| Cognitive load theory and multimedia learning, task characteristics and learning engagement: The Current State of the Art | | BIB | Full-Text | 1-4 | |
| Femke Kirschner; Liesbeth Kester; Gemma Corbalan | |||
| Does cognitive load moderate the seductive details effect? A multimedia study | | BIBAK | Full-Text | 5-10 | |
| Babette Park; Roxana Moreno; Tina Seufert; Roland Brünken | |||
| Several studies have shown that adding seductive details to instructional
materials has a detrimental effect on learning. However, other studies have
shown non-significant findings. The present study uses cognitive load theory as
a theoretical framework to explain these controversial results in seductive
details research. Using a 2 × 2 experimental design we asked a group of
high-school students (N = 100) to learn about biology with a multimedia
environment that manipulated the presence of seductive details (with vs.
without) and the modality of the verbal information (high load, on-screen text
vs. low load, narration). The findings showed that students' learning
performance was significantly higher when seductive details were presented
under the low load condition (narration) as compared to all other conditions.
The theoretical implications for understanding the effects of non-redundant and
interesting, but irrelevant learning material are discussed and future research
directions are presented. Keywords: Cognitive load; Modality; Seductive details; Multimedia learning; Motivation; Redundancy | |||
| Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect | | BIBAK | Full-Text | 11-15 | |
| Chee Ha Lee; Slava Kalyuga | |||
| The reported study is aimed at developing effective techniques for reducing
learner cognitive overload while using pinyin (a phonetic system) to learn the
Chinese language. According to the multimedia redundancy effect, commonly used
concurrent visual presentations of characters and pinyin, as well as their
auditory pronunciations might impose an unnecessary extraneous load on learners
and thus eliminate any potential benefits of using pinyin. In this study,
learning effects of three computer-based presentation techniques (full
on-screen pinyin transcription, partial on-screen pinyin transcription, and no
on-screen pinyin) were compared for learners with higher and lower levels of
prior language proficiency and pinyin knowledge. Results demonstrated the
superiority of the partial pinyin condition over the two other conditions for
more experienced learners. No differences between the three experimental groups
were found for learners with lower levels of prior knowledge. The effectiveness
of different pinyin presentation techniques depended on levels of learner prior
knowledge (an expertise reversal effect). Keywords: Cognitive load; Classic Chinese; Pinyin; Multimedia redundancy effect; Expertise reversal effect | |||
| Adapting prior knowledge activation: Mobilisation, perspective taking, and learners' prior knowledge | | BIBAK | Full-Text | 16-21 | |
| Sandra A. J. Wetzels; Liesbeth Kester; Jeroen J. G. van Merriënboer | |||
| This study investigates the effects of two prior knowledge activation
strategies, namely, mobilisation and perspective taking, on learning. It is
hypothesised that the effectiveness of these strategies is influenced by
learners' prior domain knowledge. More specifically, mobilisation is expected
to be the most effective activation strategy at lower levels of prior
knowledge. Mobilisation is a bottom-up oriented strategy that serves a broad
stage-setting function. It provides learners with a relevant context in which
new information can be integrated, which might be especially beneficial for
learners with lower levels of prior knowledge to help them extend their limited
knowledge base. As prior knowledge increases, perspective taking is expected to
become the most effective strategy for activating learners' prior knowledge.
Perspective taking is a top-down oriented strategy that results in the
activation of a corresponding schema. This schema guides the selection and
processing of information relevant to the schema, which might especially
support learners with higher levels of prior knowledge to refine their already
elaborated knowledge base. The effectiveness of the activation strategies (in
terms of learning task performance) was indeed influenced by learners' prior
knowledge in the hypothesised direction. Keywords: Prior knowledge activation; Mobilisation; Perspective taking; Prior knowledge | |||
| The role of spatial descriptions in learning from multimedia | | BIBAK | Full-Text | 22-28 | |
| Florian Schmidt-Weigand; Katharina Scheiter | |||
| In the reported experiment we investigated how spatial information conveyed
in an expository text influenced multimedia learning. It was based on a 2
× 2-design with the degree of spatial information given in the text (high
vs. low spatial text) and the presentation format (written text-only vs.
written text + animation) as between-subjects factors. As dependent variables
learning outcomes as well as self-reported cognitive load were assessed. The
results revealed that there was a multimedia effect with regard to learning
outcomes only for low spatial text, but not for high spatial text. Moreover,
the cognitive load measures showed an overall multimedia effect irrespective of
the degree of spatial information conveyed by the text (i.e., higher cognitive
load ratings in the text-only conditions). These results can be explained as a
special instance of the redundancy effect as well as a consequence of
processing interference within visuo-spatial working memory. Keywords: Multimedia; Animation; Spatial information; Working memory; Redundancy; Conjoint retention | |||
| The influence of text modality on learning with static and dynamic visualizations | | BIBAK | Full-Text | 29-35 | |
| Tim Kühl; Katharina Scheiter; Peter Gerjets; Jörg Edelmann | |||
| In this study we investigated the influence of text modality on learning
with static and dynamic visualizations in a dynamic domain, namely the physical
principles underlying fish locomotion. A 2 × 2-design with type of
visualization (static vs. dynamic) and text modality (spoken vs. written) as
independent variables was used. Concerning learning outcomes, it was
hypothesized that (1) learners presented with dynamic visualizations would
outperform learners presented with static visualizations, (2) learners
presented with spoken text would outperform learners presented with written
text, and (3) an interaction between type of visualization and modality would
occur: the superiority of dynamic over static visualizations was expected to be
more pronounced for spoken compared to written text. Subjective cognitive load
measures were assessed and expected to mirror the aforementioned pattern of
learning outcomes in accordance with Cognitive Load Theory (i.e., higher
extraneous cognitive load (ECL) related to lower learning outcomes). For
transfer tasks, the first two hypotheses could be confirmed. However, there was
no interaction. Moreover, ECL was rated higher by subjects when learning with
static compared to dynamic visualizations, but there were no differences for
ECL with respect to the text modality. The results are discussed within the
framework of Cognitive Load Theory. Keywords: Cognitive load; Multimedia; Animation; Dynamic visualizations; Static visualizations; Modality | |||
| The attention-guiding effect and cognitive load in the comprehension of animations | | BIBAK | Full-Text | 36-40 | |
| Franck Amadieu; Claudette Mariné; Carole Laimay | |||
| To be effective, instructional animations should avoid causing high
extraneous cognitive load imposed by the high attentional requirements of
selecting and processing relevant elements. In accordance with the
attention-guiding principle (Bétrancourt, 2005), a study was carried out
concerning the impact of cueing on cognitive load and comprehension of
animations which depicted a dynamic process in a neurobiology domain. Cueing
consisted of zooming in important information at each step of the process.
Thirty-six undergraduate psychology students were exposed to an animation three
times. Half of the participants received an animation without cueing while the
other half received the same animation with cueing. Measures of cognitive load
and comprehension performance (questions on isolated elements and on
high-element interactivity material) were administered twice, after one and
three exposures to the animation. The analyses revealed two main results.
First, extraneous cognitive load was reduced by cueing after three exposures.
Second, retention of the isolated elements was improved in both animation
groups, whereas comprehension of high-element interactive material (i.e., the
causal relations between elements) increased only in the cueing condition.
Furthermore, a problem solving task showed that cueing supported the
development of a more elaborate mental model. Keywords: Animation; Attention; Cueing; Comprehension; Cognitive load; Element interactivity | |||
| Attention cueing in an instructional animation: The role of presentation speed | | BIBAK | Full-Text | 41-45 | |
| Björn B. de Koning; Huib K. Tabbers; Remy M. J. P. Rikers; Fred Paas | |||
| Research has shown that guiding learners' attention in animations by cueing
does not necessarily improve conceptual understanding. This study investigated
whether the number of elements that are presented per unit of time influences
the effectiveness of cueing by showing a cued or an uncued animation about the
cardiovascular system at a high or at a low speed. It was hypothesized that
cueing would be most helpful for learning when the animation was shown at a
high rather than at a low speed. Unexpectedly, students showed equal
performances on comprehension and transfer tests irrespective of cueing and the
animation's speed. However, the low speed groups invested more mental effort to
obtain this performance than the high speed groups. The findings and their
implications for the design of animations are discussed in terms of cognitive
load theory. Keywords: Animations; Cueing; Cognitive load; Speed | |||
| An expertise reversal effect of segmentation in learning from animated worked-out examples | | BIBAK | Full-Text | 46-52 | |
| Ingrid A. E. Spanjers; Pieter Wouters; Tamara van Gog; Jeroen J. G. van Merriënboer | |||
| Many animations impose a high cognitive load due to the transience of
information, which often hampers learning. Segmentation, that is presenting
animations in pieces (i.e., segments), has been proposed as a means to reduce
this high cognitive load. The expertise reversal effect shows, however, that
design measures that have a positive effect on cognitive load and learning for
students with lower levels of prior knowledge, might not be effective, or might
even have a negative effect on cognitive load and learning for students with
higher levels of prior knowledge. This experiment with animated worked-out
examples showed an expertise reversal effect of segmentation: segmented
animations were more efficient than continuous animations (i.e., equal test
performance with lower investment of mental effort during learning) for
students with lower levels of prior knowledge, but not for students with higher
levels of prior knowledge. Keywords: Instructional animations; Cognitive load; Segmentation; Expertise reversal effect; Multimedia learning | |||
| Superiority of collaborative learning with complex tasks: A research note on an alternative affective explanation | | BIBAK | Full-Text | 53-57 | |
| Femke Kirschner; Fred Paas; Paul A. Kirschner | |||
| Kirschner, Paas, and Kirschner (2009c) used the theoretical framework of
cognitive load to explain why the learning of a group of collaborating
individuals was more efficient than that of individuals learning alone with
high-complexity tasks but not with low-complexity tasks. The authors argued
that collaboration circumvented the limitations of an individual's working
memory by creating an expanded cognitive capacity and by allowing for the
distribution of cognitive load among group members. Inspired by research on
efficacy, this study explored an alternative affective explanation of the
results. By measuring the amount of mental effort learners expected to invest
in working on a learning task before actually carrying out the task, this study
showed that learners who had to collaboratively solve a high-complexity problem
expected to invest less mental effort than learners who had to solve the
problem alone. When confronted with low-complexity tasks, the expected amount
of mental effort did not differ. Keywords: Cognitive load theory; Efficacy; Learning efficiency; Collaborative learning; Individual learning | |||
| Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes | | BIBAK | Full-Text | 58-62 | |
