small amount of variance attributable to communication mode suggests that
people matter more than the machines. Specifically, in terms of implementing
non-face-to-face developmental programs, it might be more useful to focus on
reducing the variability in the coaches' behaviors through selection or
training, than to focus on communication mode. Additionally, independent
observers watched and rated the dyadic interactions to provide a third point of
view. There was very little overlap between coach and trainee perceptions,
although there was considerable agreement between the raters' and coaches'
ratings. Keywords: Computer-mediated communication; Human computer interaction; Mentor; Training; Distance education | |||
| Social context and communication channels choice among adolescents | | BIBAK | Full-Text | 244-251 | |
| Gustavo S. Mesch | |||
| As online communication is more and more integrated in everyday life to
support and maintain existing social ties, this study examined the factors
associated with preference of face to face, phone or online conversations. A
contextual framework that emphasizes the role of relationship origin,
relationship intensity and content of communication on communication channel
choice among adolescents was empirically tested. Based on a nationwide survey
in Israel, it was found that communication content, relationship origin and
place of residence affect the preference of face to face and online
communication. Phone communication appears to be a more non specific channel to
conduct personal and non personal conversations and relationship origin did not
affect its use. These findings suggest that relationship origin is important,
and face to face communication is preferred for ties that were initiated face
to face and online communication for ties that were initiated online. For this
sample of regular population, there is no indication that online communication
tends to be personal or hyper personal. The use of all the communication
channels is preferred to the maintenance of existing ties and is less used for
the creation of new ties. Keywords: Computer and communication channel choice; Internet and society; Adolescents; Survey | |||
| State of the art research into Cognitive Load Theory | | BIB | Full-Text | 253-257 | |
| Paul Ayres; Tamara van Gog | |||
| The worked-example effect: Not an artefact of lousy control conditions | | BIBAK | Full-Text | 258-266 | |
| Rolf Schwonke; Alexander Renkl; Carmen Krieg; Jörg Wittwer; Vincent Aleven; Ron Salden | |||
| Recently it has been argued that the worked-example effect, as postulated by
Cognitive Load Theory, might only occur when compared to unsupported
problem-solving, but not when compared to well-supported or tutored
problem-solving as instantiated, for example, in Cognitive Tutors. In two
experiments, we compared a standard Cognitive Tutor with a version that was
enriched with faded worked examples. In Experiment 1, students in the example
condition needed less learning time to acquire a comparable amount of
procedural skills and conceptual understanding. In Experiment 2, the efficiency
advantage was replicated. In addition, students in the example condition
acquired a deeper conceptual understanding. The present findings demonstrate
that the worked-example effect is indeed robust and can be found even when
compared to well-supported learning by problem-solving. Keywords: Example-based learning; Problem-solving; Tutoring; Cognitive Tutors; Intelligent tutoring systems | |||
| Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps | | BIBAK | Full-Text | 267-274 | |
| Tatjana S. Hilbert; Alexander Renkl | |||
| In initial skill acquisition in well-structured domains, example-based
learning typically leads to better learning outcomes than learning by doing.
Cognitive Load Theory explains this result by the worked-example effect:
Example-based learning prevents learners from using load-intensive strategies
and focuses their attention on the principles to-be-learned. In two
experiments, we investigated the use of examples for acquiring a new learning
strategy, namely computer-based concept mapping. Experiment 1 compared learners
who studied two examples on how to construct a concept map with learners who
practiced concept mapping by constructing two concept maps on their own. We did
not find significant differences in learning outcomes. Therefore, in Experiment
2, we introduced a third group of learners who studied examples with the
additional support of self-explanation prompts. Self-explaining examples led to
better learning outcomes than learning with examples without prompts or
practicing. With respect to cognitive load, we found that examples without
prompts released learners' working memory compared to practicing, whereas
self-explaining examples led to a higher cognitive load compared to examples
without self-explanation. Keywords: Cognitive load theory; Worked-out examples; Worked-examples effect; Concept mapping; Self-explanations | |||
| Training adult novices to use computers: Effects of different types of illustrations | | BIBAK | Full-Text | 275-283 | |
| E. James Kehoe; Timothy C. Bednall; Leon Yin; Kirk N. Olsen; Claudia Pitts; Julie D. Henry; Phoebe E. Bailey | |||
| Two experiments examined the acquisition of word-processing skills
(Experiment 1) and internet usage skills (Experiment 2) by novice adults using
three types of illustration, specifically, full-screen illustrations with the
text superimposed, icons embedded in the text, and a control, text-only
condition. Training with the full-screen or embedded icons yielded significant
improvements in performance relative to the text-only condition only in tests
that simply required the participants to repeat the step-by-step directions.
When tests required that the participants themselves retrieve and reproduce the
sequence of steps, the training with illustrations -- especially the
full-screen illustrations -- repeatedly had a negative effect on performance.
The results suggest that the illustrations, by making it easy to execute each
step of a procedure during training, encouraged superficial processing, which
in turn yielded a set of stimulus-response associations rather than a
well-linked sequence of actions in long-term memory. Keywords: Computer training; Novices; Adult learning; Cognitive load; Illustration | |||
| Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content | | BIBAK | Full-Text | 284-289 | |
| Detlev Leutner; Claudia Leopold; Elke Sumfleth | |||
| One hundred and eleven 10th graders read an expository science text on the
dipole character of water molecules (ca. 1600 words). Reading instruction was
varied according to a 2 × 2 experimental design with factors 'drawing
pictures of text content on paper' (yes, no) and 'mentally imagining text
content while reading' (yes, no). The results indicate that drawing pictures,
mediated through increased cognitive load, decreased text comprehension and,
thus, learning (d = -0.37), whereas mental imagery, although decreasing
cognitive load, increased comprehension only when students did not have to draw
pictures simultaneously (d = 0.72). No evidence was found that the effects were
moderated by domain-specific prior knowledge, verbal ability, or spatial
ability. The results are in line with cognitive theories of multimedia
learning, self-regulated learning, and mental imagery as well as conceptions of
science learning that focus on promoting mental model construction by actively
visualizing the content to be learned. Constructing mental images seems to
reduce cognitive load and to increase comprehension and learning outcome when
the mental visualization processes are not disturbed by externally drawing
pictures on paper, whereas drawing pictures seems to increase cognitive load
resulting in reduced comprehension and learning outcome. Keywords: Cognitive load; Multimedia; Science learning; Text comprehension; Drawing pictures; Mental imagery | |||
| Combining shared control with variability over surface features: Effects on transfer test performance and task involvement | | BIBAK | Full-Text | 290-298 | |
| Gemma Corbalan; Liesbeth Kester; Jeroen J. G. van Merriënboer | |||
| Positive effects of learner control decrease when learners do not perceive
the control given to them, make suboptimal choices, or are cognitively
overloaded by the amount of choice. This study proposes shared control (i.e.,
learners choose from a pre-selection of suitable tasks) over highly variable
tasks to tackle these problems. Ninety-four students participated in a 2
× 2 factorial experiment with the factors control (system, shared) and
variability of surface features (low, high). Results show superior effects on
training performance, transfer test performance, and task involvement of shared
control when learners can choose from pre-selected tasks with surface features
that are different from the surface features of previous tasks. Keywords: Cognitive load; Learner control; Surface features; System control; Variability | |||
| The impact of goal specificity and goal type on learning outcome and cognitive load | | BIBAK | Full-Text | 299-305 | |
| Joachim Wirth; Josef Künsting; Detlev Leutner | |||
| Two hundred and thirty three 15-year old students conducted experiments
within a computer-based learning environment. They were provided with different
goals according to an experimental 2 × 2 design with goal specificity
(nonspecific goals versus specific goals) and goal type (problem solving goals
versus learning goals) as factors. We replicated the findings of other
researchers that nonspecific problem solving goals lead to lower cognitive load
and better learning than specific problem solving goals. For learning goals,
however, we observed this goal specificity effect only on cognitive load but
not on learning outcome. Results indicate that the goal specificity affects the
element interactivity of a task and cognitive load with both, problem solving
goals or learning goals. But differences in overall cognitive load are not
sufficient for explaining differences in learning outcome. Additionally,
differences in strategy use come into play. Specific problem solving goals seem
to restrict students to use a problem solving strategy whereas nonspecific
problem solving goals or learning goals allow students to use a learning
strategy. We conclude that in order to foster learning, students must be
provided with goals that allow them to use a learning strategy. Additionally,
providing them with nonspecific goals decreases cognitive load and, thus,
enables students to learn with less effort. Keywords: Cognitive load; Discovery learning; Goal specificity; Computer-based learning environment | |||
| Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency | | BIBAK | Full-Text | 306-314 | |
| Femke Kirschner; Fred Paas; Paul A. Kirschner | |||
| The effects of individual versus group learning (in triads) on efficiency of
retention and transfer test performance in the domain of biology (heredity)
among 70 high-school students were investigated. Applying cognitive load
theory, the limitations of the working memory capacity at the individual level
were considered an important reason to assign complex learning tasks to groups
rather than to individuals. It was hypothesized that groups will have more
processing capacity available for relating the information elements to each
other and by doing so for constructing higher quality cognitive schemata than
individuals if the high cognitive load imposed by complex learning tasks could
be shared among group members. In contrast, it was expected that individuals
who learn from carrying out the same complex tasks would need all available
processing capacity for remembering the interrelated information elements, and,
consequently, would not be able to allocate resources to working with them.
This interaction hypothesis was confirmed by the data on efficiency of
retention and transfer test performance; there was a favorable relationship
between mental effort and retention test performance for the individual
learners as opposed to a favorable relationship between transfer test
performance and mental effort for the students who learned in groups. Keywords: Collaborative learning; Individual learning; Learning efficiency; Task complexity; Transfer performance; Cognitive load | |||
| Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? | | BIBAK | Full-Text | 315-324 | |
| Gabriele Cierniak; Katharina Scheiter; Peter Gerjets | |||
| The phenomenon that the physical integration of verbal and pictorial
information sources, compared to their physical separation, enhances learning
is known as the split-attention effect. This paper investigates how the
split-attention effect can be best explained against the background of
cognitive load theory. In an experimental study, students learned about
physiological processes with either an integrated or a split-source format.
Secondary task performance was used to measure overall cognitive load, whereas
subjective ratings were used to measure intrinsic, extraneous and germane load
individually. Learners with split-source format achieved lower learning
outcomes, but did not show worse secondary task performance than learners with
integrated format. These results contradict the assumption that only an
increase in extraneous load for learners with a split-source format mediates
the split-attention effect. Mediation analyses of the subjective load ratings
revealed that both, extraneous and germane load contributed to the
split-attention effect. These results support the assumption that germane load
also plays a crucial role in mediating the split-attention effect. Keywords: Cognitive load theory; Split-attention effect; Spatial contiguity effect; Cognitive load measurement; Dual task; Subjective ratings | |||
| Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction | | BIBAK | Full-Text | 325-331 | |
| Tamara van Gog; Liesbeth Kester; Fleurie Nievelstein; Bas Giesbers; Fred Paas | |||
| This article discusses the use of different techniques for uncovering
cognitive processes, for research and instructional purposes: verbal reporting,
eye tracking, and concept mapping. It is argued here that applying these
techniques in research inspired by cognitive load theory may increase our
understanding of how and why well-known effects of instructional formats come
about (e.g., split-attention, redundancy, or worked example effects) and refine
or corroborate the proposed theoretical underpinnings of such effects. This
knowledge can inform instructional design, and moreover, the effects of these
techniques on learning can also be direct, by embedding the techniques in
instruction. Keywords: Cognitive load; Verbal reports; Eye tracking; Concept mapping; Example-based learning | |||
| Instructional designs for the development of transferable knowledge and skills: A cognitive load perspective | | BIBAK | Full-Text | 332-338 | |
| Slava Kalyuga | |||
| This paper analyzes the main points and results of a set of the previous
papers in this Special Issue from the point of view of developing
characteristics of flexible -- transferable -- expertise. It focuses on
cognitive load issues related to the acquisition of deep transferable knowledge
structures and developing metacognitive and self-regulation skills. The
contributions to this Special Issue demonstrate that appropriate instructional
support and optimal levels of control over the learning processes, enhanced by
self-explanation and self-visualization techniques, may enhance learners'
abilities to transfer their knowledge and skills. Better understanding of the
role of germane cognitive load, as well as our abilities to measure different
types of load and high-level cognitive processes are essential for further
progress in this area. Keywords: Cognitive load; Adaptive expertise; Transferable knowledge; Metacognitive skills; Instructional support; Learner control; Cognitive measurement | |||
| Instructional animations can be superior to statics when learning human motor skills | | BIBAK | Full-Text | 339-347 | |
| Anna Wong; Nadine Marcus; Paul Ayres; Lee Smith; Graham A. Cooper; Fred Paas; John Sweller | |||
| Based on the assumption of a working memory processor devoted to human
movement, cognitive load theory is used to explore some conditions under which
animated instructions are hypothesised to be more effective for learning than
equivalent static graphics. Using paper-folding tasks dealing with human
movement, results from three experiments confirmed our hypothesis, indicating a
superiority of animation over static graphics. These results are discussed in
terms of a working memory processor that may be facilitated by our
mirror-neuron system and may explain why animated instructional animations are
superior to static graphics for cognitively based tasks that involve human
movement. Keywords: Instructional animations; Human motor skills; Mirror-neuron system; Cognitive load theory | |||
| Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations | | BIBAK | Full-Text | 348-353 | |
| Paul Ayres; Nadine Marcus; Christopher Chan; Nixon Qian | |||
| Cognitive load theory was used to argue why instructional animations are
more effective in teaching human motor skills than static representations. A
key aspect to this argument is the role played by the transitory nature of
animation and the newly discovered human mirror-neuron system. In two
experiments students were taught to tie knots or complete puzzle rings either
through an animated presentation or an equivalent sequence of static diagrams.
In both experiments students learnt more from the animation mode than the
static one, thus supporting the general thesis of the paper. Keywords: Instructional animations; Human movement; Mirror-neurons; Cognitive load theory | |||
| Using video and static pictures to improve learning of procedural contents | | BIBAK | Full-Text | 354-359 | |
| Amaël Arguel; Eric Jamet | |||
| Animations and videos are often designed to present information that
involves change over time, in such a way as to aid understanding and facilitate
learning. However, in many studies, static displays have been found to be just
as beneficial and sometimes better. In this study, we investigated the impact
of presenting together both a video recording and a series of static pictures.
In experiment 1, we compared 3 conditions (1) video shown alone, (2) static
pictures displayed alone, and (3) video plus static pictures. On average the
best learning scores were found for the 3rd condition. In experiment 2 we
investigated how best to present the static pictures, by examining the number
of pictures required (low vs. high frequency) and their appearance type (static
vs. dynamic). We found that the dynamic presentation of pictures was superior
to the static pictures mode; and showing fewer pictures (low frequency) was
more beneficial. Overall the findings support the effectiveness of a
combination of instructional animation with static pictures. However, the
number of static pictures, which are used, is an important moderating factor. Keywords: Learning; Multimedia; Instructional visualization; Cognitive load | |||
| Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior | | BIBAK | Full-Text | 360-370 | |
| Peter Gerjets; Katharina Scheiter; Maria Opfermann; Friedrich W. Hesse; Tessa H. S. Eysink | |||
| In this paper, two experiments on the use of hypermedia environments for
learning about probability theory are reported. In Experiment 1a it was tested
whether multimedia design principles (multimedia principle, modality principle,
redundancy principle) are valid in hypermedia environments, despite the fact
that hypermedia offers more learner control than multimedia. The results showed
only little evidence for this validity, although the hypermedia environment
entailed only a rather low level of learner control. In Experiment 1b it was
investigated how learner control affects performance and how its possible
impact is moderated by learners' prior knowledge. A high level of learner
control positively affected the effectiveness of instruction only with regard
to intuitive knowledge, but was at the same time accompanied by large increases
in learning time, thereby rendering the instruction inefficient. Unexpectedly,
effects of learner control were not moderated by students' prior knowledge. The
results imply that the idea to use multimedia design principles for hypermedia
learning is too simple and that the benefits and drawbacks of learner control
depend heavily on learning objectives and time constraints. Keywords: Hypermedia learning; Multimedia design principles; Learner control | |||
| Semantic scaffolds in hypermedia learning environments | | BIBAK | Full-Text | 371-380 | |
| Wolfgang Schnotz; Andrea Heiß | |||
| In knowledge acquisition from hypermedia, learners have to orient themselves
in a non-linear information space, navigate in this space and build a knowledge
structure from the information there. Research on learning from hypermedia has
focused primarily on enhancing orientation and navigation, with only minor
attention on possibilities for supporting semantic processing. In a first
experiment, 98 students from senior high school and university undergraduates
learned about a complex subject matter either without or with semantic
scaffolds, which were presented either in an obligatory (non-removable) or in
an optional mode. High prior knowledge learners profited from adequately used
semantic scaffolds, whereas low prior knowledge learners did not. In a second
experiment, 53 senior high school students and university undergraduates
received the learning material with semantic scaffolds presented either in an
obligatory mode (but removable on demand) or in an optional mode. Learners with
low prior knowledge performed better with optional presentation. Learners with
high prior knowledge performed better with obligatory presentation, which
allowed removing scaffolds on demand. Learners generally preferred the optional
presentation of learning scaffolds. Keywords: Hypermedia learning; Semantic scaffolds; Prior knowledge | |||
| Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences | | BIBAK | Full-Text | 381-388 | |
| Franck Amadieu; André Tricot; Claudette Mariné | |||
| A study was carried out to investigate the effects of prior knowledge on
learning with a non-linear electronic document including an interactive
conceptual map. Cognitive Load Theory was used as theoretical framework to
investigate effects on cognitive load and disorientation in learning from
non-linear documents. Forty-four future high school biology teachers were
required to learn the multiplication cycle of a virus from either a
hierarchical structure (organisational links) or a network structure
(relational links). For the low prior knowledge learners, the results showed
that the hierarchical structure supported better free recall performance and
reduced feelings of disorientation. In contrast, the high prior knowledge
learners performed better and followed more coherent reading sequences in the
network structure. However, no interaction effect between prior knowledge and
the type of structure was observed on mental effort and disorientation ratings.