| Rolf Schwonke; Alexander Renkl; Ron Salden; Vincent Aleven | |||
| A crucial challenge for instructional designers is to determine the amount
of support that is most beneficial for learning. This experiment investigated
effects of different ratios of worked solution steps (high assistance) and
to-be-solved problem steps (low assistance) on cognitive skill acquisition in
geometry. High-school students (N = 125) worked on a geometry lesson in a
Cognitive Tutor under five different ratios (from zero worked steps and five
to-be-solved steps to four worked steps and one to-be-solved step). Effects on
cognitive load and learning outcomes were assessed. We expected the
effectiveness of different ratios to vary with the type of learning outcomes
(i.e., procedural vs. conceptual knowledge) and the difficulty of the
to-be-learned principles. Results showed that for procedural knowledge (but not
for conceptual knowledge) problem solving alone was most beneficial for the
acquisition of procedural knowledge related to an easy principle. For a
difficult principle, no ratio of worked steps and problem solving showed an
advantage over another. Problem solving induced more extraneous load than
studying worked examples. Thus, in determining optimal amounts of guidance type
of knowledge and difficulty of the single to-be learned knowledge chunks should
be considered. Keywords: Worked examples; Tutored problem solving; Cognitive load; Cognitive Tutors; Computer-supported learning; Mathematics education | |||
| Instructing in generalized knowledge structures to develop flexible problem solving skills | | BIBAK | Full-Text | 63-68 | |
| Slava Kalyuga; José Hanham | |||
| In contrast to routine knowledge and skills, flexible problem solving is
associated with the ability to apply one's knowledge structures in relatively
new situations. In the absence of specific knowledge-based guidance, such
processes could be very cognitively demanding. This paper suggests that
learning flexible problem solving skills could be enhanced by explicitly
instructing learners in generalized forms of schematic knowledge structures
that are applicable to a greater variety of problems. The paper presents
results of an experimental study that has investigated this approach in
learning the operation of a technical device, and discusses implications of
these results for the design of computer-based instruction. Keywords: Cognitive load; Generalized schemas; Flexible problem solving; Transfer of knowledge; General-to-specific approach to instruction; Technical training | |||
| The double-edged effects of explanation prompts | | BIBAK | Full-Text | 69-75 | |
| Kirsten Berthold; Heidi Röder; Daniel Knörzer; Wolfgang Kessler; Alexander Renkl | |||
| Explanation prompts usually foster conceptual understanding. However, it has
been claimed within cognitive load theory that prompts can take cognitive load
to the upper limit when learning complex contents. Under such circumstances,
prompts focusing the learners' attention on specific aspects (e.g., conceptual
aspects such as elaborations on domain principles) might have some costs: Other
important aspects (e.g., procedural aspects such as how to calculate) cannot be
processed deeply. Thus, we expected that conceptually-oriented explanation
prompts would foster the detailedness of explanations, the number of
elaborations on domain principles, and conceptual knowledge. In addition, we
tested the influence of such prompts on the number of calculations performed
during learning and procedural knowledge. We conducted an experiment in which
we employed conceptually-oriented explanation prompts in a complex e-learning
module on tax law. Tax law university students (N = 40) worked on this
e-learning module under two conditions: (a) conceptually-oriented explanation
prompts, (b) no prompts. The prompts led to double-edged effects: positive
effects on the detailedness of explanations and on the number of elaborations
on domain principles, as well as on conceptual knowledge and simultaneously
negative effects on the number of calculations performed during learning as
well as on procedural knowledge. Keywords: Cognitive load theory; Explanation prompts; Conceptual knowledge; Procedural knowledge; E-learning | |||
| Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency | | BIBAK | Full-Text | 76-81 | |
| Gemma Corbalan; Liesbeth Kester; Jeroen J. G. van Merriënboer | |||
| Surface task features are more salient than structural task features and
thus easier to recognize for novices. It is predicted that the more salient the
task features the better learners can choose personally relevant and varied
tasks, which enhances learning transfer. To investigate this prediction, a 2
× 2 factorial experiment with 72 participants studied the effects of
control over tasks that differ in their surface features (learner, program) and
in their structural features (learner, program). Learner control over the
selection of tasks with salient surface features enables learners to select
personally relevant and varied tasks. This is believed to yield higher
effectiveness (i.e., higher near and far transfer test performance) as well as
higher efficiency (i.e., higher transfer test performance combined with lower
associated mental effort). Learner control over the selection of tasks with
non-salient structural features does not enable learners to select personally
relevant and varied tasks and is therefore not expected to yield beneficial
effects on learning. The results show positive effects of learner control over
the selection of tasks with salient surface features for efficiency on the far
transfer test but not for effectiveness. Theoretical and practical implications
are discussed. Keywords: Cognitive load; Learner control; Program control; Structural task features; Surface task features | |||
| Effectiveness of cognitive-load based adaptive instruction in genetics education | | BIBAK | Full-Text | 82-88 | |
| Loredana Mihalca; Ron J. C. M. Salden; Gemma Corbalan; Fred Paas; Mircea Miclea | |||
| Research addressing the issue of instructional control in computer-assisted
instruction has revealed mixed results. Prior knowledge level seems to play a
mediating role in the student's ability to effectively use given instructional
control. This study examined the effects of three types of instructional
control (non-adaptive program control, learner control, adaptive program
control) and prior knowledge (high school, 1st year and 2nd year college
students) on effectiveness and efficiency of learning in a genetics training
program. The results revealed that adaptive program control led to highest
training performance but not to superior post-test or far-transfer performance.
Furthermore, adaptive program control proved to be more efficient in terms of
learning outcomes of the test phase than the other two instructional control
types. College students outperformed the high school students on all aspects of
the study thereby strengthening the importance of prior knowledge in learning
effectiveness and efficiency. Lastly, the interaction effects showed that for
each prior knowledge level different levels of support were beneficial to
learning. Keywords: Cognitive load; Adaptive instruction; Learner control; Non-adaptive program control; Learning efficiency; Problem selection algorithm | |||
| Cognitive load and instructionally supported learning with provided and learner-generated visualizations | | BIBAK | Full-Text | 89-93 | |
| Annett Schwamborn; Hubertina Thillmann; Maria Opfermann; Detlev Leutner | |||
| This study investigated, whether learning from science texts can be enhanced
by providing learners with different forms of visualizations (pictures) in
addition to text. One-hundred-two 9th and 10th graders read a computer-based
text on chemical processes of washing and answered questions on cognitive load
(mental effort, perceived difficulty) and comprehension (retention, transfer,
drawing). Instruction varied according to a 2 × 2-factorial design with
'learner-generated pictures' (yes, no) and 'provided pictures' (yes, no) as
factors. Results indicate positive main effects of provided pictures on all
three comprehension measures and negative main effects on both cognitive load
measures. Additional analyses revealed a mediation effect of perceived
difficulty on retention and transfer, that is learning with provided pictures
decreased cognitive load and enhanced comprehension. Furthermore, results show
a positive main effect of learner-generated pictures on drawing and mental
effort, but no mediation effect. Taken together, computer-based learning with
provided pictures enhances comprehension as it seems to promote active
processing while reducing extraneous cognitive processing. Learners, generating
pictures, however, seem to have less cognitive resources available for
essential and generative processing, resulting in reduced comprehension. These
results are in line with cognitive load theory, cognitive theories of
multimedia learning, and generative theories of learning. Keywords: Cognitive load; Multimedia learning; Generative processes; Reading comprehension | |||
| Examining different types of collaborative learning in a complex computer-based environment: A cognitive load approach | | BIBAK | Full-Text | 94-98 | |
| Liming Zhang; Paul Ayres; KaKin Chan | |||
| This study compared the effects of two collaborative learning strategies
(Open-ended and Task-based) with an individualized learning strategy on
individual learning in a computer-based environment. The experiment sought
ecological validity by conducting it under real teaching and homework
conditions. Ninety-four students from grade 9 participated in a webpage design
task. Cognitive load theory was used to predict that the collaborative
approaches would outperform the individualized approach due to reduced
cognitive load. This hypothesis was confirmed by performance scores and
cognitive load only in the case of the Open-ended collaborative learning
condition. Evidence was also found that the Open-ended collaborative learning
condition outperformed the Task-based collaborative one. It was concluded that
in collaborative learning a more Open-ended task design together with moderate
independent sub-task requirements leads to more effective learning. Keywords: Collaborative learning; Individual learning; Computer-based learning environment; Cognitive load theory; Cognitive load measurement; Quasi-experiment | |||
| Contemporary cognitive load theory research: The good, the bad and the ugly | | BIBA | Full-Text | 99-105 | |
| Paul A. Kirschner; Paul Ayres; Paul Chandler | |||
| This paper reviews the 16 contributions of the special issue entitled Current Research in Cognitive Load Theory. Each paper is briefly summarized and some critical comments made. The overall collection is then discussed in terms of the positive contributions they make to the field of learning and instruction, and cognitive load theory in particular (the good), as well as problematical issues such as unresolved explanations and conflicting results (the bad) and the special case of measuring cognitive load (the ugly). | |||
| Using company web sites to e-recruit qualified applicants: A job marketing based review of theory-based research | | BIBAK | Full-Text | 106-117 | |
| Steven D. Maurer; David P. Cook | |||
| In their rapidly expanding attempts to use company web sites to e-recruit
job applicants in a world-wide labor market, employers have often found their
hiring systems to be unexpectedly overwhelmed by large numbers of applications
from poorly qualified individuals. To both limit and understand this
phenomenon, this article employs a job marketing perspective to organize and
review contemporary theory-based studies of the effects of web site recruiting
sources on job seeker attitudes and employment application behaviors. To
accomplish this task, recruiting research based on theoretical elements of
Realistic Job Previews (RJPs), Person-Organization (P-O) Fit, the Elaboration
Likelihood Model (ELM) and signaling theory is examined in terms of its
implications for the ability of companies to e-recruit high quality job
applicants. Overall, results of this analysis reveal that each of these
theoretical areas offer useful insights but that considerably more theory-based
research is needed to assess the effect of e-recruiting sources on the
attitudes and decisions of highly qualified job seekers actively engaged in the
job search process. Keywords: Web-based recruitment; Internet; Organizational web sites; Recruiting; Organizational attractiveness; Literature review | |||
| The contribution of learner characteristics in the development of computer-based adaptive learning environments | | BIBAK | Full-Text | 118-130 | |
| Mieke Vandewaetere; Piet Desmet; Geraldine Clarebout | |||
| The development of learner models takes an active part in upcoming adaptive
learning environments. The purpose of learner models is to drive
personalization based on learner and learning characteristics that are
considered as important for the learning process, such as cognitive, affective
and behavioral variables. Despite the huge amount of theoretical propositions
of learner characteristics considered as relevant for learner models, practical
payoffs are rather sparse. This study aims to overview the empirical research
on the mere value of learner models in the development of adaptive learning
environments. The results show that a lot of high-quality studies are situated
in a rather shattered research field, building few bridges from theory to
practice. We conclude with the call for a theory or framework integrating
current and past research results that is able to guide theory-based and
systematic empirical research having concrete hypotheses on the merits of
learner characteristics in adaptive learning environments. Keywords: Adaptive learning environments; Learner characteristics; Learner model; Instructional design; Effectiveness research | |||
| Contextuality and computer-mediated communication: a cross cultural comparison | | BIBAK | Full-Text | 131-137 | |
| Jan Pflug | |||
| The purpose of this study is to assess the applicability of Hall's cultural
dimension of contextuality to computer-mediated communication (CMC) in internet
forums. A content analysis of 376 postings from German (a low-context culture)
and Indian (a high-context culture) internet forums was conducted. The results
partially validate the explanatory power of contextuality. Congruent with
Hall's cultural perspective, it was found that Indians disclose less private
information in online discussions than Germans. Furthermore, Indians used more
emoticons than their German counterparts, reflecting the higher importance of
nonverbal communication in high-context cultures. Keywords: CMC; Hall; Contextuality; India, Germany; Self-disclosure | |||
| A Primer to Human Threading | | BIBAK | Full-Text | 138-143 | |
| Christopher Liapis | |||
| Human Threading is new approach in developing innovative computing
technologies. It uses novel physiologic combinations to measure the human brain
and body in an effort to create greater efficiency among human and machine. A
divergent group of measurement techniques are employed in this process
including EEG, NIRS, fMRI, GSR, Saccade testing and more. An overarching goal
in this area of study will be the development of simultaneous, multi-modal
operating platforms providing efficiency and interchangeability. As an example
this paper provides a comparison of efficiency between two email systems. The
first system is a standard Microsoft Outlook-based email application using
Microsoft XP. The next is a voice-based email system created at the Human
Threading research laboratory. EEG and time trials were performed on ten
participants with a total of 30 trails. Voice-based email was shown to be 220%
faster and use statistically less cognitive load on participants prefrontal
cortex. This paper shows initial results in support of Human Threading and the
potential power behind efficient, modal specific operating platforms. Keywords: Human Threading; HCI; BCI; EEG; Information systems | |||
| Psychosocial causes and consequences of pathological gaming | | BIBAK | Full-Text | 144-152 | |
| Jeroen S. Lemmens; Patti M. Valkenburg; Jochen Peter | |||
| Pathological use of computer and video games has been associated with
indicators of psychosocial well-being, such as loneliness, low self-esteem, low
social competence, and low life satisfaction. However, few studies have
decisively demonstrated whether these indicators of psychosocial well-being are
causes or consequences of pathological gaming. To address this gap in the
literature, we conducted a two-wave panel study among 851 Dutch adolescents
(543 gamers). Causal relations were analyzed using autoregressive structural
equation models. These analyses indicated that social competence, self-esteem,
and loneliness were significant predictors of pathological gaming six months
later. Thus, lower psychosocial well-being can be considered an antecedent of
pathological gaming among adolescent gamers. Our analyses further indicated
that loneliness was also a consequence of pathological gaming. This suggests
that displacement of real-world social interaction resulting from pathological
use of video games may deteriorate existing relationships, which could explain
the increase in adolescent gamers' feelings of loneliness. Keywords: Pathological gaming; Game addiction; Psychosocial well-being; Longitudinal; Adolescents; Youth | |||
| Getting to know you: Face-to-face versus online interactions | | BIBAK | Full-Text | 153-159 | |
| Bradley M. Okdie; Rosanna E. Guadagno; Frank J. Bernieri; Andrew L. Geers; Amber R. Mclarney-Vesotski | |||
| It is an open question as to how impressions formed via computer-mediated
communication (CMC) differ from those formed face-to-face (FtF). Some research
suggests that judgments of others formed while interacting over CMC are more
favorable than judgments formed in FtF, while other researchers argue the
pattern is in the opposite direction. We sought to settle this conflict by
examining impressions formed via each communication mode while controlling for
the other. Participants interacted with a partner twice: once FtF and once CMC.
When controlling for each communication mode, participants interacting FtF,
formed more positive impressions of their partner than did those in the other
sequence. Furthermore, FtF participants had greater self-other agreement then
those who interacted via CMC. Implications for impressions formed over the
Internet are discussed. Keywords: Computer-mediated communication; Person perception; Personality; Self-other agreement; Impression formation | |||
| Avatar-based innovation: Consequences of the virtual co-creation experience | | BIBAK | Full-Text | 160-168 | |
| Thomas Kohler; Johann Fueller; Daniel Stieger; Kurt Matzler | |||
| Virtual worlds, such as the prominent Second Life (SL), offer unprecedented
opportunities for companies to tap the innovative potential of consumers and
consumer communities. Despite the potential, the studied corporate open
innovation initiatives fail to attract sustained engagement among co-creating
participants. The underdeveloped state of these islands in terms of innovation
tasks and the lack of knowledge about how to attract innovative avatars raise
key concerns about the nature of the experience avatars have on corporate
sites. In a quantitative study we examine the importance of the experience in
encouraging active participation in the innovation tasks. When participants
experience an inspiring, intrinsically motivating, involving and fun
co-creation experience, they participate more intensely. Prior research on
virtual new product development is extended to the virtual world context and
insights of the virtual co-creation experience serve as guidelines for the
conception of avatar-based innovation initiatives. Keywords: Co-creation; Virtual worlds; Innovation | |||
| Affective, anxiety and behavioral effects of an aversive stimulation during a simulated navigation task within a virtual environment: A pilot study | | BIBAK | Full-Text | 169-175 | |
| C. Maïano; P. Therme; D. Mestre | |||
| This study investigated the impact of an aversive environmental stimulation
on self-reported affective and anxiety states and movement behaviors during a
simulated navigation task in a virtual environment (VE). In the experimental
task, participants were asked to virtually navigate (within two consecutive
sessions), from a starting point to a destination location, across a spatial
configuration consisting in three successive corridors (A-C). In the first
session, all corridors were non-aversive. In the second session, the corridor B
contained an aversive stimulation (i.e., fire, smokescreen, and warning alarm).
Fourteen participants were involved in the experiment. Self-reported anxiety
and affective states were measured at the end of each session. However,
movement indicators (i.e., execution, time, average speed, speed and trajectory
variability) were recorded on-line during the experiment. Results showed a
significant increased (i) level of self-reported negative affects and
state-anxiety between the two sessions, and (ii) speed and trajectory
variability between the two sessions, while the participants were in corridor
B. In conclusion, these results support the experimental validity of virtual
reality for the induction of negative affects and state-anxiety. The
relationships between reported negative affects and state-anxiety and behavior
are discussed. Keywords: Virtual reality; Negative affects; Anxiety; Movement behavior; Variability | |||
| Uses of a private "virtual margin" on public threaded discussions: An exploratory lab-based study | | BIBAK | Full-Text | 176-184 | |
| Carl Forde; Kevin O'Neill | |||
| Threaded discussion environments are commonly used to support educational
dialogue; however their interfaces do not directly support the private work
that students do to interpret and prepare responses to public postings. We
examine the use of a private "virtual margin" added to an existing threaded
discussion environment via a proxy server architecture. This margin area
provided users with their own private writing space adjacent to the public
space, allowing persistent annotations both on individual posts and indexes to
posts. Unprompted uses of the system were examined in an exploratory lab-based
study. Four graduate students completed an assignment designed to be authentic
to typical course work, in which they reviewed a set of posts made by other
students and developed at least one new post that would contribute to the
group's understanding of the course material. We discuss the unprompted uses
made of the virtual margin during participants' completion of this task, and
discuss what these uses suggest about the potential for private marginalia to
contribute to students' learning via public threaded discussions. Keywords: Threaded discussion; Asynchronous discussion; Privacy; Marginalia | |||
| Marching in-step: Facilitating technological transitions through climate consensus | | BIBAK | Full-Text | 185-194 | |
| Tracey E. Rizzuto; Susan Mohammed; Robert J. Vance | |||
| This study explored the benefits of strong and positive climate attitudes
throughout the implementation of new workplace information technology (IT).
Unit-level climate attitudes, perceived work stress, and training completion
were measured in a field-setting over a 6-year period. Trends and moderating
influences of climate consensus were estimated from data collected from several
sources (employees, managers, supervisors, and technical coordinators) using
multiple methods (archival records, interviews, and surveys). As expected,
climate consensus weakened over time, and interacted with climate for
innovation to predict training completion with varying effects that depended
upon implementation period and training type (Internet versus general
technology). More training completion occurred when climate consensus was
strong prior to implementation and weak during and after implementation
indicating that the merits of strong and positive climate attitudes may be
specific to early implementation stages. Less attitudinal agreement may be more
beneficial to units once implementation is underway. Keywords: Climate; Longitudinal; Technology implementation; Training; Stress | |||
| Hypermedia and learning: Contrasting interfaces to hypermedia systems | | BIBAK | Full-Text | 195-202 | |
| Amy Tracy Wells; Raven McCrory | |||
| This study explores selected theoretical and design issues associated with
the use of hypermedia learning environments to promote the recall, synthesis,
integration and retention of information. The study contrasts two different
hypermedia systems that contain resources on a complex historical domain. The
experimental condition incorporates design features related to complexity,
context-dependency and interconnectedness in order to highlight different
aspects of its instructional content. The experimental condition was
hypothesized to foster greater achievement on tests for synthesis, integration
and retention of knowledge and to be more favorably rated by users. The control
condition incorporates simple linear design features including several features
that are antithetical to those of the experimental condition. The control
condition presents the same instructional content in a more rigid and
decontextualized manner and was hypothesized to foster greater mastery of
factual recall but less synthesis, integration and retention of knowledge.