The results and the construct of disorientation are discussed in light of the
processing demands in non-linear documents. Keywords: Coherence; Cognitive load; Disorientation; Learning; Non-linear document; Prior knowledge | |||
| Dynamic visualisations and hypermedia: Beyond the "Wow" factor | | BIBAK | Full-Text | 389-392 | |
| Paul Chandler | |||
| Dynamic visualisations and hypermedia have the potential to transform how we
design instruction and can lead to highly innovative and flexible learning
environments. However, their continued success largely depends on the
importance placed by designers on the cognitive processes crucial to the
learning process. This discussion paper examines the findings of six papers
which increase our knowledge of how we can use dynamic visualisations and
hypermedia to generate powerful learning solutions. Keywords: Animations; Dynamic visualisations; Hypermedia learning environments; Cognitive load; Mirror neuron system | |||
| Web-based measurement: Effect of completing single or multiple items per webpage | | BIBAK | Full-Text | 393-401 | |
| Frances P. Thorndike; Per Carlbring; Frederick L. Smyth; Joshua C. Magee; Linda Gonder-Frederick; Lars-Göran Ost; Lee M. Ritterband | |||
| The current study was conducted to determine whether participants respond
differently to online questionnaires presenting all items on a single webpage
versus questionnaires presenting only one item per page, and whether
participants prefer one format over the other. Of participants seeking
self-help treatment on the Internet (for depression, social phobia, or panic
disorder), 710 completed four questionnaires (Beck Depression Inventory, Beck
Anxiety Inventory, Quality of Life Index, Montgomery-Åsberg Depression
Rating Scale) on the Internet on two occasions. The questionnaires were either
presented with one questionnaire on one webpage (e.g., BDI on one webpage) or
on multiple webpages (e.g., BDI on 21 webpages with one item each). Results
suggest that the four web questionnaires measure the same construct across
diagnostic group (depression, social phobia, panic), presentation type (single
versus multiple items per page), and order of presentation (which format
first). Within each diagnostic group, factor means for all questionnaires were
equivalent across presentation method and time. Furthermore, factor means
varied as expected across samples (e.g., depressed group scored higher on BDI),
providing evidence of construct validity. The majority of participants in each
diagnostic group preferred the single item per page format, even though this
format required more time. Keywords: Online; Web; Measurement; Assessment | |||
| Learning in virtual environments: Some discrepancies between laboratory- and Internet-based research on associative learning | | BIBAK | Full-Text | 402-406 | |
| Miguel A. Vadillo; Helena Matute | |||
| Some published reports have emphasized the similarities between Internet and
laboratory research on associative learning processes. However, few of them, if
any, studied systematic divergences between both types of research
methodologies. In the present experiment, we investigated these divergences
using an experimental preparation for the study of associative learning. The
results show that discrimination and discrimination-reversal can be obtained
both in laboratory and Internet experiments. However, the learning rate was
clearly better in the laboratory than in the Internet condition. This result
suggests that associative learning experiments performed over the Internet
should provide participants with extensive training to assure that asymptotic
performance is achieved. Keywords: Internet; Associative learning; E-learning | |||
| An examination of psychoticism and motion capture controls as moderators of the effects of violent video games | | BIBAK | Full-Text | 407-411 | |
| Patrick M. Markey; Kelly Scherer | |||
| The current study examined the potential moderating effects of motion
capture technology and participants' own level of psychoticism on their
hostility and aggressive thoughts after playing violent video games. A total of
118 participants (68 females, 50 males) first completed a measure of
psychoticism and then played either a violent video game or a non-violent video
game using either a traditional controller or motion capture controls.
Immediately after the video game play period, participants' current level of
hostility and aggressive cognitions were assessed using self-report
questionnaires. Results indicated that the use of motion capture controls did
not increase the negative effects of violent video games. However, participants
with elevated levels of psychoticism were much more affected by violent video
games than other participants. Such findings suggest that only some individuals
are adversely affected by violent video games and that those who are affected
have preexisting dispositions which make them susceptible to such violent
media. Keywords: Video game; Psychoticism | |||
| Computer attitude, statistics anxiety and self-efficacy on statistical software adoption behavior: An empirical study of online MBA learners | | BIBAK | Full-Text | 412-420 | |
| Maxwell K. Hsu; Stephen W. Wang; Kevin K. Chiu | |||
| Educators need to know how to motivate business students (i.e., future
business practitioners) to learn and use statistical software, which can
provide the practical skills necessary for business professionals to analyze
data and make informed decisions. Using a sample of 207 online MBA students
from an AACSB accredited university in the Midwest, a modified TAM model was
examined using LISREL 8.80. The empirical results show that both computer
attitude and statistical software self-efficacy have significant, positive
effects on perceived usefulness. In addition, it was found that both perceived
usefulness and perceived ease of use positively influence learners' intentions
to use statistical software, whereas their anxiety with statistics has a
significant, negative impact on perceived usefulness, perceived ease of use and
behavioral intentions. Both theoretical and practical implications are
discussed in this paper. Keywords: Computer attitude; Statistical software self-efficacy; Statistics anxiety; Technology acceptance model | |||
| The effects of organizational citizenship behaviors on ERP system success | | BIBAK | Full-Text | 421-428 | |
| Cheolho Yoon | |||
| Although the research on organizational citizenship behaviors (OCBs) has
increased dramatically in diverse fields during the past decade, little is
known about the OCBs in the information systems area. The purpose of this study
was to explore the effect of OCBs on enterprise resource planning (ERP) system
success. In order to perform empirical analyses, measurements on the OCBs
constructs based on the five dimensions of [Organ, D.W. (1988). Organizational
citizenship behavior: The "Good Soldier" syndrome. MA: Lexington Books]:
altruism, conscientiousness, courtesy, civic virtue, and sportsmanship were
developed, and the research model including the relationships between the OCBs
constructs and ERP system success variables of information quality, work
efficiency, and intention of IT innovation was proposed and empirically
analyzed using structural equation modeling.
The contribution of this study is to provide strategic insights for successfully managing ERP systems by identifying the effects of organizational citizenship behaviors in ERP context. Keywords: OCBOrganizational citizenship behavior; ERPEnterprise resource planning; ITInformation technology innovation | |||
| Creative self-efficacy and its factors: An empirical study of information system analysts and programmers | | BIBAK | Full-Text | 429-438 | |
| Heng-Li Yang; Hsiu-Hua Cheng | |||
| Based on a survey of 94 information systems developers, this study explored
how personal factors (i.e. computer self-efficacy and domain-specific
information technology skills), contextual factors (i.e. strength of ties and
degree centrality) and creative self-efficacy are related. Regression analysis
results demonstrate that system analysts and programmers differ in terms of
influencing factors on creative self-efficacy. Domain-specific skills were the
main influence in the system analyst model, followed by degree centrality. In
comparison, degree centrality was the only influence in the programmer model.
Degree centrality exerted a negative influence in both groups. Additionally,
among system analysts, the strength of ties slightly influenced creative
self-efficacy, while computer self-efficiency and domain-specific information
technology skills exerted only small influences on programmers. Keywords: Information systems developers; Creative self-efficacy; Social network; Information technology skills | |||
| Internet addiction's effect on likeability and rapport | | BIBAK | Full-Text | 439-443 | |
| Anthony Iacovelli; Stavros Valenti | |||
| The Internet Paradox refers to findings that demonstrated that the increase
in communications brought about by Internet usage actually had negative effects
on user's psychological well-being and social involvement. This study proposes
that face-to-face contact promotes the development of rapport and thereby
individuals that use the internet excessively will lack these necessary social
skills. Specifically, we investigate whether, through use of telephone
communications, average users ratings of likeability and rapport would differ
when speaking to excessive internet users. This experiment utilized previously
unacquainted individuals who conversed by telephone while discussing both, a
cooperative and an adversarial task. Results indicate that excessive users were
more likely to be depressed and socially inhibited, and also were rated as
having a lower level of rapport and likeability. Further research is required
in order to explain the role of personality in excessive internet usage. Keywords: Internet addiction; Excessive Internet use | |||
| An assessment of organizational size and sense and response capability on the early adoption of disruptive technology | | BIBAK | Full-Text | 444-449 | |
| Gary Garrison | |||
| This study used the results from a survey of 73 senior executives,
representing their Fortune 1000 or INC 500 firm, to better understand the
relationship between an organization's size and its technological-sensing and
response capability on the early adoption of disruptive technology. Results
indicated that an organization's size, measured by number of employees and
annual sales, was shown to be an impediment to an organization's response
capability despite its increased capability to sense the technology earlier
than smaller firms. Keywords: Disruptive technology; Technological opportunism; Organizational size | |||
| Designing nonverbal communication for pedagogical agents: When less is more | | BIBAK | Full-Text | 450-457 | |
| Amy L. Baylor; Soyoung Kim | |||
| This experimental study employed a 2 × 2 × 2 factorial design to
investigate the effects of type of instruction (procedural module, attitudinal
module), deictic gesture (presence, absence), and facial expression (presence,
absence) on student perception of pedagogical agent persona, attitude toward
the content, and learning. The interaction effect between type of instruction
and agent nonverbal behavior (deictic gestures and facial expression) was also
investigated. A total of 236 college students learned from an animated
pedagogical agent that varied by two factors: deictic gestures and facial
expression within one of two instructional environments: one training them to
perform tasks within a software program (procedural learning outcome); the
other focusing on changing their beliefs regarding intellectual property
(attitudinal learning outcome). Results indicated that the main effects of
agent facial expression and gesture as well as the interaction were significant
for agent perception and learning. With regard to learning, for attitudinal
instruction, participants learned more when the agent's facial expression was
present but deictic gesture was absent; however, for procedural instruction,
students learned more when the agent's gestures were present. These results are
discussed in light of a preliminary pedagogical agent design principle that
suggests that it is most desirable to employ the one nonverbal communicative
behavior that is most appropriate to the learning outcome. Keywords: Interface agents; Gestures; Agent nonverbal communication; Pedagogical agents; Procedural learning; Attitude change; Persuasive technology; Cognitive load theory | |||
| The technology profile inventory: Construction, validation, and application | | BIBAK | Full-Text | 458-465 | |
| Ian Spence; Colin G. DeYoung; Jing Feng | |||
| The technology profile inventory (TPI) measures attitudes toward computers
and the internet. We describe the most recent phase of the construction of the
TPI. The studies reported refine and validate the instrument, and we present
the final version as an Appendix A. Using a new sample of respondents (N =
394), we replicated the three major factors found previously (Confidence,
Approval, and Interest). The TPI scores were related to patterns of information
technology (IT) usage and also to gender. To demonstrate the practical utility
of the TPI we report (1) results linking TPI scores to behavior during an
internet search task; (2) test-retest results obtained as part of a cognitive
training experiment using action video games; and (3) results showing that
attitudes to IT may be modified by a particular experience with information
technology. Keywords: Attitudes; Information technology; IT; Human-computer interaction; HCI; Gender; Action video games | |||
| The moderating role of locus of control on the links between experiential motives and intention to play online games | | BIBAK | Full-Text | 466-474 | |
| Dong-Mo Koo | |||
| Online games represent a burgeoning market sector with growth potential. The
distinctive entertainment-oriented features of such games provide experiential
motives for users. However, most previous studies have focused on the single
dimensional affective motive of online game use. The multi-dimensional
affective motivational aspects of entertainment technologies have been
relatively neglected. In addition, previous studies report inconsistent
relationships between motives and online game usage. To fill these gaps in the
literature, the present study proposes five experiential motives such as
concentration, enjoyment, escape, epistemic curiosity, and social affiliation
as predictors of intention to play online games. External locus of control is
also introduced as a moderator in the links between experiential motives and
intention. The model was tested with the data from 576 current online game
players who answered online survey. Structural equation model analysis
confirmed that three experiential motives with the exception of concentration
and epistemic curiosity have a positive effect on intention. χ2 difference
test confirmed that the coefficients linking experiential motives such as
concentration, enjoyment, and escape to intention are higher for people with
external locus of control than for people with internal locus of control.
Implications are discussed in conclusion. Keywords: Online game; Experiential motives; Locus of control; MMORPGs; Intrinsic values | |||
| Social anxiety and computer-mediated communication during initial interactions: Implications for the hyperpersonal perspective | | BIBAK | Full-Text | 475-482 | |
| Andrew C. High; Scott E. Caplan | |||
| The study examined how the reduced nonverbal cues characteristic of
computer-mediated communication (CMC) moderated the potentially negative
interpersonal outcomes of social anxiety in initial interactions. Hypotheses
predicted that CMC would mitigate the extent to which social anxiety caused
interpersonal perceptions of anxiety and that CMC would attenuate the negative
association between one's social anxiety and one's partner's conversational
satisfaction. A sample (N = 206) of undergraduate students were paired in
unacquainted dyads and then engaged in initial interaction conversations in
either a face-to-face (FtF) or CMC context. The researchers measured social
anxiety before the conversation and a number of outcomes after the
conversation. The results revealed that CMC is a significant contingent
condition to the association between social anxiety and one's partner's
perception of this anxiety and a contingent condition to the association
between social anxiety and one's partner's conversational satisfaction. Keywords: Hyperpersonal; Social anxiety; CMC; Initial interaction | |||
| Multitasking across generations: Multitasking choices and difficulty ratings in three generations of Americans | | BIBAK | Full-Text | 483-489 | |
| L. Mark Carrier; Nancy A. Cheever; Larry D. Rosen; Sandra Benitez; Jennifer Chang | |||
| This study investigated whether changes in the technological/social
environment in the United States over time have resulted in concomitant changes
in the multitasking skills of younger generations. One thousand, three hundred
and nineteen Americans from three generations were queried to determine their
at-home multitasking behaviors. An anonymous online questionnaire asked
respondents to indicate which everyday and technology-based tasks they choose
to combine for multitasking and to indicate how difficult it is to multitask
when combining the tasks. Combining tasks occurred frequently, especially while
listening to music or eating. Members of the "Net Generation" reported more
multitasking than members of "Generation X," who reported more multitasking
than members of the "Baby Boomer" generation. The choices of which tasks to
combine for multitasking were highly correlated across generations, as were
difficulty ratings of specific multitasking combinations. The results are
consistent with a greater amount of general multitasking resources in younger
generations, but similar mental limitations in the types of tasks that can be
multitasked. Keywords: Society; Childhood development; Sociocultural factors; Cognitive processes; Cognitive ability; Perceptual motor processes | |||
| Toward a comprehensive theory of problematic Internet use: Evaluating the role of self-esteem, anxiety, flow, and the self-rated importance of Internet activities | | BIBAK | Full-Text | 490-500 | |
| Ho-Kyung Kim; Keith E. Davis | |||
| Problematic Internet use (PIU) has long been a matter of public concern.
Study 1 examined the correlates of a well-validated measure of Internet
addiction [Young, K. S. (1998). Caught in the net. New York: John Wiley and
Sons] with 315 students (39% male). Hierarchical regression analyses indicated
that low self-esteem, unrealistic optimism, and the importance of 7-positive
activities (I7PA) all contributed to the prediction of PIU. The inclusion of
controls for aspects of Internet uses and demographic characters showed a clear
distinction between PIU and frequent Internet use. Subjects who anticipated
that negative outcomes were more likely to happen to them than to peers were
none-the-less more likely to engage in PIU. The more important positive
activities were, the greater the PIU. SEM model suggested that unrealistic
optimism was best treated as part of PIU and that low self-esteem and the I7PA
were the powerful predictors of PIU. Study 2 tested SEM models of psychosocial
characteristics with 279 students (48% male). Anxiety and flow were added as
predictors and the felt safety for social contacts was added to Global PIU
following Caplan [Caplan, S. E. (2002). Problematic Internet use and
psychosocial well-being: Development of a theory-based cognitive-behavioral
measurement instrument. Computers in Human Behavior, 18, 553-575]. The more
complex model provided excellent fit and showed that low self-esteem, anxiety,
and the I7PA were positively related to PIU. The relationship both of flow and
sensation-seeking was mediated by the 17PA. Research on the topic has been
relatively atheoretical. We propose a theoretical template to guide future
research on PIU. Keywords: Anxiety; Flow; Problematic Internet use; Self-esteem; Sensation-seeking; Theory | |||
| The relationships between learner variables, tool-usage behaviour and performance | | BIBAK | Full-Text | 501-509 | |
| Lai Jiang; Jan Elen; Geraldine Clarebout | |||
| A variety of learner variables have been asserted to affect learners'
tool-usage behaviour. However, direct empirical evidence on which learner
variables influence tool-usage behaviour and how is limited. In order to better
understand the impact of learner variables on tool use, the current study
investigates the relationships between learner variables, the quantitative
aspects of tool-usage behaviour and its outcome (i.e., performance). More
specifically, the focus is on how the variation in tool use is related to prior
knowledge and goal orientation and how this variation affects performance.