Results however demonstrated that participants in the control condition were
able to recall more facts, make more connections between themes in the test for
synthesis and retain more facts than participants in the experimental
condition. However, differences in overall performance for both hypermedia
systems were not statistically significant: neither system had a different
effect on learning. Keywords: Hypermedia; Multimedia; Human-computer interaction; Comprehension; Learning; Memory | |||
| Will you spend more money and time on internet shopping when the product and situation are right? | | BIBAK | Full-Text | 203-208 | |
| Jyh-Shen Chiou; Chien-Chien Ting | |||
| Different from past online shopping research which focuses on exploring the
cognitive and attitudinal aspects of online consumption behaviors, this study
focuses on examining how online shopping motivation and product type affect the
searching and spending behavior in an online website. In particular, the
interactive effect between online shopping motivation and product type are
explored in the study. A 2 × 2 between-subjects factorial experiment with
two shopping motivations (i.e., goal-oriented and experiential) and two product
types (i.e., hedonic and utilitarian product) was conducted. In addition to the
main effects of online shopping motivation and product type, the results show
that there is an interactive effect between online shopping motivation and
product type on budget control. Participants conducted the loosest budget
control when purchasing hedonic products in a goal-oriented online shopping
trip because the shopping motivation provides a good justification for online
shoppers to purchase hedonic goods without guilt or regret. Keywords: Online shopping; Goal-oriented shopping motivation; Experiential shopping motivation; Hedonic goods; Utilitarian goods | |||
| The role of spatial ability in learning from instructional animations -- Evidence for an ability-as-compensator hypothesis | | BIBAK | Full-Text | 209-216 | |
| Tim N. Höffler; Detlev Leutner | |||
| In two experiments, the role of spatial ability in learning from an
instructional animation versus a series of static pictures was studied. In both
experiments, a statistical interaction of spatial ability and type of
visualization was obtained: Low-spatial ability students showed poor learning
outcome when learning from pictures while high-spatial students did not; when
learning from animation, however, learning outcome was independent from spatial
ability. The results are in line with an ability-as-compensator hypothesis
which states that constructing mental animations from non-dynamic materials
needs spatial ability; with animated learning materials, however, spatial
ability is not required. No overall differences between static pictures and
animation were found. Keywords: Spatial ability; Instructional animation; Static pictures; Visualization; Interaction | |||
| Treating cockroach phobia using a serious game on a mobile phone and augmented reality exposure: A single case study | | BIBAK | Full-Text | 217-227 | |
| C. Botella; J. Breton-López; S. Quero; R. M. Baños; A. García-Palacios; I. Zaragoza; M. Alcaniz | |||
| In vivo exposure has proved its efficacy in the treatment of specific
phobias; however, not all patients benefit from it. Communication and
information technologies such as Virtual Reality (VR) and Augmented Reality
(AR) have improved exposure treatment adherence and acceptance. Serious games
(SG) could also be used in order to facilitate exposure treatment. A line of
research on SG is emerging which focuses on health issues. We have developed a
SG for the treatment of cockroach phobia that uses a mobile phone as the
application device. This work examines results of an N = 1 study about whether
the use of this mobile game can facilitate treatment of this specific phobia
preparing her for the AR exposure. A 25-year-old woman with cockroach phobia
participated in the study. Results showed that the use of the mobile game
reduced her level of fear and avoidance before a "one-session" AR exposure
treatment was applied, following the guidelines by Öst. The participant
found very helpful the use of the SG before the AR exposure session and she was
willing to use it after the AR exposure session as a homework assignment.
Although the results of this study are preliminary, SG appears to be a line of
research of high interest in clinical psychology for the treatment of specific
phobias. Keywords: Serious games; Augmented reality; Virtual reality; Phobias; Mobile phones; Exposure treatment | |||
| A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race and income in these relationships | | BIBAK | Full-Text | 228-239 | |
| Linda A. Jackson; Alexander von Eye; Edward A. Witt; Yong Zhao; Hiram E. Fitzgerald | |||
| In this research we examined the effects of Internet use and videogame
playing on children's academic performance. Gender, race, and income were also
considered. Participants were 482 youth, average age 12 years old. One-third
were African American and two-thirds were Caucasian American. All measures were
completed twice, first in Year 1 and then one year later, Year 2. Results
indicated that greater Internet use was associated with better reading skills,
but only for youth initially low in reading skills. Videogame playing was
associated with better visual-spatial skill but also with lower GPAs. Gender,
race and income influenced Internet use, videogame playing and academic
performance but not the relationships between using these technologies and
academic performance. Implications of the results for increasing the benefits
of technology use are discussed. Keywords: Technology; Academic performance; Internet; Videogames | |||
| Construct validation of the Use, Abuse and Dependence on the Internet inventory | | BIBAK | Full-Text | 240-247 | |
| Augusto Gnisci; Marco Perugini; Roberto Pedone; Angiola Di Conza | |||
| This study aims to validate the structure of the Use, Abuse and Dependence
on the Internet (UADI) inventory on a sample of 1056 high school (n = 820) and
university (n = 236) students. In particular, we performed exploratory and
confirmatory factor analyses on sub-samples (cross-validation), tested the
construct convergent validity, and tested correlations of UADI dimensions with
HEXACO personality inventory (HEXACO-PI, where HEXACO stands for the six
assessed dimensions: Honesty-Humility, Emotionality, eXtraversion,
Agreeableness, Conscientiousness and Openness to experience) and external
criteria (daytime internet use, etc.). Five dimensions (Compensatory Escape,
Dissociation, Real Life Impact, Experience Making and Addiction) were best
captured by a second-order factor structure with a factor reflecting Real Life
Impact and Dependence saturated by the other four dimensions. This latter
factor converged with other traditional measures of internet dependence. The
results are discussed in light of the relationships with validity criteria. Keywords: Internet addiction; Internet dependence; UADI; Validation; Confirmatory analysis; HEXACO-PI personality traits | |||
| Analysis of the collaborative activities in software development processes from the perspective of chronotopes | | BIBAK | Full-Text | 248-267 | |
| Mohammad Hannan | |||
| The theory of 'Chronotope' was introduced by Mikhail Bakhtin in his study of
literary genres and subsequently investigated in the fields of media,
education, arts, music, film and other disciplines. Class-room chronotopes
analyzing student-teacher collaborative activities in real world have already
been investigated by the researchers over a decade, but a similar study is
absent in the software world and specially in CSCW (Computer Supported
Cooperative Work). The focus of this article is to show how collaborative
activities in a software development process in real world might fit into
certain types of chronotope, thus applying and extending Bakhtin's theory of
chronotope in the area of software development process and methodologies,
providing further motivation for research and applicability of chronotopes in
the area of CSCW. Keywords: Chronotope; Dialogism; Software development process; Software design methodology | |||
| What I won't do in pixels: Examining the limits of taboo violation in MMORPGs | | BIBAK | Full-Text | 268-275 | |
| Monica T. Whitty; Garry Young; Lewis Goodings | |||
| This paper examined the emotional impact that engaging in or witnessing
Symbolic Taboo Activities (STAs), as represented in MMORPGs (massively
multiplayer online role-playing game), such as killing, torture and rape, has
on adults. We focused our study on two games: World of Warcraft and
Sociolotron. The study employed Interpretative Phenomenological Analysis (IPA),
which was chosen because of its emphasis on 'lived experienced' and how
participants make sense of their experiences. Five participants, all over the
age of 18 years, were interviewed via Instant Messenger, four of which were
men. Most of our participants felt they could easily separate gamespace from
the real world; however, when asked to examine specific actions in-depth, we
found this was not the case for all STAs. Activities that did not have a
sanctioned equivalence (e.g., rape) were found by most to be more difficult to
separate, especially emotionally. However, this was not the case for all
participants. The findings suggest that not all individuals can psychologically
cope with engaging in and/or witnessing certain STAs in MMORPGs. The results,
we believe are important for game designers, censoring bodies of video games
and psychologists. Keywords: Symbolic Taboo Activities; Videogames; World of warcraft; Sociolotron; Psychological harm; Violent video games | |||
| Encouraging user participation in a course recommender system: An impact on user behavior | | BIBAK | Full-Text | 276-284 | |
| Rosta Farzan; Peter Brusilovsky | |||
| User participation emerged as a critical issue for collaborative and social
recommender systems as well as for a range of other systems based on the power
of user community. A range of mechanisms to encourage user participation in
social systems has been proposed over the last few years; however, the impact
of these mechanisms on users behavior in recommender systems has not been
studied sufficiently. This paper investigates the impact of encouraging user
participation in the context of CourseAgent, a community-based course
recommender system. The recommendation power of CourseAgent is based on course
ratings provided by a community of students. To increase the number of course
ratings, CourseAgent applies an incentive mechanism which turns user feedback
into a self-beneficial activity. In this paper, we describe the design and
implementation of our course recommendation system and its incentive mechanism.
We also report a dual impact of this mechanism on user behavior discovered in
two user studies. Keywords: User participation; Incentive mechanism; User study | |||
| Effectiveness of hand- and foot-operated secondary input devices for word-processing tasks before and after training | | BIBAK | Full-Text | 285-295 | |
| Fredrick P. Garcia; Kim-Phuong L. Vu | |||
| Previous research has shown that, without practice, users are slower using
the foot than the hand to control input devices. This study compared the
performance (before and after practice) of users operating a foot-controlled
secondary input device (foot mouse) with the performance of users operating a
hand-controlled secondary input device (hand trackball) to complete four
word-processing tasks requiring various amounts of keyboard and secondary input
device use. Before practice, hand trackball performance was better on all
tasks. After practice, hand trackball performance was better on all tasks
except the task requiring the greatest amount of keyboard use, for which there
was no significant difference between devices. For all tasks, practice improved
performance with the foot mouse but not with the hand trackball. These findings
suggest that, with enough practice, it may be efficient for users to use a foot
input device for tasks that also require keyboard input. Keywords: Input devices; Foot input; Hand input; Practice; Skill acquisition; Word processing | |||
| Sheltered in cyberspace? Computer use among the unsheltered 'street' homeless | | BIBAK | Full-Text | 296-303 | |
| Karin M. Eyrich-Garg | |||
| Although physical health, mental health, and substance use problems are
disproportionately high among the homeless, those with greater access to their
social support systems report better outcomes than others. Communication with
loved ones can be challenging for this population because of lack of access to
telephone landlines. Computer technology may be an alternative medium for this
population to access their social support systems, which, in turn, could lead
toward better health outcomes. This exploratory study examined the computer use
of 100 unsheltered homeless men and women in Philadelphia, Pennsylvania.
Participants were interviewed using the Homeless Supplement to the Diagnostic
Interview Schedule, a technology use module created for this investigation, and
the substance use and psychiatric sections of the Addiction Severity Index.