Tool-use data were extracted from log-file data collected in an open-ended
learning environment [Clarebout, G. (2005). The enhancement of optimal tool use
in open learning environments (Doctoral dissertation). Katholieke universiteit
Leuven, Leuven.]. Results partly revealed the hypothesized relationships
between learner variables, tool-usage behaviour (the proportion of time spent
on tools) and performance. The results suggest that in order to have a more
thorough understanding of the relationships between learner variables,
tool-usage behaviour and learning outcomes, log-file data may need to be
complemented with direct observations to acknowledge the qualitative aspects of
the tool-usage behaviour (i.e., mixed method approach). Keywords: Prior knowledge; Goal orientation; Log files; Tool use | |||
| Me, myself and I: The role of interactional context on self-presentation through avatars | | BIBAK | Full-Text | 510-520 | |
| Asimina Vasalou; Adam N. Joinson | |||
| This paper investigates whether the nature of an online environment can
prime users to create avatars that emphasize particular characteristics.
Participants created an avatar for one of three contrasting settings: blogging,
dating or gaming. For the most part, avatars in blogging were created to
accurately reflect their owners' physical appearance, lifestyle and
preferences. By contrast, participants in the dating and gaming treatments
accentuated certain aspects of their avatar to reflect the tone and perceived
expectations of the context. For instance, avatars in dating were made to look
more attractive while avatars in gaming were made to look more intellectual.
Yet, predominantly, these emphasized avatar attributes drew on participants'
self-image, and thus avatars were perceived by their owners as highly similar
to themselves. The implications of these results are discussed against current
frameworks of online identity and behavior. Most importantly, we use our
results to extract design recommendations for improving avatar-driven
applications. Keywords: Avatars; Perception; Self-awareness; Self-presentation; Customization; Identity | |||
| Virtual math objects with pedagogical, mathematical, and cognitive fidelity | | BIBAK | Full-Text | 521-528 | |
| Beth Bos | |||
| The examination of mathematical and cognitive fidelity for math related
websites has been studied by Web designers; yet teachers, and especially
pre-service teachers, as users of technology in the classroom, also need to be
familiar with pedagogical, mathematical, and cognitive fidelity. What is
pedagogical, mathematical, and cognitive fidelity; and, what makes a math
website high in pedagogical, mathematical, and cognitive fidelity are discussed
in this article. Evidence is shown that technology high in pedagogical,
mathematical, and cognitive fidelity, when used in the classroom, improves
student academic achievement. Keywords: Technology; Pedagogical; Mathematical and cognitive fidelity; Mathematics teacher | |||
| Analysis of cognitive learning strategies and computer attitudes, according to college students' gender and locus of control | | BIBAK | Full-Text | 529-534 | |
| Sahin Kesici; Ismail Sahin; Ahmet Oguz Akturk | |||
| This study explored variations in cognitive learning strategies and computer
attitudes among college students, based on gender and locus of control. The
study groups were comprised of 263 preservice teachers. The results
demonstrated that the level of adherence to cognitive learning strategies on
the part of female college students was significantly higher than those of male
college students, especially in terms of memorization, analytical, and
explanation. This study found that college students' gender has an effect on
cognitive learning strategies and computer attitudes. In terms of locus of
control, college students' cognitive learning strategies and computer attitudes
were found statistically significant in the following levels: small in
application, small in memorization, weaker in analytical, small in
summarization, small in rehearsal, weaker in explanation, and small in computer
attitude. Observance of cognitive learning strategies was found to be
significantly higher for college students with internal locus of control than
for those with external locus of control in terms of summarization and
rehearsal. Keywords: College students; Cognitive learning strategies; Computer attitude; Gender; Locus of control | |||
| Updating the attitudes toward computer usage scale using American undergraduate students | | BIBAK | Full-Text | 535-543 | |
| Samantha A. Morris; Nicole L. Gullekson; Brendan J. Morse; Paula M. Popovich | |||
| The Attitudes Toward Computer Usage Scale (ATCUS) was first developed in
1986 by [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.] using American undergraduates and has
since been with a variety of populations over the past 20 years. However, many
changes in the technological landscape have occurred since its development,
thus creating a need for an updated scale. During the course of a three-part
study, the ATCUS v. 2.0 was developed with psychometric properties similar to
that of the original ATCUS. The addition of more up-to-date items to serves to
enhance the usefulness and practicality of this instrument. The ATCUS v. 2.0
was found to have both high internal consistency, alpha = .83 and test-retest
reliability, r = .93. Keywords: Computer attitudes; Scale development | |||
| Health information-seeking and perceptions of website credibility: Examining Web-use orientation, message characteristics, and structural features of websites | | BIBAK | Full-Text | 544-553 | |
| Stephen A. Rains; Carolyn Donnerstein Karmikel | |||
| The study reported here examined perceptions of health website credibility
during the process of acquiring health information using the World Wide Web.
The relationships between perceptions of website credibility and both message
characteristics (e.g., statistics, testimonials) and structural features of
health websites (e.g., privacy policy statement, third-party endorsements) were
assessed. Additionally, one's Web-use orientation (i.e., searching or surfing)
was evaluated as a moderator of the preceding relationships. The results showed
a positive relationship between the presence of structural features and
perceptions of website credibility as well as a positive relationship between
the presence of message characteristics and attitudes about the health topic.
Although Web-use orientation moderated the relationship between message
characteristics and perceptions of website credibility, the nature of this
relationship was inconsistent with study predictions. Keywords: Website credibility; Information-seeking; Internet | |||
| Video games and the perception of very long durations by adolescents | | BIBAK | Full-Text | 554-559 | |
| Simon Tobin; Simon Grondin | |||
| In the present study, we tested the hypothesis that adolescents might
underestimate time while playing a video game. To test this hypothesis, 116
adolescents (14-15 years old) had to judge prospectively or retrospectively the
duration of three consecutive tasks: a 8 min and a 24 min task of playing video
game (Tetris) and an 8 min task of reading on a computer screen (control task).
The main hypothesis received support: for a same duration, the video game task
was estimated as shorter than the reading task. Moreover, participants with a
game-inclined profile showed a stronger underestimation of time while playing.
Finally, the short durations were overestimated and the long duration
underestimated. The main findings are accounted for by an attention-based
explanation. Keywords: Time perception; Attention; Memory; Video games; Adolescents | |||
| Exploring similarities and differences between online and offline friendships: The role of attachment style | | BIBAK | Full-Text | 560-567 | |
| Vanessa M. Buote; Eileen Wood; Michael Pratt | |||
| The present study merges the fields of attachment and friendships and
compares these in online and offline environments. Although currently we know a
great deal about the importance of friendships and attachments for healthy
development, there is no research to guide our understanding of how attachment
style and friendship characteristics are evidenced in online contexts.
Participants completed surveys to assess attachment style, friendships (online
and offline), as well as interactions with friends and friendship quality. The
extent to which individuals sought out online friends did not differ as a
function of attachment style. Friendship quality differed as function of
attachment style, while differences among attachment styles for other
friendship characteristics resulted only when context (online versus offline)
was simultaneously considered. Keywords: Attachment style; Online and offline relationships; Friendships; Computers and friendships; Friendship quality | |||
| Factor structure of web site creativity | | BIBAK | Full-Text | 568-577 | |
| Liang Zeng; Gavriel Salvendy; Min Zhang | |||
| The objective of this study is to develop an instrument measuring
user-assessment of web site creativity and then to investigate the impacts of
web site creativity on user behavior. A conceptual model for user perception
and response to web site creativity was constructed and the initial Web Site
Creativity Measurement Instrument was developed, whose construct validity was
based on the literature. This instrument was then administered via a survey (N
= 289) with satisfactory internal consistency. The results of factor analysis
indicated a refined instrument with seven factors (28 items): Aesthetic Appeal,
Interactivity, Novelty and Flexibility, Affect, Importance, Commonality and
Simplicity, and Personalization, which explained 63% of the total variance.
Stepwise regressions further identified important factors in predicting the
user's attitude and behavior towards web site creativity. 62% of the total
variance regarding the prediction of the user's overall preference towards
creative web sites was explained by significant factors. Guidelines and
checklist for creative web site design were also developed based on the refined
instrument. Keywords: Web site creativity; Measurement; Factor structure | |||
| Personality and motivations associated with Facebook use | | BIBAK | Full-Text | 578-586 | |
| Craig Ross; Emily S. Orr; Mia Sisic; Jaime M. Arseneault; Mary G. Simmering; R. Robert Orr | |||
| Facebook is quickly becoming one of the most popular tools for social
communication. However, Facebook is somewhat different from other Social
Networking Sites as it demonstrates an offline-to-online trend; that is, the
majority of Facebook Friends are met offline and then added later. The present
research investigated how the Five-Factor Model of personality relates to
Facebook use. Despite some expected trends regarding Extraversion and Openness
to Experience, results indicated that personality factors were not as
influential as previous literature would suggest. The results also indicated
that a motivation to communicate was influential in terms of Facebook use. It
is suggested that different motivations may be influential in the decision to
use tools such as Facebook, especially when individual functions of Facebook
are being considered. Keywords: Computer Mediated Communication (CMC); Personality; Internet Use; Facebook; Five-Factor Model; NEO-PI-R | |||
| Effects of communication style and culture on ability to accept recommendations from robots | | BIBAK | Full-Text | 587-595 | |
| P. L. Patrick Rau; Ye Li; Dingjun Li | |||
| The objective of this paper is to investigate the effects of communication
styles and culture on people's accepting recommendations from robots. The goal
was to provide insight for culturally adaptive robot design. The independent
variables were communication style (i.e. implicit or explicit), the
participants' cultural background (i.e. Chinese or German), and the robot's
language (i.e. native language and English for Chinese and German subjects). A
laboratory experiment was conducted with 16 Chinese and 16 German college
students. Basic descriptive statistics and t-test are used for biographical
information analysis; reliability test is used for questionnaire; MANOVA and
non-parametric test are used for testing the hypotheses. The results showed
that the Chinese participants preferred an implicit communication style than
German participants. Chinese participants evaluated the robots as being more
likable, trustworthy, and credible, and were more likely to accept the implicit
recommendations. The German participants evaluated the robots as being less
likable, trustworthy, and credible, and were less inclined to accept implicit
recommendations. Keywords: Human-robot interaction; Communication style; Cultural differences; Robot language | |||
| Special issue: Enabling elderly users to create and share self-authored multimedia content | | BIB | Full-Text | 597-598 | |
| Petter Bae Brandtzæg; Anxo Cereijo Roibás | |||
| An interactive tool to promote musical creativity in people with dementia | | BIBAK | Full-Text | 599-608 | |
| Philippa Riley; Norman Alm; Alan Newell | |||
| Dementia is a growing problem that affects the lives of those diagnosed and
caregivers, with symptoms having an effect on memory, communication, the
ability to learn new skills and problems with behaviour, such as aggression,
agitation and depression. Participation in activities can improve quality of
life for people with dementia, reducing behavioural problems and aiding
relaxation. Research has established that people with dementia can be both
artistically and musically creative, and have an appreciation of music even in
the latter stages of the disease. The symptoms of the disease, however, mean
that supporting music making activities with this group of people is
challenging. This paper describes a prototype system designed to enable people
with dementia to create music, using a touch screen interface to control a
system which utilises chords to create pleasant-sounding music regardless of
any prior musical knowledge. Results of usability studies suggest the system is
easy to use, and that pleasant-sounding music can be created with it.
Participants, including people with dementia, appeared actively engaged during
use of the system, many reporting they enjoyed the experience. Future testing
will establish the degree to which people with dementia could be musically
creative using such a system. Keywords: Multimedia; HCI; Dementia; Alzheimer's Disease; Music; Creativity | |||
| Home-based communication system for older adults and their remote family | | BIBAK | Full-Text | 609-618 | |
| Marcela D. Rodríguez; Victor M. Gonzalez; Jesus Favela; Pedro C. Santana | |||
| As in many Latin-American countries, in Mexico many older adults live alone
as a result of the migration of one or more of their relatives, mostly to the
USA. Thus, not only do they live alone, but they might seldom see these
relatives for long periods, even though they often depend on them financially.
With the goal of designing appropriate communication technology for seniors and
their relatives experiencing this situation, we conducted interviews and
evaluated scenarios and prototypes to reveal the practical ways they maintain
emotional ties despite the distance. Based on those findings, we envisioned a
communication system through which seniors and their relatives can maintain
close social ties by sharing information, personal reminiscences and stories.
We found that older adults perceived the system as a richer, natural form of
communication with their relatives that could facilitate their integration into
the networks that currently connect members of their families. Keywords: Companionship; Elderly; Cognitive decline; Isolation; Sharing; Digital photos; Communication boards | |||
| Understanding the factors affecting online elderly user's participation in video UCC services | | BIBAK | Full-Text | 619-632 | |
| Min-Ho Ryu; Seongcheol Kim; Euehun Lee | |||
| Video user-created content (video UCC) is currently being spotlighted by
business practitioners and researchers. However, little consideration is being
made on elderly people's adoption of this innovative service. This paper
highlights this issue of elderly online users and discovers the factors
affecting their participation decisions in video UCC services. This study
introduces elderly-specific constructs such as perceived physical condition
(physical age), life course events (psycho-social age), perceived user
resources, prior similar experience, and computer anxiety, each reflecting the
complex aging process. Then, the relationship between these constructs and the
conventional constructs from the technology acceptance model (TAM) (perceived
ease of use, perceived usefulness, perceived enjoyment, and compatibility) is
hypothesized and tested. Data was collected from 290 online users older than 50
years of age. The results show that elderly people are not highly resistant to
change and will adopt video UCC if some conditions are satisfied. In addition,
elderly-specific variables could be good antecedents for conventional TAM
constructs, while having direct effects on the intention construct for some
cases (perceived physical condition, life course events, and perceived user
resources). We believe the implications of this study are important for both
researchers and practitioners. Keywords: Video UCC service; Elderly people; TAM; Elderly-specific constructs; Physical age; Psycho-social age | |||
| Digital circles of support: Meeting the information needs of older people | | BIBAK | Full-Text | 633-642 | |
| Mary Godfrey; Owen Johnson | |||
| The UK Government strategy for aging in the 21st Century challenges
conceptions of older people as passive recipients of care and promotes their
engagement as active citizens. The strategy includes a commitment to test
services which embody these principles with a range of innovative pilot
projects. This paper summarises research on older people's information needs
and use which informed the design for one of these projects, Leeds Link-Age
Plus. The research explored the complex circumstances around which older people
access and use social and community information -- a topic that has received
limited attention in the literature. The paper is novel in considering how the
use of informal networks for securing information, advice and advocacy can be
supported by technology literate mediators, who may be older people, located
within local community or voluntary organisations. Emphasising the mediator in
design facilitates social contacts, directly addresses issues of trust and can
reduce the chance of causing distress dealing with complex information. A model
is suggested for using emerging technology to introduce new ways in which
information for older adults can be improved by digital 'circles of support' --
a form of social network where mediators collaborate to create and share
self-authored content. Keywords: Older people; Ageing; Information access; Social networks; Digital divide; Mediator | |||
| Age differences in online social networking -- A study of user profiles and the social capital divide among teenagers and older users in MySpace | | BIBAK | Full-Text | 643-654 | |
| Ulrike Pfeil; Raj Arjan; Panayiotis Zaphiris | |||
| The aim of this research was to investigate age differences and similarities
in the use of the social networking website MySpace, to explore potential
differences in social capital among older people (users over 60 years of age)
compared to teenagers (users between 13 and 19 years of age). We used locally
developed web crawlers to collect data from MySpace's user profile pages, and
to quantify any differences that exist in the networks of friends of older
people and teenagers. Content analysis was applied to investigate differences
in social activities between the two age groups on MySpace, and the way they
represent themselves on their profile pages. Our findings show a social capital
divide: teenagers have larger networks of friends compared to older users of
MySpace. On the other hand, we found that the majority of teenage users'
friends are in their own age range (age ± 2 years), whilst older
people's networks of friends tend to have a more diverse age distribution. In
addition, our results show that teenagers tend to make more use of different
media (e.g. video, music) within MySpace and use more self-references and
negative emotions when describing themselves on their profile compared to older
people. Keywords: Social capital; Social networking; MySpace; Age differences | |||
| Co-creation and user-generated content-elderly people's user requirements | | BIBAK | Full-Text | 655-678 | |
| Amela Karahasanovic; Petter Bae Brandtzæg; Jan Heim; Marika Lüders; Lotte Vermeir; Jo Pierson; Bram Lievens; Jeroen Vanattenhoven; Greet Jans | |||
| There is an increasing demand on citizens to participate in social network
websites and to create and share their own user-generated content (UGC), such
as photographs, videos, and blogs. So far, little is known about how elderly
people respond to these new trends and master the techniques required. This
paper reports on three studies that investigated elderly people's user
requirements related to consumption, sharing and co-creation of UGC in new
media. The first study, conducted in Norway, identifies patterns of Internet
usage, age differences, and participation in online communities and the
consumption, sharing and co-creation of UGC on a macro level. The second study,
conducted in Belgium, investigated the social requirements of elderly people on
a group level. The third study, also conducted in Belgium, investigated user
and context requirements on an individual level. The results of the first study
show that the elderly rarely participate in online communities and share
audio-visual UGC. However, they embrace some aspects of the new media and more
often express themselves politically. The results of the second study show that
the elderly are very motivated to contribute with UGC, given the right
circumstances. The results of the third study show that it is important for
elderly people that they be able to use the new technologies easily and
identifies their worries about using them. Keywords: Elderly people; User generated content; Online communities; User requirements | |||
| Creating a conversational context through video blogging: A case study of Geriatric1927 | | BIBAK | Full-Text | 679-689 | |
| Dave Harley; Geraldine Fitzpatrick | |||
| Web-based communication technologies such as YouTube can provide
opportunities for social contact, especially between older and younger people,
and help address issues of social isolation. Currently our understanding of the
dynamics of social interaction within this context (particularly for older
people) is limited. Elaborating upon this understanding will make it possible
to proactively facilitate and support this form of intergenerational social
contact. This study focuses on the experiences of an 80-year-old video blogger
(vlogger), Geriatric1927, and a video dialogue that develops between himself
and three of his younger viewers on a particular topic. Through a multimodal
interactional analysis, we show how vloggers create a conversational context
between one another through the YouTube website. In particular we describe how
vloggers use different communicative modes to establish eye contact, take turns
in conversation, share embodied gestures, share their understandings and
negotiate simultaneous audiences. Despite a disconnected and ambiguous sense of
the other, YouTube is able to facilitate a conversational context in which
common ground is shared and social contact and intergenerational communication
can occur. Keywords: Multimodal interaction; YouTube; Vlogging; Conversation; Intergenerational communication | |||
| The relationship between religious expression and outcomes in online support groups: A partial replication | | BIBAK | Full-Text | 690-694 | |
| Morton A. Lieberman; Andrew Winzelberg | |||
| Shaw and his colleagues [Shaw, B., Han, J., Kim, E., Gustafson, D., Hawkins,
R., Cleary, C., et al. (2007). Effects of prayer and religious expression
within computer support groups on women with breast cancer. Psycho-oncology,
16(7), 676-687] examined religious expression in breast cancer (BC) online
support groups (OSG). Using Pennebaker's LIWC text analysis to assess religious
expression, they found that the more frequent the expression of words related
to religion the lower the levels of negative emotions and the higher the levels
of health self-efficacy and functional well-being. Our study goal was to
replicate their findings. Specifically, we tested their central hypothesis that
the percentage of religious words written by members of BC OSG's are associated
with improvement in psychological outcomes. Five BC OSG's from our previous
work [Lieberman, M. A., & Goldstein, B. (2005a). Not all negative emotions
are equal: The role of emotional expression in online support groups for women
with breast cancer. Psycho-oncology. 15, 160-168; Lieberman, M. A., &
Goldstein, B. (2005b). Self-help online: An outcome evaluation of breast cancer
bulletin boards. Journal of Health Psychology, 10(6), 855-862] studied 91
participants at baseline and 6 months post. Significant changes in depression
and quality of life was found over time. In the current study linear
regressions examined the relationship between religious statements and
outcomes. The results did not support the hypotheses of a positive relationship
between religious expression and positive outcome in both OSG samples. Reviews
of studies examining the role of religion in health outcomes report equivocal
results on the benefits of religious expression. Keywords: Breast cancer; Religious expression; Outcomes; Replication; Internet support groups | |||
| Too real for comfort? Uncanny responses to computer generated faces | | BIBAK | Full-Text | 695-710 | |
| Karl F. MacDorman; Robert D. Green; Chin-Chang Ho; Clinton T. Koch | |||
| As virtual humans approach photorealistic perfection, they risk making real
humans uncomfortable. This intriguing phenomenon, known as the uncanny valley,
is well known but not well understood. In an effort to demystify the causes of
the uncanny valley, this paper proposes several perceptual, cognitive, and
social mechanisms that have already helped address riddles like empathy, mate
selection, threat avoidance, cognitive dissonance, and psychological defenses.
In the four studies described herein, a computer generated human character's
facial proportions, skin texture, and level of detail were varied to examine
their effect on perceived eeriness, human likeness, and attractiveness. In
Study I, texture photorealism and polygon count increased human likeness. In
Study II, texture photorealism heightened the accuracy of human judgments of
ideal facial proportions. In Study III, atypical facial proportions were shown
to be more disturbing on photorealistic faces than on other faces. In Study IV,
a mismatch in the size and texture of the eyes and face was especially prone to
make a character eerie. These results contest the depiction of the uncanny
valley as a simple relation between comfort level and human likeness. This
paper concludes by introducing a set of design principles for bridging the
uncanny valley. Keywords: Anthropomorphism; Facial perception; Masahiro Mori; Social cognitive neuroscience; Uncanny valley | |||
| Sitting at the virtual poker table: A prospective epidemiological study of actual Internet poker gambling behavior | | BIBAK | Full-Text | 711-717 | |
| Debi A. LaPlante; John H. Kleschinsky; Richard A. LaBrie; Sarah E. Nelson; Howard J. Shaffer | |||
| Internet gambling is a potential object of addictive behavior and
consequently an important concern for public health. Epidemiological analyses
of Internet gambling are necessary to determine the extent of public health
threat. This paper reports the results of the first prospective epidemiological
study of actual Internet poker gambling behavior. Participants were 3445
Internet gambling service subscribers who enrolled during February 2005. Data
include two years of recorded poker outcomes (i.e., chips bought and sold) for
each poker session played. Among our sample, we identified two subgroups of
poker players. Approximately 95% of the sample bought a median of 12 worth of
chips at each of two poker sessions per week during a median duration from
first to last bet of six months. A smaller subgroup (i.e., 5%) of most involved
poker players bought a median of 89 worth of chip at each of 10 sessions per
week during a median duration from first to last bet of 18 months. In addition
to level differences, we report the differences in patterns of behavior
observed between these two subgroups. The analyses presented in this paper
suggest that the majority of Internet poker players moderated their behavior
based on their wins and losses. A minority of most involved players did not
show such moderation. These results have important implications for both
gambling-and addiction-related research. Keywords: Gambling; Internet gambling; Internet poker; Internet; Poker; Epidemiology; Public health | |||
| Adolescent self-control and music and movie piracy | | BIBAK | Full-Text | 718-722 | |
| Jenessa Malin; Blaine J. Fowers | |||
| Recent studies have applied Grottfredson and Hirschi's General Theory of
Crime to investigate whether college students' inclinations toward internet
software piracy is related to low self-control and opportunity (i.e., computer
ownership). Given the widespread use of the internet to illegally obtain copies
of music and movies, it is important to understand the factors in this form of
piracy as well. This study applied the self-control perspective to examine the
attitudes of high school students toward the internet piracy of music and
movies. Attitudes toward the internet piracy of music and movies were related
to self-control, biological sex, internet experience, affiliation with deviant
peers, and grade level in this study of high school students. This information
is important because studies of internet piracy had not yet confirmed the
presence and predictability of internet piracy in high school students. This
study also suggests that piracy prevention efforts may be most appropriately
focused on high school age individuals and directed toward increasing
self-control. Keywords: Adolescent; Deviant peers; Internet piracy; Music piracy; Self-control | |||
| Progression of mental models throughout the phases of a computer-based instructional simulation: Supportive information, practice, and performance | | BIBAK | Full-Text | 723-730 | |
| A. Aubteen Darabi; David W. Nelson; Norbert M. Seel | |||
| Students of chemical engineering (n = 26) participated in an experiment
using a computer-based simulation of a chemical plant. The progression of
participants' mental models was examined throughout a computer-based
instructional experience as they acquired the complex cognitive skills of
troubleshooting. Participants' mental models of the complex learning task were
matched against an expert mental model at five observation points through the
instruction. Progressions of learners' mental models were examined before and
after three phases of the instructional process: supportive information
presentation, problem solving practice, and performance test. The results
indicated a significant change in participants' mental models after receiving
the supportive information and little change after practice or performance.
This paper presents the results of this investigation and discusses the
findings and their implications for computer-based instruction and training. Keywords: Mental models; Problem solving; Computer simulation; Computer assisted instruction; Cognitive processes; Decision making | |||
| Impact of temporal extension, synchronicity, and group size on computer-supported information exchange | | BIBAK | Full-Text | 731-737 | |
| Ulrike Cress; Joachim Kimmerle; Friedrich W. Hesse | |||
| People's willingness to contribute information they have in a situation of
computer-supported information exchange is influenced by the configuration of
various circumstantial aspects. People's perception and their behavior depend
on how long the period of cooperation persists, on whether the information
exchange takes place synchronously or asynchronously, and on how large the
cooperating group is. In this article an experimental laboratory study is
presented which investigated a prototypical situation of computer-supported
information exchange. The study examined the impact of those three factors:
temporal extension, (a)synchronicity, and group size. With respect to each of
these variables, mediating influential psychological factors were considered.
In a temporally extended information exchange dilemma people's contribution
behavior did not differ from that in a short-term setting. In an extended
cooperation situation participants showed decreasing cooperation behavior just
as in previous studies with short-time settings. However, participants who
highly identified with the group remained equally cooperative throughout the
whole experiment. In asynchronous information exchange the contribution rate
was lower than in synchronous groups. Increased group size did not influence
contribution behavior negatively in the information exchange dilemma. However,
in a small group, participants' perceived influence was higher than in a large
group and people who perceive high influence tended to be more cooperative than
people who perceive low influence. Keywords: Synchronicity; Group size; Information exchange | |||
| Internet testing: A natural experiment reveals test score inflation on a high-stakes, unproctored cognitive test | | BIBAK | Full-Text | 738-742 | |
| Jane Carstairs; Brett Myors | |||
| A natural experiment is reported in which the performance of two cohorts of
undergraduate students on identical tests of cognitive achievement is compared
under differing conditions of proctoring and modes of administration, total N =
302. Between-subjects and within-subjects analyses reveal clear effects of test
score inflation in the unproctored conditions compared with formal, proctored,
examination conditions. These results caution against the use of unproctored
cognitive testing in high-stakes situations, including on-line assessment. Keywords: Internet usage; Cognitive assessment; Achievement measures; Cheating; Educational measurement | |||
| Slovak high school students' attitudes to ICT using in biology lesson | | BIBAK | Full-Text | 743-748 | |
| Milan Kubiatko; Zuzana Haláková | |||
| The impact of information and communication technologies and computers on
our daily lives has been steadily increasing. This fact influences the change
of attitudes toward information and communication technologies. In our
contribution we focused on finding the differences between gender and age
according to computer attitudes. A questionnaire with 33 Likert type items was
used in our research. The sample consists of 518 students from 9 high schools.
Students attended the all of grades (first, second, third and fourth). They
were 15- to 19-years old. Data were evaluated with factor analysis and the
ANOVA. The results of the questionnaire were divided into five dimensions in
the concrete. (1) The positive influence of ICT; (2) the negative influence of
ICT; (3) advantages of ICT; (4) ICT used in biology lesson; (5) disadvantages
of ICT. Totally, boys have more positive attitudes than girls and the younger
students had more positive attitudes toward information and communication
technologies using in biology lesson in comparison with the older students. Keywords: Attitudes; Information and communication technologies; Biology; Students; Questionnaire | |||
| A randomised controlled trial of a self-guided internet intervention promoting well-being | | BIBAK | Full-Text | 749-760 | |
| Joanna Mitchell; Rosanna Stanimirovic; Britt Klein; Dianne Vella-Brodrick | |||
| Positive psychology is paving the way for interventions that enduringly
enhance well-being and the internet offers the potential to disseminate these
interventions to a broad audience in an accessible and sustainable manner.
There is now sufficient evidence demonstrating the efficacy of internet
interventions for mental illness treatment and prevention, but little is known
about enhancing well-being. The current study examined the efficacy of a
positive psychology internet-based intervention by adopting a randomised
controlled trial design to compare a strengths intervention, a problem solving
intervention and a placebo control. Participants (n = 160) completed measures
of well-being (PWI-A, SWLS, PANAS, OTH) and mental illness (DASS-21) at
pre-assessment, post-assessment and 3-month follow-up. Well-being increased for
the strengths group at post- and follow-up assessment on the PWI-A, but not the
SWLS or PANAS. Significant changes were detected on the OTH subscales of
engagement and pleasure. No changes in mental illness were detected by group or
time. Attrition from the study was 83% at 3-month follow-up, with significant
group differences in adherence to the intervention: strengths (34%), problem
solving (15.5%) and placebo control (42.6%). Although the results are mixed, it
appears possible to enhance the cognitive component of well-being via a
self-guided internet intervention. Keywords: Subjective well-being; Internet; Positive psychology; Strengths; Cognitive-behavioural therapy; Happiness; Health promotion | |||
| Exploring success factors of video game communities in hierarchical linear modeling: The perspectives of members and leaders | | BIBAK | Full-Text | 761-769 | |
| Shu-Hsun Ho; Chiung-Hui Huang | |||
| Video games are enjoying fast-growing popularity, becoming a major component
of young people's social lives and leisure activities. Many players share
information and conduct social interactions in virtual communities (VC). The
current study sought to examine the relationships between members and leaders
in such video game communities using a number of variables to describe the
member (i.e., knowledge sharing, usefulness, enjoyability, off-site
interaction, satisfaction, loyalty, and intention to use) and the leader (i.e.,
leader involvement). Based on a sample of 2227 members and 41 leaders in 30
video game communities, the research demonstrated the use of a two-level
hierarchical linear modeling (HLM) to examine the relationships of VC leaders
and members, appropriately adjusted for a nested structure. The results
indicated that leaders who engage in higher levels of involvement in VC are
more likely to have members who agree with and respond to the community.
Furthermore, member- and leader-level factors were significantly associated
with member satisfaction: knowledge sharing, usefulness, and enjoyability
explained within-VC variance while leader involvement explained between-VC
variance. Finally, member satisfaction demonstrated positive effects on both
member loyalty and intention to use. The study further discussed the
implications of these findings, offering direction for future research. Keywords: Hierarchical linear model (HLM); Virtual community; Leader involvement; Satisfaction; Video game | |||
| Internet differential pricing: Effects on consumer price perception, emotions, and behavioral responses | | BIBAK | Full-Text | 770-777 | |
| Yuan-shuh Lii; Erin Sy | |||
| Differential pricing is a strategy that retailers have used effectively in
capturing sales and profits. The advent of the Internet is a new domain where
this strategy can be applied conveniently and economically. This study examines
the effects of various Internet differential pricing tactics (buyer
identification, purchase quantity, purchase timing, and multi-channels) on
consumers' cognitive (i.e., perceptions of price fairness), emotional, and
behavioral responses. A survey on 367 marketing students in Taiwan was carried
out. Empirical findings show that perceived fairness is significantly related
to emotions, and while emotions similarly affect behavioral responses, it also
mediates the relationship between perceptions of price fairness and behavioral
responses. Practical implications and future studies for internet pricing
strategies are further discussed. Keywords: Differential pricing tactics; Internet pricing; Price perception; Emotions; Behavioral responses | |||
| The role of task-technology fit as users' motivation to continue information system use | | BIBAK | Full-Text | 778-784 | |
| Tor J. Larsen; Anne M. Sørebø; Øystein Sørebø | |||
| In this study, we extend and combine the post-acceptance model (PAM),
proposed by Bhattacherjee [Bhattacherjee, A. (2001). Understanding information
systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3),
351-370], with aspects of Goodhue and Thomson's theory of task-technology fit
(TTF). The original PAM emphasizes cognitive beliefs and user feelings as
factors that may influence a person's intention to continue to use an
information system (IS). The variables added from TTF are task-technology fit
and utilization. The sample consists of data that measure use and use-related
aspects of an e-learning tool among university college teachers. Using
structural equation modeling, results indicate that variables from TTF as well
as variables from PAM explain users' IS continuance intention. As a result of
these findings, we propose the existence of two different and autonomous paths
from the independent variables to the dependent variable of IS continuance
intention. These two paths are: a work system-centric path through utilization
of the information system, and an IT-centric path through user satisfaction. Keywords: IS use; Continuance; Acceptance; User satisfaction; Utilization; Post-acceptance model; Task-technology fit theory | |||
| Attention guidance during example study via the model's eye movements | | BIBAK | Full-Text | 785-791 | |
| Tamara van Gog; Halszka Jarodzka; Katharina Scheiter; Peter Gerjets; Fred Paas | |||
| Research has shown that guiding students' attention guides their thought,
and that attention can be communicated via eye movements. Therefore, this study
investigates whether such a procedure can further enhance the effectiveness of
examples in which a solution procedure is demonstrated to students by a
(expert) model. Students' attention was guided by showing them not only the
model's problem-solving actions on the computer screen, but also the model's
eye movements while doing so. Interestingly, results show that combined with a
verbal description of the thought process, this form of attention guidance had
detrimental effects on learning. Consequences for further research on attention
guidance and instructional design are discussed. Keywords: Example-based learning; Eye tracking; Cognitive load; Attention | |||
| The use of support devices in electronic learning environments | | BIBA | Full-Text | 793-794 | |
| Geraldine Clarebout; Holger Horz; Jan Elen | |||
| This special issue addresses the use of support devices in electronic
learning environments. Five articles each discus a study or several studies
where the use of support devices is not evident. Factors influencing the use of
support devices are addressed: elements of the learning environment,
characteristics of the learner, etc.