Almost half (47%) of the sample reported computer use in the past 30 days
(averaging 17.67 h and 30 days). Participants used computers to maintain their
sense of social connectedness, for business purposes (job and housing
searches), and for leisure. Computer technology could be used to disseminate
information, prevent, screen, and treat many conditions, and collect data with
this difficult-to-reach population. This technology has the potential to
increase access to much needed services at a relatively low cost. Keywords: Homeless; Technology; Computer; Internet; Methods; Social support | |||
| Even in virtual environments women shop and men build: A social role perspective on Second Life | | BIBAK | Full-Text | 304-308 | |
| Rosanna E. Guadagno; Nicole L. Muscanell; Bradley M. Okdie; Nanci M. Burk; Thomas B. Ward | |||
| The present study examined whether traditional gender role expectations
(Eagly, 1987) influence behaviors in non-traditional contexts such as online
virtual environments. Participants were 352 Second Life users who reported
their activities and experiences in Second Life. Results indicated that men and
women differed in the types of activities they engaged in a manner predicted by
social role theory. Specifically, as compared to women, men were more likely to
report building things (e.g. objects), to own and work on their own virtual
property, and were less likely to change their avatar's appearance. Women, as
compared to men, were more likely to meet people, shop, regularly change their
avatar's appearance, and buy clothes/objects for their avatar. The present
study adds to our understanding of how traditional gender role expectations may
carry over to online virtual worlds and influence online behavior. Keywords: Gender roles; Virtual environments; Online behavior; Social role theory | |||
| Differences in learning processes between successful and less successful students in computer-supported collaborative learning in the field of human nutrition and health | | BIBAK | Full-Text | 309-318 | |
| Omid Noroozi; Harm J. A. Biemans; Maria C. Busstra; Martin Mulder; Mohammad Chizari | |||
| This study aimed to investigate the differences in learning processes
between successful and less successful pairs of students in computer-supported
collaborative learning (CSCL) in the field of human nutrition and health. As
part of their regular MSc (and optional BSc) course "Exposure assessment in
nutrition and health research" at Wageningen University, 44 students were asked
(as an individual pretest) to design and analyze a study which evaluates a
certain dietary assessment method. Subsequently, they were asked to discuss
their evaluation studies in randomized pairs using a CSCL platform. As an
individual posttest, students had to re-design and re-analyze the same
evaluation study. The quality of students' knowledge construction in both tests
and characteristics of their learning processes in the CSCL environment were
assessed through two coding schemes. Based on their learning outcomes (quality
of knowledge construction), pairs of students were divided into two subgroups:
successful and less successful students. Next, the learning processes of these
subgroups were compared. This study revealed that the learning processes of
successful and less successful students in the CSCL environment differed in
terms of relevance, width and depth of discussion and justification and
reasoning. Based on these findings, recommendations for further research and
educational practice are formulated. Keywords: Interactive learning environments; Cooperative/collaborative learning; Computer-mediated communication; Teaching/learning strategies | |||
| Explaining physicians' acceptance of EHCR systems: An extension of TAM with trust and risk factors | | BIBAK | Full-Text | 319-332 | |
| José Manuel Ortega Egea; María Victoria Román González | |||
| This paper explains physicians' acceptance, in terms of usage intentions, of
a central component of health information technology: electronic health care
records (EHCR systems). For this purpose, the original version of the
Technology Acceptance Model (TAM), which included perceived usefulness,
perceived ease of use, attitude towards usage, and usage intentions, is
extended with trust and risk-related factors such as physicians' perceptions of
institutional trust, perceived risk, and information integrity. The results
stress the special importance of attitudinal factors (attitude towards usage
and perceived institutional trust) and cognitive instrumental processes
(mainly, usefulness perceptions) in determining physicians' intention to use
EHCR systems. Perceptions of institutional trust exerted strong direct effects
on physicians' perceived usefulness, perceived ease of use, and attitude
towards the use of EHCR systems. In addition, trust fully mediated the
influences of perceived risk and information integrity perceptions on
physicians' acceptance of EHCR systems. Keywords: Health information technology; EHCR systems; TAM; Trust; Risk; Physicians | |||
| Keeping in constant touch: The predictors of young Australians' mobile phone involvement | | BIBAK | Full-Text | 333-342 | |
| Shari P. Walsh; Katherine M. White; Stephen Cox; Ross McD. Young | |||
| Little is known about the psychological underpinnings of young people's
mobile phone behaviour. In the present research, 292 young Australians, aged
16-24 years, completed an online survey assessing the effects of self-identity,
in-group norm, the need to belong, and self-esteem on their frequency of mobile
phone use and mobile phone involvement, conceptualised as people's degree of
cognitive and behavioural association with their mobile phone. Structural
equation modelling revealed that age (younger) and self-identity significantly
predicted the frequency of mobile phone use. In contrast, age (younger), gender
(female), self-identity and in-group norm predicted young people's mobile phone
involvement. Neither self-esteem nor the need to belong significantly predicted
mobile phone behaviour. The present study contributes to our understanding of
this phenomenon and provides an indication of the characteristics of young
people who may become highly involved with their mobile phone. Keywords: Australia; Identity; Mobile phone; Motivations; Youth | |||
| Factors affecting the intention to use a web-based learning system among blue-collar workers in the automotive industry | | BIBAK | Full-Text | 343-354 | |
| Demet Karaali; Cigdem Altin Gumussoy; Fethi Calisir | |||
| This study aims to identify, using an extended Technology-Acceptance Model
(TAM), the factors affecting the decision of using a web-based learning system
among blue-collar workers in the automotive industry. A structural
equation-modeling approach was applied to identify the variables that
significantly affect the decision of using the system. Using LISREL 8.54, data
collected from 546 blue-collar workers were used to test the proposed research
model. Empirical testing of the extended TAM found all paths to be significant
in the hypothesized directions, that is, the results of the study strongly
support the application of extended TAM in predicting the blue-collar workers'
intention to use a web-based learning system. Among the factors, social
influence is a much stronger predictor of user intention compared to others.
The study concludes with the implications of this study for managers and
recommendations for possible future research. Keywords: Web-based learning; Technology-Acceptance Model; Anxiety; Facilitating conditions; Blue-collar workers | |||
| A study on factors that affect users' behavioral intention to transfer usage from the offline to the online channel | | BIBAK | Full-Text | 355-364 | |
| Yaobin Lu; Yuzhi Cao; Bin Wang; Shuiqing Yang | |||
| Increasingly more service providers offer both offline and online services
simultaneously, but consumers still seem to prefer using offline services
rather than online ones. Our research focuses on factors that influence users'
intention to transfer their usage from the offline to the online channel that
offer similar services. Drawing on the valence framework and prior research
related to habit, innovativeness, and Internet experience, we propose a
research model that incorporates motivators and inhibitors of usage transfer
from both the offline and online channels. Using banking services in China as
the research context, our study reveals that innovativeness in new technology
and relative benefit have positive effects on users' intention to transfer
usage. Conversely, habits that consumers form in the offline channel have a
negative effect on the intention to transfer usage. Moreover, our findings
indicate that Internet experience moderates the relationship between relative
benefit and consumers' intention to transfer usage from offline to online
services. These results provide a better understanding of consumers'
usage-transfer behavior and offer suggestions to providers in boosting their
consumers' use of online services. Keywords: Online banking service; Usage transfer; Valence framework; Habit; Innovativeness; Internet experience | |||
| Cultural difference in motivations for using social network sites: A comparative study of American and Korean college students | | BIBAK | Full-Text | 365-372 | |
| Yoojung Kim; Dongyoung Sohn; Sejung Marina Choi | |||
| While the explosive growth of social network sites is a common phenomenon
across many countries, the ways people use them and their reasons for doing so
may differ depending on their social and cultural milieu, for fundamental
values are divergent from culture to culture. This study is an attempt to
examine how cultural contexts shape the use of communication technology by
examining the motives for and patterns of using social network sites among
college students in the US and Korea. The findings of this study suggest that
the major motives for using social network sites -- seeking friends, social
support, entertainment, information, and convenience -- are similar between the
two countries, though the weights placed on these motives are different.
Reflecting the unique social nature of the medium, Korean college students put
more weight on obtaining social support from existing social relationships,
while American students place relatively greater emphasis on seeking
entertainment. Additionally, American college students' networks in an online
social venue are far larger than their Korean counterparts, which may reflect
the cultural difference between the two countries regarding developing and
managing social relationships. Keywords: Social network sites; Culture; Uses-and-gratifications | |||
| What comes with technological convenience? Exploring the behaviors and performances of learning with computer-mediated dictionaries | | BIBAK | Full-Text | 373-383 | |
| Tzu-Chien Liu; Po-Han Lin | |||
| As technology develops, the prevalence of conventional book dictionaries has
slowly declined due to advancements in computer-mediated aids, such as online
type-in dictionaries and program-installed pop-up aids. The goal of this study
was to examine how technology "may" have changed the long-standing pedagogical
practice of book dictionary usage by identifying the learning processes
associated with various dictionaries and verifying how these processes are
related to learning. Cognitive load theory was applied to generate predictions
about learning performance and, therefore, to determine the nature of these
processes. Information contained in each dictionary was specifically
controlled, and thus we focused on the effect of the learning process alone. In
the experiment, students first read a simulated online text in one of four
conditions: pop-up, type-in, book dictionaries or no aid. They were later
tested for reading comprehension and vocabulary learning. Results indicated
that all dictionaries enhanced vocabulary learning but not comprehension. Close
examination revealed that vocabulary-learning efficiency was significantly
higher for the pop-up dictionary than the other two aids. In addition, a
complex relationship existed between reading comprehension and vocabulary
learning. This study has important implications for future dictionary design
and pedagogical advice regarding dictionary usage. Keywords: (e)Learning environments; Computer-assisted language learning; Cognitive process; Cognitive load; Reading comprehension; Word recognition | |||
| Gender differences in adoption of information systems: New findings from China | | BIBAK | Full-Text | 384-390 | |
| John Qi Dong; Xiaoya Zhang | |||
| The paper explores regional gender differences in information systems
adoption based on a sample of 496 Chinese individuals from four universities
and one firm, by a lens of theory of planned behavior. It enriches the
literature by explaining and examining the moderating effects of gender on the
relationships between antecedents and behavioral intention of using information
systems for Chinese users. Contrary to prior findings in the US-based research,
Chinese women were found to be more strongly influenced by their computer
attitudes whereas Chinese men were found to be more strongly affected by their
subject norms. Perceived behavior control was important for both sexes without
significant difference. The results were robust across prior experience, ages,
educational levels, as well as academic disciplines and job occupations.