The discussion of this special issue reflects in general on support in computer-based learning environments. | |||
| Trends and issues of regulative support use during inquiry learning: Patterns from three studies | | BIBA | Full-Text | 795-803 | |
| Sarah Manlove; Ard W. Lazonder; Ton de Jong | |||
| This paper looks across three experimental studies that examined supports designed to assist high-school students (age 15-19) with cognitive regulation of their physics inquiry learning efforts in a technology-enhanced learning environment called Co-Lab. Cognitive regulation involves the recursive processes of planning, monitoring, and evaluation during learning, and is generally thought to enhance learning gains for students. The research synthesis described in this paper examined the usage effects of a support tool called the process coordinator (PC) on learning outcomes. This tool incorporated goal-lists, hints, prompts, cues, and templates to support the cognitive regulation skills of students during a fluid dynamics task. Students were asked to produce two learning outcomes of their investigations: system dynamics models and lab reports. Results from the three studies indicated trends in frequent use of the PC for planning activities, but low usage for monitoring and evaluation. Correlational analysis revealed two trends with regard to how these regulative activities impacted learning outcomes. First, consistent positive correlations were apparent between regulative activities and lab report scores of students and second, consistent negative correlations between the use of supports and model quality scores. Trends with regard to how task complexity, time, and student prior experience impacted these findings are also presented with suggestions for future research. | |||
| Benefits of inserting support devices in electronic learning environments | | BIBA | Full-Text | 804-810 | |
| Geraldine Clarebout; Jan Elen | |||
| Research on support device-usage reveals that support devices are seldom
used, and if used often in an inadequate way such that it is no longer a
learning opportunity [Aleven, V., Stahl, E., Schworm, S., Fischer, F., &
Wallace, R. (2003). Help seeking and help design in interactive learning
environments. Review of Educational Research, 73, 277-320; Clarebout, G., &
Elen, J. (2006). Tool use in computer-based learning environments: Towards a
research framework. Computers in Human Behavior, 22, 389-411.]. In view of
establishing a solid research agenda on the optimization of the use of
instructional interventions and support devices, this article discusses three
experimental studies, each dealing with different aspects of support device
use. In a first study, the impact on support device use of different types and
numbers of adjunct aids was investigated. In a second study, the influence of
advice on support device use in an open learning environment is studied, while
also considering various learner related variables. A third study addresses the
use of support devices in a text-based environment.
The results of the three studies reveal that the amount of support device usage is limited and that even advice on the use of the support device cannot always enhance this use. Studies 1 and 2 revealed that the type of support devices influenced the amount of usage. With respect to learner characteristics, studies 2 and 3 revealed no significant effect of self regulation. Students' mastery orientation on the other hand did influence the support device usage. Reasons for the low usage of support devices are addressed in the discussion. | |||
| The role of graphical and text based argumentation tools in hypermedia learning | | BIBA | Full-Text | 811-817 | |
| Joerg Zumbach | |||
| In this study, the effects of visualization tools on argumentation skills, knowledge acquisition, and motivation during learning with a hypermedia learning environment were examined. Participants in this experiment had to complete an argumentation task on environmental issues by using a hypermedia learning environment as resource. In one condition, participants were provided with a graphical mind mapping tool in order to complete an argumentation task. In a second condition, a two-columned text editor has been given. A control group received no argumentation task and no corresponding support device. Results suggest that a graphical argumentation support device can enhance learners' motivation, but has no influence on knowledge acquisition or quality of arguments, whereas both argumentation support devices led to superior results compared to the control group. Overall, results reveal that the assignment of an argumentation task to hypermedia learning environments was an effective instructional strategy that led to enhanced knowledge acquisition compared to learning without an argumentation task. | |||
| Differential benefits of situated instructional prompts | | BIBAK | Full-Text | 818-828 | |
| Holger Horz; Claudia Winter; Stefan Fries | |||
| Learners often neglect support (glossaries, help sites etc.) in
computer-based learning environments since they experience it as an unrelated
add-on. We assumed that prompts presenting situated instructional support would
lead to an increased use of help sites and glossary. Further it was assumed
that situated instructional support would lead to a higher cognitive load of
learners, which causes differential learning outcomes depending on learners'
general domain knowledge. To scrutinise the differential effect of situated
instructional prompts we conducted an experiment with 69 students
(undergraduates vs. graduates). Students learned either with a learning
environment with or without prompts. As expected, learning with prompts
resulted in an increased support usage. Furthermore, two interaction effects
occurred. (1) Graduates learned slightly better with a program including
prompts whereas undergraduates performed better without prompts. (2)
Undergraduates stated a higher perceived cognitive load if they learned with a
program with situated instructional prompts. In the group of graduates no
differences occurred concerning the perceived cognitive load. The results are
interpreted within the framework of cognitive load theory. Keywords: Tool use; Prompting; Instructional support; Cognitive load; Situated learning | |||
| Effects of a metacognitive support device in learning environments | | BIBAK | Full-Text | 829-835 | |
| Maria Bannert; Melanie Hildebrand; Christoph Mengelkamp | |||
| Successful learning is mainly based on metacognitive activities which have
to be performed and constantly monitored during learning. Research reveals that
many learners have difficulties in performing such metacognitive activities
spontaneously, which most probably results in lower learning outcomes. The aim
of this study is to experimentally analyse the effects of a metacognitive
support device combined with a paper-based prompting scheme. With this support
device, students are instructed to activate their repertoire of metacognitive
knowledge and skills which should further enhance learning and transfer.
University students of the experimental group (n = 29) were instructed by means of a metacognitive support device why metacognitive activities are useful and how to apply them during learning. In addition, during learning, they were prompted to apply the metacognitive activities they just had learned. Students of the control group (n = 27) were not instructed why and how to use metacognitive activities, and furthermore, they were not prompted during learning to apply these metacognitive activities. Rather, they were instructed by a computer device how to organise a work place for their studies so all groups were treated in a similar way. The students' learning task was to learn about "psychological theories of using pictures in multimedia learning environments" within 60 min. Immediately afterwards, learning outcome was measured with a test. Altogether, 56 university students participated, counterbalanced according to their prior knowledge as well as metacognitive knowledge. As expected, students of the experimental group showed better transfer performance compared with the control group. In addition, training did increase metacognitive behavior measured by subjective ratings. Keywords: Metacognitive instruction; Support device; Hypermedia learning; Knowledge acquisition | |||
| Discussion | | BIB | Full-Text | 836-840 | |
| R. Scott Grabinger | |||
| Psychometric properties of internet administered versions of Penn State Worry Questionnaire (PSWQ) and Depression, Anxiety, and Stress Scale (DASS) | | BIBAK | Full-Text | 841-843 | |
| Kimberly R. Zlomke | |||
| A limited amount of research has been conducted on the psychometric
properties of commonly used measures of anxious or depressive symptomatology
for use on the internet, although such measures are seeing increasing use in
internet administration for both clinical and research uses. A plethora of
advantages exist for the use of internet administration of questionnaires, both
in terms of assessment and the potential use in treatment monitoring as well as
for research. The aim of this study was to examine the psychometric properties
of two common clinical measures, the Penn State Worry Questionnaire and the.
Depression, Anxiety, and Stress Scale, in an internet administered format (N =
1138). Results suggest that these two measures may be used with confidence in
an online format in terms of reliability and validity. Keywords: Psychometric properties; PSWQ; DASS; Internet administration | |||
| Pair dynamics in team collaboration | | BIBAK | Full-Text | 844-852 | |
| Kyungsub Steve Choi; Fadi P. Deek; Il Im | |||
| From a recent field survey with a group of professional pair programmers, it
was revealed that the programmers perceive a partner's personality, cognitive
style and communication skills as the top three factors that lead to prudent
pair programming. Based on this finding, the factors personality and
communication skills, along with gender were selected for an experiment to
analyze if a partner's human, intrinsic values influence the pair programming
experience, specifically in the levels of satisfaction, compatibility,
communication, and confidence. A total of 128 students majoring in Management
Information Systems, Information Systems, and Information Technology
participated in the experiment. Of the 68 undergraduates, 40 were first-year
students and 28 were juniors; the remaining 60 were Master's degree graduate
students. The students were formed into a total of 64 pairs based on their
personality, level of communication skills, and gender. A total of three visits
were made. During the first two visits, a set of four programming problems was
used in four programming sessions lasting 45 min each; two were individual
programming sessions and two were pair programming sessions. At the end of each
visit, a questionnaire was administered and collected. The questionnaire
results revealed that the various Myers-Briggs Type Indicator (MBTI)
personality combinations did not significantly influence the levels of
communication, satisfaction, confidence, and compatibility. The pairs that
exhibited a high level of communication between partners did not necessarily
experience a high level of satisfaction or exhibit compatibility between
partners, nor did they have a high level of confidence regarding the finished
product. The communication skill level seemed to have an impact on
communication only. Similar to many previous gender-focused literatures, the
same gender pairs did exhibit significantly higher levels of communication,
satisfaction and compatibility than the mixed gender pairs. Within the same
gender pairs, the female-female pairs showed a much higher level than the
male-male pairs in those categories. Contrariwise, the same gender pairs did
not show a significantly higher confidence level than the mixed gender pairs
about their finished product. Keywords: Pair dynamics; Pair programming; Team programming; Extreme programming | |||
| Online political marketing in Greece: An evaluation of the 2007 national elections and two case studies | | BIBAK | Full-Text | 853-861 | |
| Constantinos K. Coursaris; Savvas Papagiannidis | |||
| This paper presents findings on the use of Web sites as a political
marketing tool in the context of the 2007 Greek national elections. The
questions guiding this research are how popular were online campaigns in terms
of candidate use of Web sites and which trust and credibility-building Web site
design cues were leveraged by candidates. This study also explored differences
in online campaign practices both between Greek political parties and between
the 2007 national Greek elections and the 2002 federal US elections.
The entire population of Greek candidates' Web sites (n = 373) was reviewed and evaluated against a framework that consisted of 58 Web site design features reflecting the potential of Web technologies for political marketing. Results indicate that only 18% of Greek candidates had a Web presence in 2007, and on average these online campaigns were quite limited in their implementations of practices such as volunteer recruitment, fundraising, and Web-exclusive activities. On average, these implementations led in certain areas, but more interestingly lagged the US in online political marketing activities such as the provision of electronic paraphernalia, a campaign calendar, a privacy policy, issues statements, and endorsements. Twenty-four Web site design features are recommended for candidates to remain at par within the online political marketing scene in Greece. Findings are complemented by two case studies of Web sites that demonstrate mature use of Web technologies in online political campaigning. Keywords: Political marketing; Website; Design; Greece; Elections; Trust | |||
| Interface feature prioritization for web services: Case of online flight reservations | | BIBAK | Full-Text | 862-877 | |
| Cagla Ozen Seneler; Nuri Basoglu; Tugrul Daim | |||
| Acceptance, utility, and usability of system designs have become a focal
interest in human-computer interaction (HCI) research, yet at present there is
a lack detailed understandings of which system design features influence them.
The purpose of the study is to examine the effects of five product design
features; customization, adaptive behavior, memory load, content density, and
speed on user preference through an experimental study by using conjoint
analysis. In experimental study, instead of classical conjoint cards,
prototypes were generated for products. Besides, desirability and market
segments of product prototypes were identified. In line with the results, among
the five product design features, speed is the most and customization is the
least important features that affect user preference. Contrary to the
expectations, customization has a relatively small importance value in this
research. Subsequent design features that influence user preference after speed
are minimal memory load, adaptive behavior, and content density, respectively.
According to findings, interfaces that have high-speed, minimal memory load,
adaptive behavior, low content density, and customization features are more
preferable than those that do not. Keywords: User interface characteristics; Design features; User preference; Conjoint analysis; Minimal memory load; Adaptive behavior; Customization | |||
| Internet uses and gratifications: A survey in the Indian context | | BIBAK | Full-Text | 878-886 | |
| Sanjit Kumar Roy | |||
| Uses and gratifications (U&G) theory, aids in the assessment of peoples'
motivations for media usage, access and to understand their attitude towards a
particular medium. In this paper this theory has been applied to derive the
Internet gratification structure of Internet users in the Indian context. This
study proceeds in four stages. First, six gratifications for Internet use
namely self development, wide exposure, user friendly, relaxation, career
opportunities, and global exchange were identified using the exploratory factor
analysis. Then the factors were subjected to confirmatory factor analysis. Next
with the use of t-tests the study identified the gratifications on which males
and females differ significantly. Finally, with the use of discriminant
analysis it has been shown that the light and heavy users of Internet differ on
some of the gratification factors obtained in the study. Keywords: Uses and gratifications; Internet; Indian context | |||
| The relationships among service quality, perceived value, customer satisfaction, and post-purchase intention in mobile value-added services | | BIBAK | Full-Text | 887-896 | |
| Ying-Feng Kuo; Chi-Ming Wu; Wei-Jaw Deng | |||
| The purposes of this study are to construct an instrument to evaluate
service quality of mobile value-added services and have a further discussion of
the relationships among service quality, perceived value, customer
satisfaction, and post-purchase intention. Structural equation modeling and
multiple regression analysis were used to analyze the data collected from
college and graduate students of 15 major universities in Taiwan. The main
findings are as follows: (1) service quality positively influences both
perceived value and customer satisfaction; (2) perceived value positively
influences on both customer satisfaction and post-purchase intention; (3)
customer satisfaction positively influences post-purchase intention; (4)
service quality has an indirect positive influence on post-purchase intention
through customer satisfaction or perceived value; (5) among the dimensions of
service quality, "customer service and system reliability" is most influential
on perceived value and customer satisfaction, and the influence of "content
quality" ranks second; (6) the proposed model is proven with the effectiveness
in explaining the relationships among service quality, perceived value,
customer satisfaction, and post-purchase intention in mobile added-value
services. Keywords: Mobile value-added services; Service quality; Perceived value; Customer satisfaction; Post-purchase intention | |||
| Gender stereotyping over instant messenger: The effects of gender and context | | BIBAK | Full-Text | 897-901 | |
| Emily Christofides; Towhidul Islam; Serge Desmarais | |||
| Researchers have observed that contrary to the high expectations for online
communications, gender stereotyping has not disappeared in this medium, and is
sometimes even accentuated. This study aimed to understand the effect of gender
over instant messenger, a relatively new and unexplored medium. Instant
messenger was chosen because it is a medium that is used most by youth who have
grown up communicating online. Participants were interviewed over instant
messenger about a potential online support service and were then asked to judge
the effectiveness of their interviewer. The interviewer was identified only by
a masculine or feminine name and was computer-simulated so as to remove any
bias. The topic of discussion was stereotypically masculine or stereotypically
feminine. Male participants were found to employ a male superiority heuristic,
whereby they judged the male interviewer as more competent, regardless of the
context. Female participants were hypothesized to judge the female interviewer
as more competent in the feminine context, and the male interviewer as more
competent in the masculine context (the context-gender match heuristic), but
this hypothesis was not supported. The findings are discussed in the context of
previous research on gender stereotyping in online communication. Keywords: Stereotyping; Gender; Communication; Computer-mediated communication | |||
| Designing electronic use policies to enhance employee perceptions of fairness and to reduce cyberloafing: An empirical test of justice theory | | BIBAK | Full-Text | 902-910 | |
| Christine A. Henle; Gary Kohut; Rosemary Booth | |||
| Organizations are attempting to curtail cyberloafing or employee use of
company Internet and email systems for non-work purposes by implementing
electronic use policies, but their design is based on anecdotal support instead
of theory or empirical research. Using procedural justice theory, we propose
policies containing signed versus implied consent, for cause versus periodic
monitoring, zero tolerance or progressive discipline versus managerial
discretion in disciplinary procedures, and appeals to peers or management
versus no appeals will improve employee perceptions of policy fairness and
thus, decrease cyberloafing. Results from two experiments and a field study
found that zero tolerance, progressive discipline, and appeal processes were
related to higher perceptions of policy fairness while periodic monitoring was
related to less cyberloafing. Keywords: Cyberloafing; Electronic use policies; Internet; Organizations; Procedural justice | |||
| An analysis of social support exchanges in online HIV/AIDS self-help groups | | BIBAK | Full-Text | 911-918 | |
| Constantinos K. Coursaris; Ming Liu | |||
| Hundreds of thousands of people sharing concerns about HIV/AIDS have taken
advantage of online self-help groups to exchange resources and support. Little
research so far has focused on the nature and content of actual messages
exchanged by group members. To provide an in-depth understanding of social
support exchanges in online HIV/AIDS self-help groups, this study identifies
and analyzes the dimensions and corresponding frequencies of exchanged social
support as well as the group interactions facilitating those exchanges. A total
of 5000 postings created within a 1 year period were randomly selected from a
selected online HIV/AIDS forum. Content analysis was then conducted to assess
the types and proportions of exchanged social support. A thematic analysis of
the postings that could not be categorized with the adopted coding system was
performed to find further patterns of positive group interactions. The results
show that information support (41.6%) and emotional support (16.0%) were
exchanged most frequently, followed by network support (6.8%) and esteem
support exchanges (6.4%), whereas tangible assistance was quite rare (0.8%).
The authors also suggest that three types of group interactions including
sharing personal experience, expression of gratitude, and offering
congratulations can facilitate social support exchanges among group members. Keywords: Support groups; Internet; HIV; AIDS; Computer-mediated communication; Content analysis | |||
| E-Mentoring for All | | BIBAK | Full-Text | 919-928 | |
| Carmit-Noa Shpigelman; Patrice L. (Tamar) Weiss; Shunit Reiter | |||
| Electronic mentoring appears to have great potential for youth with special
needs since it is an accessible communication medium that provides an
opportunity to exchange practical information and support and to experience an
accepting relationship with less prejudice. To date, few electronic mentoring
intervention programs have been designed especially to support the
psychological needs of youth with special needs. This paper presents the
results of a study that evaluated an electronic mentoring intervention program
designed to provide social and emotional support for protégés
with disabilities by mentors who also have disabilities. Using a primarily
qualitative research design, the study characterized the electronic mentoring
process and its contributions to this population. The findings provided support
for the potential of electronic mentoring for personal development and
empowerment of youth with special needs. Furthermore, the findings supported
the usability and utility of the e-mentoring intervention based on a conceptual
framework that characterized an electronic support process for people with
special needs. Implications for implementing feasible electronic mentoring
programs are discussed. Keywords: Electronic mentoring; Online support; Computer-mediated communication; People with special needs; Disabilities | |||
| Fostering the determinants of knowledge sharing in professional virtual communities | | BIBAK | Full-Text | 929-939 | |
| Ming-Ji James Lin; Shiu-Wan Hung; Chih-Jou Chen | |||
| Professional virtual communities (PVCs), which are formed on the Internet,
are expected to serve the needs of members for communication, information, and
knowledge sharing. The executives of organizations should consider PVCs as a
new innovation or knowledge pool since members share knowledge. However, many
PVCs have failed due to members' low willingness to share knowledge with other
members. Thus, there is a need to understand and foster the determinants of
members' knowledge sharing behavior in PVCs. This study develops an integrated
model designed to investigate and explain the relationships between contextual
factors, personal perceptions of knowledge sharing, knowledge sharing behavior,
and community loyalty. Empirical data was collected from three PVCs and tested
using structural equation modeling (SEM) to verify the fit of the hypothetical
model. The results show that trust significantly influences knowledge sharing
self-efficacy, perceived relative advantage and perceived compatibility, which
in turn positively affect knowledge sharing behavior. Furthermore, the study
finds that the norm of reciprocity does not significantly affect knowledge
sharing behavior. The results of the study can be used to identify the
motivation underlying individuals' knowledge sharing behavior in PVCs. By
investigating the impacts of contextual factors and personal perceptions on
knowledge sharing behavior, the integrated model better explains behavior than
other proposed models. This study might help executives of virtual communities
and organizations to manage and promote these determinants of knowledge sharing
to stimulate members' willingness to share knowledge and enhance their virtual
community loyalty. As only little empirical research has been conducted on the
impact of knowledge sharing self-efficacy, perceived relative advantage, and
perceived compatibility on the individual's knowledge sharing behavior in PVCs,
the empirical evidence reported here makes a valuable contribution in this
highly important area. Keywords: Knowledge sharing; Virtual communities; Community loyalty; Norm of reciprocity; Trust | |||
| Network-aware support for mobile distributed teams | | BIBAK | Full-Text | 940-948 | |
| Rick van der Kleij; Alexis de Jong; Guido te Brake; Tjerk de Greef | |||
| An experiment evaluated network-aware support to increase understanding of
the factors that are important for successful teamwork in mobile geographically
dispersed teams of first responders. Participants performed a simulated search
and rescue team task and were equipped with a digitized map and real-time
situation updates on the location of other participants in a simulated disaster
area. The connection to a server, however, was made deliberately error-prone,
leading to occasional losses of network connections. Consequently, participants
were not provided with real-time situation updates. To deal with this problem
we equipped team members with a network-aware application that signaled network
loss to them and adapted the graphical representation of the location of fellow
team members accordingly to the quality of location information present. The
experiment revealed that presenting complete and reliable geospatial
information improves teamwork. Teams connected to a server over a fast and
reliable link showed superior performance over teams with no network connection
whatsoever to a server. The present study failed, however, to demonstrate the
added value of network-aware support when teams had to collaborate in the
presence of an unreliable communications infrastructure. Although participants
indicated a slight preference for the network-aware application over a
condition without support signaling network loss, no differences were observed
in team process and outcome measures. Keywords: Mobile groupware; Network awareness; Virtual teams; Distributed teamwork; Mobile computing; Network-aware support | |||
| Knowledge awareness in CSCL: A psychological perspective | | BIBAK | Full-Text | 949-960 | |
| Tanja Engelmann; Jessica Dehler; Daniel Bodemer; Jürgen Buder | |||
| In this paper, a specific group awareness approach for CSCL settings, namely
knowledge awareness, is presented. We classify knowledge awareness in relation
to already well-established concepts like shared mental models, common ground,
and transactive memory system in order to provide a comprehensive definition of
this approach. The functionality of knowledge awareness tools aiming at
fostering knowledge awareness is conceptualized in a cyclical model. Three
application scenarios are presented to illustrate how knowledge awareness tools
work in three different tasks. All these knowledge awareness tools have been
found to be effective, that is all tools could foster knowledge awareness and
led to increased learning performance. Keywords: Knowledge awareness; Computer-supported collaborative learning; Group awareness; Spatially distributed groups | |||
| Secondary school students' collaboration during dyadic debates face-to-face and through computer chat | | BIBAK | Full-Text | 961-969 | |
| Miika J. Marttunen; Leena I. Laurinen | |||
| Communicative competence needed in today's constructive learning
environments both in virtual and physical classrooms requires most of all
critical and argumentative thinking skills as well as abilities to use
reciprocal and collaborative language. This study clarifies the quality of
secondary school students' collaboration in dyadic face-to-face and computer
chat debates during argumentative discussions. The speech acts produced in 24
debates were first classified into either on-task or off-task categories. The
on-task speech acts were then further classified into six collaborative and two
non-collaborative categories. The students commonly presented questions and
made requests for clarification or reactions as well as responded to issues put
forward by their interlocutor. However, they seldom engaged in collaborative
completion or recapitulated their arguments. The study suggests that while
students appear to have the basic cognitive and social prerequisites for
collaborative learning situations, in future they should be encouraged to
collaboratively complete each others' thoughts and recapitulate their own
arguments. Keywords: Collaboration; Arguments; Debates; Interpersonal interaction; Computer-mediated communication; Secondary education | |||
| The linguistic status of text message abbreviations: An exploration using a Stroop task | | BIBAK | Full-Text | 970-974 | |
| Lesley McWilliam; Astrid Schepman; Paul Rodway | |||
| The aim of this paper is to assess whether there is firm evidence for the
informal observation that text message abbreviations have been absorbed into
every day language use. Such abbreviations are most frequently used on mobile
telephones and in electronic communication. We report data from a study
investigating the linguistic status of text abbreviations. We tested this using
a modified Stroop task. Participants were regular text message users.
To-be-ignored stimuli of interest were text message abbreviations, chosen for
high recognition rates among users (e.g. CUL8R for "See you later"). We also
used real words, non-words (pronounceable and non-pronounceable) and
non-alphanumeric symbol strings. Text abbreviations led to increased
colour-naming latencies when compared to words and non-words, while all
alphanumeric stimuli led to slower response times than non-alphanumeric symbol
strings. The findings show that reading text message abbreviations is
unavoidable to those who have adapted to their use. Therefore they are likely
to have been absorbed into the language. We explore the possible reasons for
the increased Stroop interference we observed with text message abbreviations.
We also suggest that using text abbreviations in research can enhance
understanding of word recognition processes. Keywords: Word recognition; Reading; Text message; Psycholinguistics; Acronyms; Abbreviations | |||
| Understanding factors affecting e-reverse auction use: An integrative approach | | BIBAK | Full-Text | 975-988 | |
| Cigdem A. Gumussoy; Fethi Calisir | |||
| Using electronic-reverse auction (e-reverse auction) offers many advantages
to companies such as price reduction, decrease in cycle time, standardization,
and transparency in purchasing process. Despite its great advantages, some
users do not want to use e-reverse auction technology for the procurement of
products or services. This study aims to understand factors affecting e-reverse
auction usage in companies by integrating three important theories. Key
constructs of technology acceptance model (TAM), theory of planned behavior
(TPB), and innovation diffusion theory (IDT) are integrated to explain
behavioral intention to use and actual use of e-reverse auction. Using LISREL
8.54, data collected from 156 employees working in the procurement department
of companies in 40 different countries were used to test the proposed research
model. Results indicated that, 76% of employees' intention to use e-reverse
auction is explained by subjective norms, perceived behavioral control, and
perceived usefulness. Among them, subjective norms have the strongest effect.
Besides, actual use of e-reverse auction is directly predicted by behavioral
intention to use. We conclude with managerial implications and recommendations
for possible future research. Keywords: Technology acceptance model; Theory of planned behavior; Innovation diffusion theory; e-Reverse auction; Structural equation modeling | |||
| The impact of general and specific performance and self-efficacy on learning with computer-based concept mapping | | BIBAK | Full-Text | 989-996 | |
| Jeng-Yi Tzeng | |||
| When students learn a new and challenging task, for which they have very
limited corresponding personal or vicarious experiences to refer, it is
important to understand how their self-efficacy beliefs evolve during the
course of sequential lessons; how they differ in the way their general learning
performance and self-efficacy influence their ratings of task-specific
self-efficacy and performance; and, how such differences may result in
different learning outcomes and motivations for learning. By examining a group
of 66 students engaged in learning to construct good concept maps with computer
software, this study revealed several important findings on these questions.
Students generally tended to initially overestimate their ability to
successfully carry out the required task. They also varied in the way their
general self-efficacy and performance were associated with their task-specific
self-efficacy and performance. And, these differences did appear to be
associated with different learning outcomes and motivations for learning. These
results indicate that investigating individual differences in students'
patterns of association between general and specific performance and their
self-efficacy may lead to a better understanding of how students differ in
their levels of motivation and outcomes when learning a new and challenging
task. Keywords: Computer-based concept mapping; Self-efficacy; Learning performance; Motivation | |||
| Using e-learning design patterns to augment learners' experiences | | BIB | Full-Text | 997-998 | |
| Y. Dimitriadis; P. Goodyear; S. Retalis | |||
| In search of common ground: A task conceptualization to facilitate the design of (e)learning environments with design patterns | | BIBAK | Full-Text | 999-1009 | |
| Ilya Zitter; Geert Kinkhorst; Robert-jan Simons; Olle ten Cate | |||
| Many studies report changes taking place in the field of higher education,
changes which present considerable challenges to educational practice.
Educational science should contribute to developing design guidance, enabling
practitioners to respond to these challenges. Design patterns, as a form of
design guidance, show potential since they promise to facilitate the design
process and provide common ground for communication. However, the potential of
patterns has not been fully exploited yet. We have proposed the introduction of
a task conceptualization as an abstract view of the concept chosen as central:
the task. The choice of the constituting elements of the task conceptualization
has established an analytical perspective for analysis and (re)design of
(e)learning environments. One of the constituting elements is that of 'boundary
objects', which has added a focus on objects facilitating the coordination,
alignment and integration of collaborative activities. The presented task
conceptualization is deliberately generic in nature, to ease the portability
between schools of thought and make it suitable for a wide target audience. The
conceptualization and the accompanying graphical and textual representations
have shown much promise in supporting the process of analysis and (re)design
and add innovative insights to the domain of facilitating the creation of
design patterns. Keywords: Higher education; (e)Learning environments; Design patterns; Authentic tasks; Boundary objects | |||
| From pattern to practice: Evaluation of a design pattern fostering trust in virtual teams | | BIBAK | Full-Text | 1010-1019 | |
| Ellen Rusman; Jan van Bruggen; Ron Cörvers; Peter Sloep; Rob Koper | |||
| This article describes the implementation and evaluation of a design pattern
that fosters trust in mediated collaborative settings. The pattern proposed
here should provide a profile with static and/or dynamic information about the
participants of a collaborative environment. It aims to foster initial (in the
first two to three weeks) trust in situations in which people do not know each
other and do not have a chance to meet, but need to collaborate. A simple and
low cost implementation of this pattern was realized by conducting a case study
with participants of the European Virtual Seminar on Sustainable Development
(EVS). They were asked to fill in a template with personal information about
themselves. In the EVS, students collaboratively have to address sustainable
development problems. Afterwards, students were questioned on the use of this
template, called PEXPI, and their impressions of each other during and after
the EVS; questionnaires and a semi-structured interview were used. The results
show that the implementation of the static profile, derived from the pattern,
initially helped students to form an impression of each other. After this
initial period, however, students base their impression on factors such as the
quality of work-related contributions, behaviour during collaboration (e.g.
responsiveness), and communication style. This case study also shows that the
pattern could easily be applied and transferred to a new context, as long as
the conditions described in the 'context'-section of the pattern, were met. The
case study provided a means for evaluation of the pattern and a source for its
refinement. Keywords: Design pattern; Trust; Computer supported collaborative learning; Virtual team; Distance education | |||
| Design patterns for monitoring and evaluating CSCL processes | | BIBAK | Full-Text | 1020-1027 | |
| D. Persico; F. Pozzi; L. Sarti | |||
| Both quantitative and qualitative methods are being increasingly used to
investigate the learning dynamics that take place within CSCL environments.
Since such practices are a crucial aspect of the CSCL field, Design Patterns
(DPs) can be used for capitalizing on experience and sharing know-how among
practitioners. This paper describes three DP instances that have been developed
and fine tuned by a community of practice consisting of researchers,
instructional designers and tutors with the aim of supporting monitoring and
evaluation of CSCL interactions. The DP solutions are based on a set of
indicators, some of quantitative and some of qualitative nature, as well as on
the methods to gauge these indicators, starting from data tracked by the
e-learning system. The process of development of these DPs is described and
examples of use are reported and discussed in order to advance the
instructional design field and inform the development of CSCL systems. The
proposed DPs belong to a Language, aimed at describing tracking problems in
different types of e-learning systems and at capturing in their solutions the
know-how developed by communities of experts in the different fields. Keywords: Design Patterns development; Design Patterns usage; Computer Supported Collaborative Learning (CSCL); Monitoring; Evaluating; Indicators | |||
| Incorporating assessment in a pattern-based design process for CSCL scripts | | BIBAK | Full-Text | 1028-1039 | |
| Eloy D. Villasclaras-Fernández; Davinia Hernández-Leo; Juan I. Asensio-Pérez; Yannis Dimitriadis | |||
| Scripting has already been shown to be a way of increasing the chances of
effective collaborative learning, and especially when computer support is
available. Formal specifications, such as IMS-LD, and software authoring tools
have provided instructional designers and educational practitioners with
mechanisms for the creation and automation of flexible collaborative learning
scripts ready to run in real scenarios. Within the context of Computer
Supported Collaborative Learning (CSCL) script design, the application of
design patterns has been proposed as the basis for a design process that
promotes the reuse of good practices, implemented in an IMS-LD authoring tool,
Collage. However, it is well known that assessment is a key aspect in real
learning scenarios, and therefore it should be included in CSCL scripts. In
this sense, this paper reports data and findings derived from two case studies
performed to explore how assessment design can be included in the
aforementioned pattern-based process. Results provide preliminary evidence that
additional support is necessary for assessment design within this process for
non-expert users. In order to tackle this limitation, the use of assessment
patterns is analyzed. Evidence gathered in the case studies supports the need,
adequacy and feasibility of a more systematic assessment-aware design process
for CSCL scripts. Keywords: CSCL script; Design process; Design pattern; Assessment; Collaborative learning flow patterns | |||
| Lessons learnt in mining and writing design patterns for educational interactive graphics | | BIBAK | Full-Text | 1040-1055 | |
| Christian Kohls; Jan-Georg Uttecht | |||
| Design patterns capture the invariant parts of proven designs as solutions
to a problem in a specific context. While e-learning patterns have become
popular in academic discussion, a large-scale use of these patterns or pattern
languages in general cannot yet be observed in the field. One problem is that
there are no agreed standards to define, analyze, organize, and evaluate such
patterns. Another challenge is to find the right patterns and describe them at
an appropriate level of abstraction, granularity, and detail. In this paper, we
present a case study on the mining, writing and application of patterns for
interactive educational graphics. It focuses on pattern mining and describes
how to derive patterns from experience and analysis. Based on schema theory, a
method is proposed to find patterns that are shared by other individuals. To
improve the quality of written patterns, we consider established methods of
pattern writing. The aim is to document patterns that are understandable,
well-structured, and that capture the expert's intrinsic knowledge about real
patterns as precisely as possible. Finally, the benefits and applicability of
patterns are discussed. Keywords: Design patterns; e-Learning; Pattern applicability; Human-computer interaction; Schema acquisition; Problem solving | |||
| Grounded design: Design patterns as the link between theory and practice | | BIBAK | Full-Text | 1056-1066 | |
| Wouter van Diggelen; Maarten Overdijk | |||
| The process of designing a networked learning environment can be
characterized by a high degree of uncertainty. This is especially true when the
design includes innovative technologies. It is difficult to design a networked
learning environment that closely fits the requirements of the educational
practice. Often the technology seems leading in the design process because it
is the most tangible aspect of the e-learning environment. This brings along
the risk that the technology becomes detached from its context of use.