Meanwhile, the paper uncovers under what conditions perceived behavior control
and subject norms will be salient determinants of Chinese user acceptance of
information systems. Practical implications about gender sensitivity in
information systems adoption are discussed. Keywords: Theory of planned behavior; Gender differences; Technology adoption; User acceptance; Computer attitudes; Behavioral intention | |||
| Human choice between computerized and traditional methods: Assessing tool readiness from the activity perspective | | BIBAK | Full-Text | 391-401 | |
| Jun Sun | |||
| Based on the premises of activity theory, this study examines how people
choose between computerized and traditional methods for various tasks. From the
activity perspective, different methods are the tools that a person uses to
transform a target object into a desirable outcome. The previous experiences
with each method from the external (overt) activities shape the internal
(psychological) activities that lead to the formation of the attitude toward
using it for future tasks. To capture such a psychological state, a construct
called tool readiness and its measure were developed. The results obtained from
an empirical study were used to evaluate the content validity, construct
validity and predictive validity of the scale. Keywords: Activity theory; Computerized methods; Traditional methods; Choice making; Tool readiness; Measurement validity | |||
| Does social desirability bias favor humans? Explicit-implicit evaluations of synthesized speech support a new HCI model of impression management | | BIBAK | Full-Text | 402-412 | |
| Wade J. Mitchell; Chin-Chang Ho; Himalaya Patel; Karl F. MacDorman | |||
| Do people treat computers as social actors? To answer this question,
researchers have measured the extent to which computers elicit social responses
in people, such as impression management strategies for influencing the
perceptions of others. But on this question findings in the literature
conflict. To make sense of these findings, the present study proposes a
dual-process model of impression management in human-computer interaction. The
model predicts that, although machines may elicit nonconscious impression
management strategies, they do not generally elicit conscious impression
management strategies. One such strategy is presenting oneself favorably to
others, which can be measured as social desirability bias when comparing
self-reported preferences with implicit preferences. The current study uses
both a questionnaire and an implicit association test (IAT) to compare
attitudes toward human and machine speech. Although past studies on social
desirability bias have demonstrated people's tendency to under-report their
preference for the preferred group when comparing two human groups, the current
study found that, when comparing human speech and machine-synthesized speech,
participants instead over-reported their preference for the preferred (human)
group. This finding supports the proposed dual-process model of impression
management, because participants did not consciously treat computers as social
actors. Keywords: Arab-Muslim speech IAT; Audio 2AFC; Female speech IAT; IVR systems; Self-presentational bias; Social agency theory | |||
| The influence of achievement goals and perceptions of online help on its actual use in an interactive learning environment | | BIBAK | Full-Text | 413-420 | |
| Nathalie Huet; Christian Escribe; Caroline Dupeyrat; Jean-Christophe Sakdavong | |||
| This study explored the influence of achievement goals and perceptions of
help-seeking on a learner's actual use of help in an interactive learning
environment. After being shown a web site on statistics, 49 psychology students
answered a questionnaire on achievement goals and their perceptions of
help-seeking. They were then asked to solve statistics problems in an
interactive learning environment. In this environment, they were allowed to use
instrumental and executive help. The results showed that high mastery goals
were related to a high perception of a threat to the learner's autonomy but not
to the use of help. Performance goals were positively related to a perception
of threat of not being considered competent and negatively related to the use
of help and especially instrumental help. The implications of these results for
future research on the help-seeking process in an interactive learning
environment are discussed particularly in relation to the Technology Acceptance
Model of the use of help. Keywords: Help-Seeking; Achievement goals; ILE | |||
| Sophistication of Internet usage (SIU) and its attitudinal antecedents: An empirical study in Hong Kong | | BIBAK | Full-Text | 421-431 | |
| Tai-Quan Peng; Jonathan J. H. Zhu | |||
| The measurement of Internet use in empirical studies has undergone a
progression from uni-item measurement to multi-item measurement. Based on
several operationalizations of Internet use in existing studies, the paper
proposes a reflective measurement model, called 'sophistication of Internet
usage' (SIU), with five indicators (online time, online activities, online
skills, diversity of online method, and diversity of online places). With data
from a longitudinal random survey conducted in Hong Kong from 2003 to 2005, a
uni-dimension measurement model is established based on confirmatory factor
analysis. Convergent and discriminant validity of the uni-dimension model is
also established within multi-trait-multi-method (MTMM) paradigm by
confirmatory factor analysis. The model shows that individuals' positive life
outcome expectation, expected ease of use, and perceived popularity of the
Internet are significant antecedents of SIU with demographic characteristics
controlled. Keywords: Sophistication of Internet usage; Outcome expectation; Expected ease of use; Perceived popularity of the Internet | |||
| The effects of video game realism on attention, retention and aggressive outcomes | | BIBAK | Full-Text | 432-439 | |
| Marina Krcmar; Kirstie Farrar; Rory McGloin | |||
| This study used a between subjects, post-test only design to test the
effects of video game realism (Doom 1 vs. Doom 3) and a control condition on
attention, retention and aggressive outcomes. Overall, those who played Doom 3
perceived it as significantly more realistic than those who played Doom 1, thus
providing validity for the manipulation. Next, those who played Doom 3 were
significantly more attentive and experienced more presence than those who
played Doom 1. Furthermore, playing either Doom game resulted in more
aggression than playing no game and physically aggressive intentions were
higher among those who played Doom 3 as compared to those who played Doom 1.
Lastly, we tested for any possible interaction between realism and the
attention and retention subfunctions on production and we found that, compared
to the other players, those who experienced greater identification among those
playing Doom 3 had higher verbal aggression. For physical aggression, those who
played Doom 3 and experienced more attention and greater identification had
higher aggression scores than those in the other conditions. Keywords: Video games; Realism; Aggression; Attention | |||
| A motivational approach to information providing: A resource exchange perspective | | BIBAK | Full-Text | 440-448 | |
| Gyudong Lee; Won Jun Lee; Clive Sanford | |||
| Although the use of information resources is a competitive advantage for
many firms, empirical research on individuals' motivations for information
providing is complex. We therefore assess both intrapersonal and interpersonal
motivations and relevant work conditions that moderate the effects of
motivation on information providing. The results of this study of employees
from 51 firms in Korea show that altruistic traits, social rewards, and
reciprocity all positively influence willingness to provide information. These
effects are moderated by individuals' tenure in the organization. The results
of this study help shed light on intrapersonal motivations and the dynamic role
of interpersonal motivations in information providing. Keywords: Information providing; Resource exchange; Knowledge management; Organizational communication; Knowledge sharing | |||
| Assessing e-moderation behavior from synchronous discussion protocols with a multi-dimensional methodology | | BIBAK | Full-Text | 449-458 | |
| Christa S. C. Asterhan | |||
| The role of the human instructor in online learning has received
increasingly more attention in the e-learning literature. In the present paper
we focus on the particular case of human moderation of peer-to-peer debates in
educational settings. A multi-dimensional methodology is proposed to identify
and characterize different moderation styles in such settings. The method
triangulates superficial and qualitative features of both moderation actions as
well as the discussion as a whole. The application of this methodology to a
sample of synchronous group discussions moderated by assigned peer moderators
yielded five distinctively different moderation styles: A scaffolding, an
orchestrating, an authoritative, an observing and a participative style.
Implications and limitations of the coding methodology are discussed, as well
as future directions for research and methodology development. Keywords: E-moderation; Computer-mediated communication; Peer discussions; Multi-dimensional methodology; Moderation styles | |||
| Vertical versus dynamic menus on the world wide web: Eye tracking study measuring the influence of menu design and task complexity on user performance and subjective preference | | BIBAK | Full-Text | 459-472 | |
| Stefan Leuthold; Peter Schmutz; Javier A. Bargas-Avila; Alexandre N. Tuch; Klaus Opwis | |||
| Web sites need fast and effective navigation systems. An eye tracking
laboratory study with n = 120 participants was conducted to compare the
influence of different navigation designs (vertical versus dynamic menus) and
task complexity (simple versus complex navigation tasks) on user performance,
navigation strategy, and subjective preference. With vertical menus, users
needed less eye fixations, were faster and more successful. We conclude that,
firstly, vertical menus fit better to perception and cognition than dynamic
menus, where the navigation items are hidden and must be accessed by an
additional mouse click. Secondly, navigation systems should be extended with
different kinds of navigation items adapted to the complexity of the users'
navigation tasks, because users tend to switch their navigation strategy when
confronted with complex tasks. Keywords: Navigation; Menus; Grouping; Links; Browsing; Task complexity | |||
| Beyond the fascination of online-games: Probing addictive behavior and depression in the world of online-gaming | | BIBAK | Full-Text | 473-479 | |
| Birgit U. Stetina; Oswald D. Kothgassner; Mario Lehenbauer; Ilse Kryspin-Exner | |||
| This study examined problematic gaming behavior and depressive tendencies
among people who play different types of online-games. Other game-related
variables were investigated to determine if other differences between three
game types could be established. Participants in the current research (n = 468)
can be classified into three independent groups. Subjected users either solely
played massive multiplayer online role-playing games (MMORPGs) or they
preferred online-ego-shooters (OES) or real-time-strategy games (RTS). Results
indicate that MMORPG users show more often problematic gaming behavior,
depressive tendencies and lower self-esteem compared to users playing other
online-games. MMORPG users reported to playing significantly more often in
order to escape from real-life problems, which might be a valuable coping
strategy but might also lead to problematic gaming behavior. Keywords: MMORPG; MMO; Online-games; Problematic internet use; Depression | |||
| The development of a general Internet attitudes scale | | BIBAK | Full-Text | 480-489 | |
| Brendan J. Morse; Nicole L. Gullekson; Samantha A. Morris; Paula M. Popovich | |||
| The popularity of Internet use has generated a need for reliable and valid
Internet attitude assessments. Current practices in the development and
validation of Internet attitude scales have raised several methodological and
practical issues. The purpose of this study was to develop general Internet
attitudes measure as well as to explore the psychometric and methodological
concerns surrounding the construct validity of existing Internet attitude
scales. A three-study sequence was conducted that included the development and
refinement of the Attitudes Towards the Internet Scale (ATIS), an investigation
of differences between Internet and paper-and-pencil administrations, and
differential item and person functioning. The ATIS demonstrated appropriate
psychometric qualities and is suitable for general use. Suggestions for future
researchers and practitioners interested in the assessment of Internet
attitudes are provided. Keywords: Internet attitudes; Construct validity; Scale development; Psychometrics | |||
| Online collaboration: Collaborative behavior patterns and factors affecting globally distributed team performance | | BIBAK | Full-Text | 490-503 | |
| Fatma Cemile Serçe; Kathleen Swigger; Ferda Nur Alpaslan; Robert Brazile; George Dafoulas; Victor Lopez | |||
| Studying the collaborative behavior of online learning teams and how this
behavior is related to communication mode and task type is a complex process.
Research about small group learning suggests that a higher percentage of social
interactions occur in synchronous rather than asynchronous mode, and that
students spend more time in task-oriented interaction in asynchronous
discussions than in synchronous mode. This study analyzed the collaborative
interaction patterns of global software development learning teams composed of
students from Turkey, US, and Panama. Data collected from students' chat
histories and forum discussions from three global software development projects
were collected and compared. Both qualitative and quantitative analysis methods
were used to determine the differences between a group's communication patterns
in asynchronous versus synchronous communication mode. K-means clustering with
the Ward method was used to investigate the patterns of behaviors in
distributed teams. The results show that communication patterns are related to
communication mode, the nature of the task, and the experience level of the
leader. The paper also includes recommendations for building effective online
collaborative teams and describes future research possibilities. Keywords: Collaborative learning; Computer-supported collaborative learning; Distributed teams; Collaborative behavior; Global software development; K-means clustering | |||
| The role of presence in the level of anxiety experienced in clinical virtual environments | | BIBAK | Full-Text | 504-512 | |
| Ivan Alsina-Jurnet; José Gutiérrez-Maldonado; María-Virgina Rangel-Gómez | |||
| Recent reviews point towards that Virtual Reality Exposure Therapy (VRET)
can be an effective medium to provide exposure therapy for anxiety disorders.