Design patterns are a means to overcome this problem of detachment between design and practice. Design patterns make the tight relationship between the two more explicit. In this paper we further elaborate on the relationship between design and practice. We will stress the importance of theory in the development of design patterns. Theory development is an essential aspect of our approach to the development of design patterns. The approach is oriented towards a systematic analysis of problems and the development of conceptual models that guide the definition and evaluation of design patterns. In this paper we present a case study of how the approach was used to develop design patterns for networked learning in the classroom. Keywords: Design patterns; Face-to-face discussion | |||
| The role of design-principles in designing courses that promote collaborative learning in higher-education | | BIBA | Full-Text | 1067-1078 | |
| Yael Kali; Rachel Levin-Peled; Yehudit Judy Dori | |||
| Design-patterns and design-principles represent two approaches, which elicit design knowledge from successful learning environments and formulate it as design guidelines. The two approaches are fairly similar in their strategies, but differ in their research origins. This study stems from the design-principles approach, and explores how learning is affected by curriculum-materials designed according to two main design-principles: (a) engage learners in peer instruction, and (b) reuse student artifacts as resource for further learning. These principles were employed in three higher-education courses and examined with 385 students. Data analysis was conducted in two trajectories: In the "bird's eye view" trajectory we used a "feature" unit of analysis to illustrate how learning was supported by features designed according to the two design-principles in each of the courses. In the "design-based research" trajectory we focused on one feature, a web-based Jigsaw activity, in a philosophy of education course, and demonstrated how it was refined via three design iterations. Students were required to specialize in one of three philosophical perspectives, share knowledge with peers who specialized in other perspectives, and reuse the shared knowledge in new contexts. Outcomes indicated that the design in the first iteration did not sufficiently support student ability to apply the shared knowledge. Two additional design-principles were employed in the next iterations: (c) provide knowledge representation and organization tools, and (d) employ multiple social-activity structures. The importance of combining several design-principles for designing curricular materials is discussed in terms of Alexander's design-pattern language and his notion of referencing between design-patterns. | |||
| Dealing with abstraction: Case study generalisation as a method for eliciting design patterns | | BIBAK | Full-Text | 1079-1088 | |
| Niall Winters; Yishay Mor | |||
| Developing a pattern language is a non-trivial problem. A critical
requirement is a method to support pattern writers with abstraction, so as they
can produce generalised patterns. In this paper, we address this issue by
developing a structured process of generalisation. It is important that this
process is initiated through engaging participants in identifying initial
patterns, i.e. directly dealing with the 'cold-start' problem. We have found
that short case study descriptions provide a productive 'way into' the process
for participants. We reflect on a 1-year interdisciplinary pan-European
research project involving the development of almost 30 cases and over 150
patterns. We provide example cases, detailing the process by which their
associated patterns emerged. This was based on a foundation for generalisation
from cases with common attributes. We discuss the merits of this approach and
its implications for pattern development. Keywords: Design patterns; Generalisation; Abstraction; Case study | |||
| The Internet's impact on sexuality: A critical review of 15 years of research | | BIBAK | Full-Text | 1089-1101 | |
| Nicola M. Döring | |||
| The body of empirical research on Internet sexuality has grown steadily
since 1993. The following paper provides an overview of the current state of
research in this field in its full thematic breadth, addressing six areas of
online sexuality: Pornography, sex shops, sex work, sex education, sex
contacts, and sexual subcultures. Key research results are presented concerning
Internet sexuality's forms of manifestation, participant groups, opportunities,
and risks. This paper shows that sexually related online activities have become
routine in recent years for large segments of the population in the Western
world. Internet sexuality also takes somewhat different forms based on the age,
gender, and sexual orientation of the individual. Academic studies to date have
focused overwhelmingly on the possible negative effects of Internet sexuality.
By contrast, little research has been conducted on potential benefits.
Consequently, a surprising number of gaps are evident in the scholarship on
Internet sexuality. Keywords: Internet; Sexuality; Psychosexual behaviour; Pornography; Sex education; Sex offences | |||
| A multivariate comparison of computer anxiety levels between candidate and tenured school principals | | BIBAK | Full-Text | 1102-1107 | |
| Mustafa Baloglu; Vildan Çevik | |||
| School administrators should be able to follow technological advancements
and promote the role of leadership with regard to technology in their
institutions. However, affective factors such as computer anxiety might hinder
administrators' roles in this process. Therefore, this study investigated
multivariate differences between candidate and tenured administrators on
computer anxiety levels, after accounting for differences in age. The sample of
the study included 216 candidates and 368 tenured school principals. The
Computer Anxiety Scale and a set of demographic questions were used to collect
the data. One-way multivariate analysis of covariance (MANCOVA) was performed
on three dependent variables that are the three dimensions of computer anxiety
(i.e., Affective Anxiety, Damaging Anxiety, and Learning Anxiety). Independent
variable had two levels (i.e., candidate versus tenured administrators) and age
was used as a covariate. Results showed multivariate significant differences.
Candidate administrators reported higher levels of affective and learning
anxiety compared to their tenured colleagues. We conclude that the sample of
the study had accessibility and familiarity with computers; yet, showed
different experiences. Finally, refinement is still needed in the area of
computer anxiety and its relationships with other variables among educational
administrators. Keywords: Multivariate differences; Computer anxiety; School administrators; Candidates | |||
| Computer mediated teamwork and the efficiency framework: Exploring the influence of synchrony and cues on media satisfaction and outcome success | | BIBAK | Full-Text | 1108-1119 | |
| Kristine L. Nowak; James Watt; Joseph B. Walther | |||
| There are many valid ways to evaluate collaborative systems. The efficiency
framework argues that while user satisfaction and preference for systems are
important, neither directly predict outcome success or the ability of a system
to facilitate collaboration. Further, it points to the importance of
distinguishing between user satisfaction and outcome success when evaluating
collaborative systems. Despite users' reported preferences for media requiring
less effort and time, the efficiency framework predicts that the expenditure of
effort better predicts outcome success than do user preferences. This study
tests these predictions and extends the model by comparing synchronous and
asynchronous media with varying levels of communicative cues. One hundred and
forty-two participants in groups of 3 or 4 engaged in collaboration over a 5
week period. Groups were assigned to either interact face-to-face, or to one of
four media conditions. There were no effects on actual group success that
favored full-cue, synchronous communication. There was greater perceived group
effectiveness for synchronous text and face-to-face interactions. Exploratory
structural equation analysis showed that media characteristics predict
copresence, which increases perceptions of group effectiveness, which in turn
predict success. The results support the main assertion of the efficiency
framework and explain some contradictions in prior research. Results are
discussed with respect to their pertinence for theoretical and measurement
issues in human computer interaction research. Keywords: Computer mediated teamwork; Outcome success; Media satisfaction; Efficiency | |||
| Note-taking while learning hypermedia: Cognitive and motivational considerations | | BIBAK | Full-Text | 1120-1128 | |
| Daniel C. Moos | |||
| The non-linear format of hypermedia requires the use of self-regulated
learning (SRL) processes, including making decisions about which representation
to access. The design of hypermedia environments can make these decisions
difficult, and may result in extraneous cognitive load. Note-taking, a SRL
strategy may offload extraneous cognitive load while learning with hypermedia.
This study examined factors related to undergraduate students' note-taking
while learning with hypermedia. Think-aloud, self-report, pretest, and posttest
data were collected from 53 undergraduates while they learned about a
challenging science topic for 30 min with hypermedia. Results indicated that
participants' prior domain knowledge, as measured by the pretest, did not
significantly predict the content of their notes. However, motivation, as
measured by a self-report questionnaire, had a significant relationship with
the content of the participants' notes. Specifically, intrinsic motivation had
a significant negative relationship while extrinsic motivation had a
significant positive relationship with the content of notes. Additionally,
there was a significant interaction between the content of the participants'
notes and their use of self-regulatory processes while learning with
hypermedia. Keywords: Hypermedia; Note-taking; Cognitive load; Motivation; Self-regulated learning | |||
| Scaffolding student-generated questions: Design and development of a customizable online learning system | | BIBAK | Full-Text | 1129-1138 | |
| Fu-Yun Yu | |||
| Despite the fact that the benefits of student question generation are well
documented, most students do not take part in question generation exercises
during their formal schooling and are not accustomed to authoring questions.
Under the premise that student question generation activities should be better
supported in a timely, flexible and logistically feasible fashion, a
customizable online learning environment that accentuates various scaffolding
techniques has been designed and developed. The framework guiding the
development of the system, and its associated designs, are described. To assess
the various built-in scaffolds used to support students' learning activities by
means of question generation, a study was undertaken to that measured students'
perceived usefulness of each mechanism, as well as the effects of the perceived
usefulness of the scaffolds on students' attitudes toward question generation
learning activities in general. The data collected indicated that, by utilizing
computers and network technologies, the developed system provided a supportive
learning environment for student's question generation learning activities.
Support features not yet included in other similar systems (including access to
generic question stems with sample questions, access to model questions,
two-way cyclic communication between authors of question and assessors, and the
ability to conceal one's real identity by anonymity or nickname, etc.), were
confirmed to provide a high level of support. Recommendations for classroom
implementations and future studies are offered. Keywords: Applications in subject areas; Evaluation of online learning systems; Supporting classroom teaching; Teaching strategies; Learning strategies | |||
| Investigating social network patterns within an empathic online community for older people | | BIBAK | Full-Text | 1139-1155 | |
| Ulrike Pfeil; Panayiotis Zaphiris | |||
| In this paper, we study the social network structure of an online discussion
board within SeniorNet, an empathic online community for older people. We apply
Social Network Analysis (SNA) to analyse the communication patterns and
relationships between members of the discussion board. In addition to looking
at the structure of the exchanged messages within the discussion board as a
whole, we also investigate associations between the communication content and
the social network patterns. Our findings show distinct differences between the
social network patterns of empathic and non-empathic communications. For
example, members are more connected and closer to each other in the social
networks that are based on empathic communication compared to non-empathic
communication. Additionally our results show that the type of empathic
communication (e.g. different kinds of support) is linked to the social network
structure within the discussion board. Keywords: Empathic online communities; Older people; Social network analysis; Social interactions; Ageing; Online discussion board; CMC | |||
| WayTracer: A mobile assistant for real-time logging of events and related positions | | BIBAK | Full-Text | 1156-1164 | |
| Gregory Kuhnmünch; Gerhard Strube | |||
| In addition to logging observation categories and their timestamps,
researchers sometimes wish to record observation-related positions. Such data
are relevant for research in human spatial cognition, market research and
behavioral biology, to mention only a few. Another desideratum is to avoid
time-consuming video transcriptions by logging in real-time, both inside and
outside the lab. With frequent events, these requirements cannot be met in
combination by a single experimenter using paper and pencil. Thus, we developed
the logging software WayTracer. It allows for logging positions by hand where
and when observations or events occur independently of external signals like
GPS. GPS data is added automatically in case they are provided by a receiver.
We report an extensive test that confirmed the feasibility of logging in
real-time with WayTracer in field-use. Trained observers yielded high
percentages of inter-observer agreement and temporal intervals of behaviors
they had recorded in the field correlated above 0.99 with data extracted from
the video recording of the test. Besides introducing a new software optimized
and tested successfully for such performance, we report requirements and
limitations of logging in real-time to be considered when configuring other
software for that purpose. Keywords: Computer software; Data collection; Behavioral assessment; Interrater reliability | |||
| The effect of task characteristics on conceptual conflict and information processing in online discussion | | BIBA | Full-Text | 1165-1171 | |
| Robert L. Jorczak; William Bart | |||
| A key guidance factor of computer-supported collaborative learning (CSCL) is the specification of a discussion task. Aspects of the discussion task may affect the quality of group discussion for higher-order learning. This experiment investigated the effects of two aspects of discussion task on asynchronous text discussion of an online higher-education course. Groups completed discussion assignments that varied in degree of task context and outcome specification. Content analysis was used to assess conceptual conflict and level of information processing indicated in the online discussions. Results indicate that conceptual conflict is associated with higher-order discussion, but differences in task context and product do not have large effects on the quantity or quality of online discussion. | |||
| How to keep members using the information in a computer-supported social network | | BIBAK | Full-Text | 1172-1181 | |
| Xiao-Ling Jin; Christy M. K. Cheung; Matthew K. O. Lee; Hua-Ping Chen | |||
| Computer-supported social networks have become a significant channel for
people to interact and exchange information. The success of computer-supported
social networks depends on the extent to which members will stay and continue
participating. Many computer-supported social networks however suffer from the
problem of retaining members. Drawing from theories of user satisfaction and
information adoption, we develop a model to examine how computer-supported
social networks encourage members to continue participating and using the
information in the network. The theoretical model is validated through an
online survey of 240 users of a Bulletin Board System established by a local
university in China. The results reveal that individuals will continue to use
the information in a computer-supported social network when they are satisfied
with their prior usage, and when they perceive that the information in the
network is useful. The results also suggest that individuals' perceived
information usefulness and satisfaction are determined by information quality
and source credibility in the context of computer-supported social networks.
Theoretical and practical implications about computer-supported social networks
are discussed. Keywords: Computer-supported social network; Information adoption; Information quality; Source credibility; User satisfaction; IS continuance | |||
| Problematic Internet and mobile phone use and clinical symptoms in college students: The role of emotional intelligence | | BIBAK | Full-Text | 1182-1187 | |
| Marta Beranuy; Ursula Oberst; Xavier Carbonell; Ander Chamarro | |||
| This study deals with maladaptive use of the Internet and the mobile phone
and its relationship to symptoms of psychological distress and mental disorder,
as well as to the possible role of Perceived Emotional Intelligence in this
relationship. Three hundred and sixty-five undergraduate university freshmen at
Ramon Llull University, Barcelona (Spain), majoring in four different studies
(Psychology, Education, Journalism and Broadcasting, and Health Studies)
replied to scales assessing the negative consequences of maladaptive use of
both the Internet (CERI) and the mobile phone (CERM), a self-report scale on
Perceived Emotional Intelligence (TMMS-24), and a clinical instrument to check
for complaints related to the presence of psychological distress (Symptom
Checklist-90-R; SCL-90-R). Results indicate that psychological distress is
related to maladaptive use of both the Internet and the mobile phone; females
scored higher than males on the mobile phone questionnaire, showing more
negative consequences of its maladaptive use. With respect to major study,
students of Journalism and Broadcasting showed a more maladaptive pattern of
Internet use than students of other majors. The components of Perceived
Emotional Intelligence contributed to the explanation of the variance of the
general indicators of psychological distress, but to a lesser degree than
maladaptive use of Internet and mobile phone. Keywords: Behavioral addictions; Emotional intelligence; College students; Internet addiction; Mobile phone use | |||
| Applying web-enabled self-regulated learning and problem-based learning with initiation to involve low-achieving students in learning | | BIBAK | Full-Text | 1189-1194 | |
| Chia-Wen Tsai; Pei-Di Shen | |||
| Vocational degree earners represent a major portion of the work force in
Taiwan. However, vocational education in Taiwan is highly competitive in that
it must attract sufficient student enrollment in an environment with a rapidly
increasing number of schools. In this context, many vocational students tend to
have lower levels of academic achievement. Under such constraints but moving
toward more practical orientation, the authors conducted a quasi-experiment to
examine the effects of applying web-based self-regulated learning (SRL),
web-based problem-based learning (PBL) with initiation, and their combination
to help these low-achieving students be involved positively in their learning.
Four classes in successive years, with a total of 177 third-year students, were
divided into 2 (SRL vs. non-SRL) x 2 (PBL with initiation vs. PBL without
initiation) experimental groups. Results were generally positive. The authors
further discuss the implications for schools, particularly vocational schools,
and for scholars and teachers concerned about e-learning. Keywords: Web-enabled SRL; Web-enabled PBL; Initiation; Involvement; e-Learning; Computing education | |||
| The role of academic motivation in Computer-Supported Collaborative Learning | | BIBAK | Full-Text | 1195-1206 | |
| Bart Rienties; Dirk Tempelaar; Piet Van den Bossche; Wim Gijselaers; Mien Segers | |||
| In recent years, increasing attention has been devoted to virtual learning.
In the last decade, a large number of studies in Computer-Supported
Collaborative Learning (CSCL) have assessed how social interaction, learning
processes and outcomes in virtual settings are intertwined. Although recent
research findings indicate that learners differ with respect to the amount and
type of discourse contributed in virtual settings, little is known about the
causes of these differences. The research presented here looks into the effects
of motivation of learners on their contribution to discourse using the Deci and
Ryan framework of (intrinsic/extrinsic) motivation.
This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network. Keywords: Computer-Supported Collaborative Learning; Virtual learning; Social Network Analysis; Academic motivation | |||
| The effect factors of end-user task performance in a business environment: Focusing on computing competency | | BIBAK | Full-Text | 1207-1212 | |
| Chui Young Yoon | |||
| An individual's computing capability has an effect on his performance of
given tasks in a business environment that is heavily dependent on computing.
Extracting factors affecting an individual's task performance is important
research work as this research can lead to more efficient and effective
performance of tasks. We present in this paper, based on our study, the effect
factors of an individual's task performance based on his computing competency.