The concept of presence, usually defined as the sense of being inside the
virtual environment, has been considered the principal mechanism that leads to
the experience of anxiety in clinical virtual environments. The present study
sought to examine the relationship between sense of presence and in-session
anxiety in a sample of 210 students showing high and low test anxiety when
exposed to both clinical and non-stressful virtual environments. This is the
largest study conducted to date with the aim of examining the relationship
between presence and anxiety in clinical virtual environments, and the first to
explore separately the relationship between presence and state-anxiety in
phobic and non-phobic participants. The results suggest that presence was not
related to anxiety in a non-stressful environment. It was also found that
although presence is related to anxiety in both groups of students when exposed
to clinical virtual environments, this relationship was clearly stronger for
high test anxiety students. This line of research will broaden our
understanding of the mechanisms that lead to the efficacy of VRET. Keywords: Virtual Reality Exposure Therapy; Virtual environments; Presence; Affect; Media technology; Media reception | |||
| A closer look on social presence as a causing factor in computer-mediated collaboration | | BIBAK | Full-Text | 513-521 | |
| Miriam Weinel; Maria Bannert; Jörg Zumbach; H. Ulrich Hoppe; Nils Malzahn | |||
| So far, research in computer-mediated collaboration has investigated various
factors influencing the amount of social presence experienced in online
settings. This experimental study broadens the perspective and investigates
social presence as a causing factor on participants' perception on task, medium
and collaboration. Therefore an experiment with between subject design was
conducted, with manipulation of three different levels of social presence: Full
(f2f), medium online and low social presence (each n = 20). Participants had to
solve an online puzzle in dyads.
Findings mainly confirm a favourable influence of social presence on the perception of task and collaboration. Additionally, this study supports the importance of considering the reciprocal nature of social presence. Keywords: Social presence; Computer-mediated collaboration; Chat; ICT experience; Online media experience | |||
| A quasi-experiment approach to study the effect of e-mail management training | | BIBAK | Full-Text | 522-531 | |
| Eugenia Y. Huang; Sheng Wei Lin; Shu-Chiung Lin | |||
| This study investigates the question as to whether e-mail management
training can alleviate the problem of time pressure linked to inadequate use of
e-mail. A quasi-experiment was devised and carried out in an organizational
setting to test the effect of an e-mail training program on four variables,
e-mail self-efficacy, e-mail-specific time management, perceived time control
over e-mail use, and estimated time spent in e-mail. With 175 subjects in the
experimental group, and 105 subjects in the control group, data were collected
before and after the experiment. ANCOVA analysis of the data demonstrated
possible amount of time saving with an e-mail management training program. In
addition, better perceived time control over e-mail use was observed. Since the
change of e-mail-specific time management behavior was not significant, but
e-mail self-efficacy improved substantially, it suggested that the major
mediating process for better perceived time control over e-mail use and less
estimated time spent in e-mail was through improved e-mail self-efficacy rather
than a change of e-mail-specific time-management behavior. Keywords: E-mail management training; Quasi-experiment; E-mail self-efficacy; Time management; Time control; Time pressure | |||
| Children's choices and strategies in video games | | BIBAK | Full-Text | 532-539 | |
| Karla R. Hamlen | |||
| It is important to develop an understanding of children's engagement and
choices in learning experiences outside of school as this has implications for
their development and orientations to other learning environments. This
mixed-methods study examines relationships between the genres of video games
children choose to play and the learning strategies they employ to improve at
these games. It also explores students' motivations for playing the games they
choose to play. One hundred eighteen fourth- and fifth-grade students
participated in this study. Qualitative analyses of student responses resulted
in a model for classifying motivation for game choices. Children primarily cite
reasons that can be classified as psychological or cognitive reasons for
choosing to play certain video games, and are motivated by the challenge and
thinking required in the games. Analyses using Chi-square tests of association
demonstrated significant relationships between video game genre and learning
strategy used for two of the six learning strategies (p < .05). Children
playing action games are more likely to use repetition to learn the game and
children playing adventure games are more likely to use their imaginations to
take on the role of the character in the game and think the way the character
would to make decisions in the game. There were also several gender differences
in learning preferences. Keywords: Video games; Mixed-methods; Learning strategies; Motivation; Elementary school children | |||
| Analyzing the emotional outcomes of the online search behavior with search engines | | BIBAK | Full-Text | 540-551 | |
| Carlos Flavián-Blanco; Raquel Gurrea-Sarasa; Carlos Orús-Sanclemente | |||
| The affective component has been acknowledged as critical to understand
information search behavior and user-computer interactions. There is a lack of
studies that analyze the emotions that the user feels when searching for
information about products with search engines. The present study analyzes the
emotional outcomes of the online search process, taking into account the user's
(a) perceptions of success and effort exerted on the search process, (b)
initial affective state, and (c) emotions felt during the search process. In
addition, we identify profiles of online searchers based on the emotional
outcomes of the search process, which allow us to differentiate the emotional
processes and behavioral patterns that lead to such emotions. The results of
the study stress the importance of the affective component of the online search
behavior, given that these emotional outcomes are likely to influence all the
subsequent actions that users perform on the Web. Keywords: Online search behavior; Search engines; Perceived effort; Emotions; Eye tracking | |||
| Video game experience predicts virtual, but not real navigation performance | | BIBAK | Full-Text | 552-560 | |
| Anthony E. Richardson; Morgan E. Powers; Lauren G. Bousquet | |||
| In recent years, studies have shown that video game experience is related to
improvements across a variety of cognitive and visuospatial tasks. This study
investigated the relationship between prior video game experience and spatial
performance in virtual and real environments. Across two experiments, gaming
experience was related to performance in desktop virtual environments; those
with more video game experience were more accurate in pointing to nonvisible
targets. In contrast, gaming experience was unrelated to three different real
environment tasks, suggesting that video games may primarily influence
perceptual and cognitive abilities in the visual domain over abilities that
also involve kinesthetic or vestibular input. Contrary to expectations, gaming
experience was also related to performance in immersive virtual environments,
which may be related to the use of a joystick interface during immersive
travel. Video game experience was also positively related to performance in a
dynamic spatial task and to verbal SAT and math SAT scores. Sex differences in
desktop virtual navigation and dynamic spatial ability were eliminated when
game experience was included as a covariate. Keywords: Spatial navigation; Virtual environments; Sex differences; Video games; Dynamic spatial tasks | |||
| Showing emotions through movement and symmetry | | BIBAK | Full-Text | 561-567 | |
| Jesús Ibáñez | |||
| This paper proposes and explores a minimalist abstract approach to express
emotions through movement and symmetry, which intends to minimize the user's
expectations. Emotions are represented in terms of arousal and valence
dimensions and they are visually expressed in a simple way through the
behaviour and appearance of a series of dynamic horizontal and vertical lines.
In particular, the arousal value is expressed through the movement of these
lines, while the valence value is expressed through their symmetry. The line
movement is controlled by a flocking algorithm which is influenced by the
arousal value, while the line symmetry/asymmetry is expressed through their
rotation and length. Furthermore, the paper describes a user experiment which
investigated whether the arousal and valence expressed by our model are
appropriately perceived by the users or not. The results suggest that
combinations of movement and symmetry are perceived correctly as particular
emotions, that movement and symmetry are perceived as arousal and valence
respectively and that they are independent of each other. Keywords: Arousal; Valence; Movement; Symmetry | |||
| Predicting secondary school teachers' acceptance and use of a digital learning environment: A cross-sectional study | | BIBAK | Full-Text | 568-575 | |
| Bram Pynoo; Pieter Devolder; Jo Tondeur; Johan van Braak; Wouter Duyck; Philippe Duyck | |||
| In this study, secondary school teachers' acceptance of a digital learning
environment (DLE) was investigated. Questionnaires were taken on three times
(T1/T2/T3) during the same school year, with the Unified Theory of Acceptance
and Use of Technology (UTAUT) as theoretical framework. Next to questionnaires,
user-logs were collected during the entire school year. A total of 72 teachers
completed a questionnaire on at least one occasion: 64 teachers responded at
T1, 41 at T2, and 55 at T3. We first investigated which factors influence
teachers' acceptance of a DLE. The main predictors of DLE acceptance were
performance expectancy and social influence by superiors to use the DLE. Effort
expectancy and facilitating conditions were of minor importance. We then
investigated how well the amount of final observed use could be predicted, and
found that at T1 about one third, at T2 about one fourth and at T3 about half
of the variance in observed use was predicted by attitude, behavioral intention
and self-reported frequency of use. Our study showed that to maximize use of a
DLE, its usefulness should be demonstrated, while school boards or principals
should strongly encourage teachers to (start to) use the DLE. Keywords: Technology acceptance; UTAUT; Digital learning environment; Teacher; Observed use | |||
| Applying a 3D virtual learning environment to facilitate student's application ability -- The case of marketing | | BIBAK | Full-Text | 576-584 | |
| Yufang Cheng; Shwu-Huey Wang | |||
| In order to understand whether a 3D virtual learning environment is
effective in facilitating students' application ability, we designed a 3D
virtual supermarket (3DVS) to help business students to transform abstract
class theory into concrete application ability in the real world. In the 3DVS,
a virtual customer poses questions to the participant, and then the
participant, as a simulated clerk, has to reply to the questions. All of the
questions in the 3DVS were developed from marketing mix theory and given a
scenario-based form. To understand the effects of the 3DVS, the participants
were randomly divided into control group (CG) and experiment group (EG), and
only the EG participants were trained with the 3DVS. After examined by pretest
and posttest, the results of posttest indicated that the participants of the EG
performed significantly better in terms of knowledge application than did those
of the CG. Keywords: Virtual reality; Improving classroom teaching; Media in education | |||
| The impact of the Internet on the social lives of users: A representative sample from 13 countries | | BIBAK | Full-Text | 585-589 | |
| Yair Amichai-Hamburger; Zack Hayat | |||
| One of the most vociferous criticisms of the Internet has always been that
it contributes to loneliness among its users. This study analyses results from
the World Internet Project, comprised of representative samples from 13
countries (22,002 participants). Thus creating an exceptional international
representative sample. In analyzing those results, we argue that in order to
achieve a comprehensive understanding of the Internet's influence over
individuals' social lives; it is essential to consider the different types of
social connections that might be influenced by the Internet. We assess the
influence of Internet use over social interactions in separate life domains
(e.g. with family members; friends; colleagues). Our analysis confirms that
Internet usage can actually enhance the social lives of its users.
Qualifications to the research are discussed while highlighting the different
life domains in which we found significant correlations between Internet usage
and increased social interactions. Keywords: Social interactions; World Internet Project | |||
| Factors mediating disclosure in social network sites | | BIBAK | Full-Text | 590-598 | |
| Fred Stutzman; Robert Capra; Jamila Thompson | |||
| In this paper, we explore how privacy settings and privacy policy
consumption (reading the privacy policy) affect the relationship between
privacy attitudes and disclosure behaviors. We present results from a survey
completed by 122 users of Facebook regarding their information disclosure
practices and their attitudes about privacy. Based on our data, we develop and
evaluate a model for understanding factors that affect how privacy attitudes
influence disclosure and discuss implications for social network sites. Our
analysis shows that the relationship between privacy attitudes and certain
types of disclosures (those furthering contact) are controlled by privacy
policy consumption and privacy behaviors. This provides evidence that social
network sites could help mitigate concerns about disclosure by providing
transparent privacy policies and privacy controls. Keywords: Privacy; Social networking; Social network sites; Facebook; Policy; Survey | |||
| Internet use, videogame playing and cell phone use as predictors of children's body mass index (BMI), body weight, academic performance, and social and overall self-esteem | | BIBAK | Full-Text | 599-604 | |
| Linda A. Jackson; Alexander von Eye; Hiram E. Fitzgerald; Edward A. Witt; Yong Zhao | |||
| In this research we examined the prediction of children's body mass index
(BMI), body weight, academic performance, social self-esteem and overall
self-esteem from their IT (information technology) use, specifically, their
Internet use, cell phone use and videogame playing, after controlling for the
effects of gender, race, age and household income on these measures.