We developed a theoretical model composed of four independent factors and two
dependent factors to investigate the correlation between these factors and an
end-user task performance. The 213 participants completed surveys of four
domestic-Korean-based companies were analyzed by using structural equation
modeling and a second-generation multivariate technique. The results indicated
that these four independent factors had effects on end-user computing
competency and that computing competency significantly affected a user's task
performance. These findings contribute to research related to task performance
and an expanded understanding of the factors that improve an end-user's task
performance in terms of his or her computing competency. Keywords: End-user computing; Computing competency; End-user computing competency; End-user task performance | |||
| The determinants and expression of computer-related anger | | BIBAK | Full-Text | 1213-1221 | |
| John P. Charlton | |||
| Studies of everyday computer-related anger are rare. To shed more light upon
this anecdotally common phenomenon, retrospective self-report questionnaires
were used to elicit closed-ended and open-ended responses from 126 members of
the general public and students in northern England who supplied psychological
and behavioral data connected with a single recently experienced occurrence of
computer-related anger. Inter alia, findings show verbal and physical
aggression towards equipment to be common in bouts of computer anger, and
physical aggression to be associated with greater negative affect prior to
incidents but not with stress-related factors. However, stress-related factors
and negative affect predicted variance in anger intensity over and above
cognitive appraisal variables. It is concluded that computer anger is likely to
be a source of stress for a small but significant number of people, that
computers' non-sentience leads to physical disinhibition, but that evidence
that the expression of computer anger in social environments is inhibited by
fear of people's negative evaluations is weak. Further conclusions include the
observations that anger is likely to be more intense when theoretically
relevant cognitive appraisals are made, a person is in an irritable mood and
when physiological arousal is elevated because of ongoing events. Keywords: Computers; Anger; Emotions; Behavior; Stress; Cognitive processes | |||
| A decomposed theory of reasoned action to explain intention to use Internet stock trading among Malaysian investors | | BIBAK | Full-Text | 1222-1230 | |
| T. Ramayah; Kamel Rouibah; M. Gopi; Gary John Rangel | |||
| This article studied factors influencing the intention to use Internet stock
trading among investors in Malaysia. To achieve this objective, this study
selected the decomposed theory of reasoned action as a theoretical basis to
explain variation in intention to use. Structured questionnaires were used to
collect data from 144 current and potential investors who are aware of Internet
stock trading in Malaysia. Findings show that attitude and subjective norm have
a direct positive relationship towards behavioral intention to use Internet
stock trading. Attitude was significantly influenced by perceived ease of use
and perceived usefulness whereas subjective norm was significantly influenced
by injunctive norm and descriptive norm which were proposed as antecedents. In
addition the results of the study could serve as a guideline for online stock
broking organizations in understanding the factors and programs that need to be
initiated to increase online stock trading among current and potential retail
investors. As not much has been written on decomposed theory of reasoned
action, particularly in Internet stock trading, this study adds to the
literature of understanding intention to use a technology in a developing
country. Keywords: Decomposed theory of reasoned action; Attitude; Subjective norm; Perceived usefulness; Perceived ease of use; Internet stock trading | |||
| Online consumer loyalty: Why e-tailers should seek a high-profile leadership position | | BIBAK | Full-Text | 1231-1240 | |
| Hsien-Tung Tsai; Heng-Chiang Huang | |||
| This study takes an approach rooted in information economics to
conceptualize and empirically examine the signal-based determinant of online
customer loyalty and its antecedents and consequences. The authors test the
proposed hypotheses using data obtained from three large online retailers. As
an important insight, this research reveals that an e-tailer's competitive
equity has a strong, positive effect on relationship investments and loyalty
intentions. In addition, using quantile regression analysis, this study
clarifies some issues in existing literature by showing that online consumers
are motivated by different rules of exchange, depending on their loyalty
levels. Finally, the authors discuss the managerial implications of their
findings, as well as several important research issues and future research
avenues. Keywords: Competitive equity; Consumer loyalty; Overall satisfaction; Perceived critical mass; Relationship investments | |||
| Intranet satisfaction questionnaire: Development and validation of a questionnaire to measure user satisfaction with the Intranet | | BIBAK | Full-Text | 1241-1250 | |
| Javier A. Bargas-Avila; Jonas Lötscher; Séstien Orsini; Klaus Opwis | |||
| In recent years, Intranets have become increasingly important to their
companies. Substantial investments have been made to provide crucial
information and workflows to employees. In this context the question of quality
assurance arises: how can user satisfaction with the Intranet be measured? This
article presents the development of a questionnaire to measure user
satisfaction with the Intranet. After a first validation of the instrument (18
items) in an international insurance company (N{sub:1} = 881) , a final set of
13 items remained. These were tested with the Intranet of a national retail
company (N{sub:2} = 1350). The final version showed a high internal consistency
(Cronbach α) of .89, good item difficulties (.36-.73) and discriminatory
power coefficients (.48-.73), as well as a moderate average homogeneity of .44.
An exploratory factor analysis revealed two factors, "Content Quality" and
"Intranet Usability", explaining 56.54% of the variance. Meanwhile, the survey
was translated into 10 languages: Chinese, English, French, German, Italian,
Japanese, Portuguese, Russian, Slovenian, and Spanish. Keywords: Intranet; Enterprise portal; Questionnaire; Survey; Measure; User satisfaction; Usability | |||
| Ethical behavior issues in software use: An analysis of public and private sectors | | BIBAK | Full-Text | 1251-1257 | |
| Ibrahim Akman; Alok Mishra | |||
| Ethical issues related to information systems are important to the
information technology (IT) professionals. These issues are also significant
for organizations and societies. Although considerable literature on IT and
related ethical issues exists, a review of this literature has found little
empirical research on ethical practices within the government and private
sector organizations. Therefore, the objective of this paper is to draw
inferences regarding such practices currently in these sectors. The research
results indicate a significant correlation between the code of ethics and the
attitude of professionals towards the unethical use of software in government
and private sector organizations. These also indicate significant differences
in government and private sectors. Keywords: Ethics; Code of ethics; Information technologies (IT); Information systems (IS); Multiple regression | |||
| Evolutionary cyber-psychology: Applying an evolutionary framework to Internet behavior | | BIBAK | Full-Text | 1258-1269 | |
| Jared Piazza; Jesse M. Bering | |||
| An evolutionary psychological perspective has much to offer the study of
Internet behavior. However, cyber-psychologists have hitherto neglected this
rich theoretical tradition and evolutionary psychologists have been slow to
apply their perspective to computer-mediated behavior. This paper applies an
evolutionary perspective to the study of Internet behavior in four relevant
domains: (1) mating and sexual competition, (2) parenting and kinship, (3)
trust and social exchange, and (4) personal information management. Both
general and specific evolutionary theories are explored in relation to online
behavior in each domain, with an emphasis on generating testable hypotheses for
future research. Keywords: Evolutionary psychology; Internet; Parental investment theory; Reputation; Self-disclosure; Sexual competition | |||
| Impacts of geographical knowledge, spatial ability and environmental cognition on image searches supported by GIS software | | BIBAK | Full-Text | 1270-1279 | |
| Pei-Lan Lei; Gloria Yi-Ming Kao; Sunny S. J. Lin; Chuen-Tsai Sun | |||
| Google Earth search function was used to study the impacts of small-scale
spatial ability, large-scale environmental cognition, and geographical
knowledge on new technology usage. The participants were 153 junior high
students from central Taiwan. Geography grades served as indicators of prior
knowledge, mental rotation and abstract reasoning skills as indicators of
spatial ability, and sketch maps of school neighborhoods as indicators of
environmental cognition (including landmark representation, intersection
representation, and frame of reference). Lastly, the authors announced the
landmarks searching worksheet and asked the participants to accomplish 16
familiar and unfamiliar landmark searching tasks using Google Earth with
keyword search function disabled. The result showed the strongest predictor of
landmark searching performance is 'frame of reference' in environmental
cognition, followed by 'mental rotation' of spatial ability, 'landmark
representation' of environmental cognition, and geographical knowledge. Google
Earth landmark searches require complex cognitive processing; therefore, our
conclusion is that GIS-supported image search activities give students good
practice of active knowledge construction. Keywords: Geography information system; Electronic map; Image search; Environmental cognition; Spatial ability; Search system; Junior high school students | |||
| Learning styles and cognitive traits -- Their relationship and its benefits in web-based educational systems | | BIBAK | Full-Text | 1280-1289 | |
| Sabine Graf; Tzu-Chien Liu; A Kinshuk; Nian-Shing Chen; Stephen J. H. Yang | |||
| Different learners have different needs; they differ, for example, in their
learning goals, their prior knowledge, their learning styles, and their
cognitive abilities. Adaptive web-based educational systems aim to cater
individual learners by customizing courses to suit their needs. In this paper,
we investigate the benefits of incorporating learning styles and cognitive
traits in web-based educational systems. Adaptivity aspects based on cognitive
traits and learning styles enrich each other, enabling systems to provide
learners with courses which fit their needs more accurately. Furthermore,
consideration of learning styles and cognitive traits can contribute to more
accurate student modelling. In this paper, the relationship between learning
styles, in particular the Felder-Silverman learning style model (FSLSM), and
working memory capacity, a cognitive trait, is investigated. For adaptive
educational systems that consider either only learning styles or only cognitive
traits, the additional information can be used to provide more holistic
adaptivity. For systems that already incorporate both learning styles and
cognitive traits, the relationship can be used to improve the detection process
of both by including the additional information of learning style into the
detection process of cognitive traits and vice versa. This leads to a more
reliable student model. Keywords: Adaptivity; Cognitive traits; Learning styles; Felder-Silverman learning style model; Student modelling; Working memory capacity | |||
| Empirical analysis of risk-taking behavior in IT platform migration decisions | | BIBAK | Full-Text | 1290-1305 | |
| Seonyoung Shim; Myungsin Chae; Byungtae Lee | |||
| Information technology (IT) platform migration incurs a great deal of risk
because of the massive rewriting of legacy systems and a wide range of new
technology adoptions. Therefore IT platform decisions need to be made in a
mindful manner because of the high degree of investment risk. However, more
aggressive migrations, compared to the global trend, to an open system have
been observed in Korean organizations. This phenomenon defies the common
understanding of IT investment risk and encourages the investigation of the
elusive characteristics underlying IT investment decisions. The effect of IT
decision-makers' perceptions and risk propensity on their IT platform migration
decisions is examined in the context of risky decisions. In addition to risk
perception, decision-makers' risk propensity also has a significant effect on
IT investment decisions. By observing the monarchical IT governance and
IT-biased careers of decision-makers, some implications of large-scale IT
investment decisions are derived. Keywords: Risk taking; IT investment; IT investment decision; IT governance; IT project risk; IT platform migration | |||
| Cognitive and psychological predictors of the negative outcomes associated with playing MMOGs (massively multiplayer online games) | | BIBAK | Full-Text | 1306-1311 | |
| Ming Liu; Wei Peng | |||
| This study integrates research on problematic Internet use to explore the
cognitive and psychological predictors of negative consequences associated with
playing massively multiplayer online games (MMOGs). Participants recruited from
online discussion boards completed self-report measures on their online
game-related cognitions and psychological condition, social skills,
psychological well-being, and negative life outcomes associated with game
playing. The results demonstrated the important roles that psychological
dependency and deficient self-regulation play in negative consequences
associated with online gaming. The results also indicated that psychological
dependency on MMOGs was predicted by cognitive preference for a virtual life --
a construct that is negatively related to social control skills. Keywords: Internet dependency; Internet addiction; Problematic Internet use; Pathological Internet use; Computer games | |||
| Problematic Internet use and psychosocial well-being among MMO players | | BIBAK | Full-Text | 1312-1319 | |
| Scott Caplan; Dmitri Williams; Nick Yee | |||
| The current study examined problematic Internet use (PIU) among people who
play MMO games and sought to determine whether aspects of the MMO experience
are useful predictors of PIU. The study sought to determine whether
game-related variables could predict PIU scores after accounting for their
relationships with psychosocial well-being. Novel methods allowed us, for the
first time, to connect in-game behaviors with survey results of over 4000 MMO
players. The results revealed that MMO gaming variables contributed a
substantively small, but statistically significant amount of explained variance
to PIU scores. Keywords: MMO; Problematic Internet use; Gaming; Well-being; MMORPG | |||
| Individual characteristics and the intention to continue project escalation | | BIBAK | Full-Text | 1320-1330 | |
| Melinda Korzaan; Steven A. Morris | |||
| The factors leading to the continuing problems with information system (IS)
project failure are of importance to both the research and practitioner
communities. The psychological factors that lead project managers to escalate
troubled projects are investigated. Theoretical grounding is presented for a
research model consisting of Need for Achievement as an antecedent trait for
implementation mindset, internal locus of control, preference for consistency,
and time urgency, which in turn predict the Intention to Continue a troubled IS
project. Using responses from 232 IS project stakeholders, the model is tested
using structural equation modeling. The results support Need for Achievement as
an antecedent to the other independent variables. Implementation mindset and
internal locus of control were found to be significant predictors of the
project managers' intention to continue the IS projects. Based on the findings,
suggestions for project re-evaluation milestones (PRMs) are presented. Keywords: Project escalation; Implementation Mindset; Locus of Control; Preference for Consistency | |||
| A nexus of Cyber-Geography and Cyber-Psychology: Topos/"Notopia" and identity in hacking | | BIBAK | Full-Text | 1331-1334 | |
| Fivos Papadimitriou | |||
| This paper explores the Cyber-Psychological and Cyber-Geographic aspects of
hacking and hacktivism. An examination of the literature related to hackers and
hacking reveals a complex nexus of spatial (including cyber-spatial such as
"Notopia") and psychological aspects of hacking, from which emerges a central
question of how humans perceive and manipulate their cyber-identities.
Concealing (real and cyber) identities is typical in hacking. With our
progressive acculturation with identity-less and place-less modes of existence,
our cyber-identities through time may be studied from within John Locke's
criterion of "memory" and the spatial-geographical criterion of identity. Keywords: Hacking; Cyber-Geography; Cyber-Psychology; Identity; Notopia; Cyber-Identity | |||
| Factorial validity of problematic Internet use scales | | BIBAK | Full-Text | 1335-1342 | |
| Ronnie Jia; Heather H. Jia | |||
| There exists a number of multidimensional measurement scales for problematic
Internet use (PIU) with varying factor structures. This study reviews the
factor analytic techniques used to develop these measures and discusses their
implications for the factorial validity, particularly discriminant validity, of
these PIU scales. To further illustrate these points, we reformulate the
four-factor Online Cognition Scale into a more parsimonious two-factor measure
(i.e., dependency and distraction) and demonstrate its factorial validity as
well as robustness across student and working adult samples. Contributions of
this research are discussed. Keywords: Problematic Internet use; Internet addiction; Computer attitudes; Validation; Factor analysis | |||
| Towards an understanding of the consumer acceptance of mobile wallet | | BIBAK | Full-Text | 1343-1354 | |
| Dong-Hee Shin | |||
| This study seeks to validate a comprehensive model of consumer acceptance in
the context of mobile payment. It uses the unified theory of acceptance and use
of technology (UTAUT) model with constructs of security, trust, social
influence, and self-efficacy. Structural equation modeling is used to construct
a predictive model of attitudes toward the mobile wallet. Individuals'
responses to questions about attitude and intention to adopt/use a mobile
wallet were collected and analyzed with various factors modified from UTAUT.
While the model confirms the classical role of technology acceptance factors
(i.e., perceived usefulness and ease of use are key antecedents to users'
attitude), the results also show that users' attitudes and intentions are
influenced by perceived security and trust. In the extended model, the
moderating effects of demographics on the relations among the variables were
found to be significant. The proposed model brings together extant research on
mobile payment and provides an important cluster of antecedents to eventual
technology acceptance via constructs of behavioral intention to use and actual
system usage. Keywords: M-Commerce; Mobile payment; Consumer/user acceptance; UTAUT | |||
| Field dependence-independence and instructional-design effects on learners' performance with a computer-modeling tool | | BIBAK | Full-Text | 1355-1366 | |
| Charoula Angeli; Nicos Valanides; Paul Kirschner | |||
| The study investigated the extent to which two types of instructional
materials and learner field dependence-independence affected learners'
cognitive load, time spent on task, and problem-solving performance in a
complex system with a computer-modeling tool. One hundred and one primary
student teachers were initially categorized into field dependent, field mixed,
and field-independent learners based on their performance on the Hidden Figures
Test, and were then randomly assigned to two experimental conditions. One group
received a static diagram and a textual description in a split format, and the
second group received the same static diagram and textual description in an
integrated format. MANOVA revealed that the split-format materials contributed
to higher cognitive load, higher time spent on task, and lower problem-solving
performance than the integrated-format materials. There was also an interaction
effect, only in terms of students' problem-solving performance, between field
dependence-independence and instructional materials, indicating that the
facilitating effect of the integrated-format materials was restricted to the
field-independent learners. Conclusions are drawn in terms of how the
well-documented split-attention effect manifests itself irrespective of
students' field dependence-independence. Implications of the effects of reduced
extraneous cognitive load on students' problem-solving performance are also
discussed. Keywords: Cognitive load; Complex systems; Field dependence-independence; Modeling software; Split-attention effect | |||
| Social anxiety and technology: Face-to-face communication versus technological communication among teens | | BIBAK | Full-Text | 1367-1372 | |
| Tamyra Pierce | |||
| This study examined teens' use of socially interactive technologies (SITs),
such as online social sites, cell phones/text messaging, and instant messaging
(IM), and the role that social anxiety plays on how teens communicate with
others (technologically or face-to-face). Participants included 280 high school
students from a large western city. On average, 35-40% of teens reported using
cell phones/text messaging and online social sites between 1 and 4 h daily, 24%
reported using IMs 1-4 h daily and only 8% reported using email between 1 and 4
h daily. Females tended to use cell phones/text messaging and online social
sites more so than did males. In assessing social anxiety, analyses revealed a
positive relationship between social anxiety (not comfortable talking with
others face-to-face) and (1) talking with others online and (2) talking with
others via text messaging. In contrast, there was a positive relationship
between the lack of social anxiety (feeling "comfortable" talking with others)
and making friends online. Assessing gender differences and social anxiety also
revealed significant differences. Results revealed females reported more social
anxiety (not comfortable talking with others in person) than did males. In
addition, females, more than males, reported feeling more comfortable using
SITs (text messaging and online social sites only) rather than talking with
others face-to-face. Keywords: Communication; Social anxiety; Technology | |||
| Healthcare non-adherence decisions and internet health information | | BIBAK | Full-Text | 1373-1380 | |
| James B., III Weaver; Nancy J. Thompson; Stephanie Sargent Weaver; Gary L. Hopkins | |||
| While the internet is emerging as an important transforming mechanism for
health care and public health, questions remain about its limitations. Growing
evidence indicates that a significant proportion of internet health information
consumers is engaging treatment strategies inconsistent with professional
recommendations. This study aimed to distinguish internet users who report
non-adherence behavior from their counterparts based on several personal and
environmental determinants. Using information obtained via the internet to
refuse or discontinue treatment recommended by a doctor or dentist proved to be
a widespread (11.2%) behavior. Internet health information bolstered
non-adherence appears strongly linked with personal determinants such as
anxiety, diminishing health, and gender -- a pattern consistent with prior
adherence research -- and with environmental determinants including the
perceived importance of both internet health information and
internet-facilitated interpersonal interactions as well as using the internet
as a social support vehicle. Keywords: Adherence; Compliance; Health information; Internet; Risk perception | |||