Participants were 482 children whose average age was 12 years old. One-third
was African American and two-thirds were Caucasian American. Results indicated
that IT use did not predict BMI or body weight, contrary to one previous survey
and the widespread belief that screen time is responsible for the obesity
epidemic among our nation's children. Instead, BMI and body weight were higher
for African Americans, older children and children from lower income
households. The sole and strong positive predictor of visual-spatial skills was
videogame playing, which also predicted lower grade point averages (GPAs).
Gender and Internet use predicted standardized test scores in reading skills.
Females and children who used the Internet more had better reading skills than
did males and children who used the Internet less, respectively. Implications
of these findings for future research on the benefits and liabilities of IT use
are discussed. Keywords: Information technology (IT) use; Internet; Cell phones; Videogames | |||
| Corrigendum to "A proposed model for evaluating the success of WebCT course content management system" [Comp. Hum. Beh. 26 (2010) 1795-1805] | | BIB | Full-Text | 605 | |
| Adeyinka Tella; S. Mutula | |||
| Special Issue on Web 2.0 in travel and tourism: Empowering and changing the role of travelers | | BIB | Full-Text | 607-608 | |
| Marianna Sigala | |||
| Influence of personality on travel-related consumer-generated media creation | | BIBAK | Full-Text | 609-621 | |
| Kyung-Hyan Yoo; Ulrike Gretzel | |||
| While a growing number of travelers engages in consumer-generated media
(CGM) use and creation, the gap between the number of users and the number of
actual content creators remains large. It is important to find out what drives
this minority of creators and what makes them different from those who only use
CGM. Personality has been found to be a particularly influential trait that
predicts behavior. The influence of personality on travel CGM creation was
investigated and the results indicate that travelers' personality traits
significantly influence perceived barriers to content creation, motivations to
engage in CGM creation, and specific creation behaviors. Contributions and
implications are discussed from both a theoretical and a practical perspective. Keywords: Web 2.0; Consumer-generated media; Personality; Online content creation; Motivations; Barriers | |||
| Understanding the intention to follow the advice obtained in an online travel community | | BIBAK | Full-Text | 622-633 | |
| Luis V. Casaló; Carlos Flavián; Miguel Guinalíu | |||
| Online travel communities are an increasing phenomenon that is motivating
great changes in consumer behavior in the travel sector. Travelers prefer to
rely on peers' recommendations and thus visit these communities to look for
unbiased information. This work analyzes some of the precursors of the consumer
intention to follow the advice obtained in an online travel community. Data
show the relevant role of attitude toward the advice, trust in the online
community that provides the advice and perceived usefulness of this information
in order to determine the consumer intention to follow the advice obtained in
the community. As well, trust and usefulness have been found to influence
consumer attitude, and usefulness is also directly affected by trust in the
community that provides the advice. Finally, a specific personal attribute --
namely, consumer susceptibility to interpersonal influence -, moderates the
effects of the antecedents of the intention to follow the advice obtained in a
travel community. Based on these results, some implications for practice are
widely discussed. Keywords: Online communities; Travel sector; Attitude; Trust; Usefulness; Intention to follow the advice | |||
| The influence of user-generated content on traveler behavior: An empirical investigation on the effects of e-word-of-mouth to hotel online bookings | | BIBAK | Full-Text | 634-639 | |
| Qiang Ye; Rob Law; Bin Gu; Wei Chen | |||
| The increasing use of web 2.0 applications has generated numerous online
user reviews. Prior studies have revealed the influence of user-generated
reviews on the sales of products such as CDs, books, and movies. However, the
influence of online user-generated reviews in the tourism industry is still
largely unknown both to tourism researchers and practitioners. To bridge this
knowledge gap in tourism management, we conducted an empirical study to
identify the impact of online user-generated reviews on business performance
using data extracted from a major online travel agency in China. The empirical
findings show that traveler reviews have a significant impact on online sales,
with a 10 percent increase in traveler review ratings boosting online bookings
by more than five percent. Our results highlight the importance of online
user-generated reviews to business performance in tourism. Keywords: User-generated content; Traveler behavior; Hotel; Online bookings | |||
| Intentions to use social media in organizing and taking vacation trips | | BIBAK | Full-Text | 640-654 | |
| Eduardo Parra-López; Jacques Bulchand-Gidumal; Desiderio Gutiérrez-Taño; Ricardo Díaz-Armas | |||
| This work proposes a theoretical model to explain the factors determining
the intentions to use social media when organizing and taking vacation trips.
Understanding the antecedents of the tourists' use of these technologies is
considered to be crucial for organization managers and destination policy
makers. This use of social media technologies determines which elements of the
trip might be used by the tourist thus having a great impact on the market. The
model and its hypotheses have been tested by means of an approach based on
structural equations with the PLS technique. The study was conducted on a
sample of 404 individuals who normally use the Internet and had traveled on
vacation in the previous 12 months. The conclusions of the study reveal that
the intentions to use social media are directly influenced by the perceived
benefits of that use (functional, psychological and hedonic and social);
however, the costs do not significantly affect the predisposition to use such
technologies. It is also shown that there is a series of incentives such as
altruism, availability, individual predisposition or trust in the contributions
of others which facilitate and promote the use of this type of technology when
organizing and taking tourist trips. Keywords: Vacation trips; Social media; Web 2.0; Tourism; Tourist opinions; Travel 2.0 | |||
| eCRM 2.0 applications and trends: The use and perceptions of Greek tourism firms of social networks and intelligence | | BIBAK | Full-Text | 655-661 | |
| Marianna Sigala | |||
| Although previous CRM studies treat eCRM as a synonymous with 1:1
communications and personalised service at an individual basis, web 2.0 further
enables firms and users to generate customer value and build customer relations
through social networking, co-learning, co-production and collaboration. The
paper advocates the development of eCRM 2.0 strategies aiming at exploiting
both the networking and social/customer intelligence of web 2.0 by integrating
and engaging customers and communities along firms' value chain operations. The
usage and readiness of Greek tourism firms to embark on eCRM 2.0 strategies was
examined by conducting an e-mail survey and focused groups with tourism
professionals. Despite the low adoption rates of eCRM 2.0, respondents were
aware and greatly concerned about the practical implications of this field,
which in turn elucidated an agenda for future research studies. Keywords: e-Customer Relationship Management; Web 2.0; Readiness; Challenges; Usage | |||
| Students' and teachers' use of Facebook | | BIBAK | Full-Text | 662-676 | |
| Khe Foon Hew | |||
| The purpose of this article is to review current published research studies
focusing on the use of Facebook by students and teachers. The aim of the review
is not to solely discuss Facebook in relation to teaching or learning purposes,
or about its educational value per se, but also to present a detailed account
of the participants' Facebook usage profile or the extent to which users are
engaged in Facebook activities. The emphasis of this review will be upon
empirical findings rather than opinion- or theoretical explanations. Following
the review guidelines set by Creswell (Research Design Qualitative and
Quantitative Approaches, 1994), I summarize the hitherto accumulated state of
knowledge concerning Facebook and highlight questions or issues that research
has left unresolved. This review is organized into three sections that cover
the major topics of current research: (a) students' Facebook usage profile or
extent of Facebook use (e.g., time students spend on Facebook each day,
students' motives for using Facebook, as well as various factors that may
affect these usage profiles), (b) the effects of Facebook use (e.g., effects of
Facebook self-disclosure on teacher credibility, effects of Facebook use on
student social presence and discussion, and effects of Facebook on students'
academic performance), and (c) students' attitudes toward Facebook. The
conclusions overall suggest that Facebook thus far has very little educational
use, that students use Facebook mainly to keep in touch with known individuals,
and that students tend to disclose more personal information about themselves
on Facebook; hence attracting potential privacy risks upon themselves. Keywords: Facebook; Empirical research; Review; Students; Teachers | |||
| A hybrid computational model for an automated image descriptor for visually impaired users | | BIBAK | Full-Text | 677-693 | |
| Tarek Helmy; Mohammad M. Hassan; Muhammad Sarfraz | |||
| Nowadays, with the development of high-quality software, most presentations
contain images. This makes a problem for visually impaired people, as there is
a support for text-to-voice conversion but not for image-to-voice. For
documents which combine images and text, we propose a hybrid model to make a
meaningful and easily recognizable descriptor for images in three main
categories (statistical, geometrical and non-geometrical). First, a neural
classifier is trained, by mining the associated texts using advanced concepts,
so that it can assign each document to a specific category. Then, a similarity
matching with that category's annotated templates is performed for images in
every other category. We have made a classifier by using novel features based
on color projection and able to differentiate geometrical images from ordinary
images. Thus we have significantly improved the similarity matching, to achieve
more accurate descriptions of images for visually impaired users. An important
feature of the proposed model is that its specific matching techniques,
suitable for a particular category, can be easily integrated and developed for
other categories. Keywords: Classification; Image analysis and descriptor | |||
| Evaluating learners' motivational and cognitive processing in an online game-based learning environment | | BIBAK | Full-Text | 694-704 | |
| Wen-Hao Huang | |||
| This paper describes the process and results of an evaluation on an online
game-based learning environment (GBLE) by focusing on learners' motivational
processing and cognitive processing. The goal is to explore how online GBLE
might initiate and support learners' goal-setting activities and impact
learners' cognitive loads. The study surveyed 144 undergraduate students after
their autonomous participation in the online game available at the Nobel Prize
Foundation website teaching the Heckscher-Ohlin Theory on international trade.
Grounded in the integrative theory of motivation, volition, and performance
(MVP), the evaluation indicated that participants felt significantly confident
in learning the subject. The perceived satisfaction, however, was lower than
the rest of motivational components possibly due to heavy cognitive processing.
The finding of cognitive load reported that learners perceived a significantly
higher level of intrinsic load than the germane load due to the novelty of the
subject matter. Data analysis further indicated a significant canonical
correlation between learners' motivational and cognitive processing. This
particular finding could inform future research to investigate specific
motivational processing components' effects on learners' cognitive load levels
in online GBLEs. Keywords: Motivation; Cognitive load; Game-based learning; Mental effort investment | |||
| Social networking site or social surveillance site? Understanding the use of interpersonal electronic surveillance in romantic relationships | | BIBAK | Full-Text | 705-713 | |
| Robert S. Tokunaga | |||
| Social network sites (SNSs) are commonly used to maintain existing
relationships and form connections with new contacts. Recently, concerns of
have been expressed over the way these Web-based technologies are used.
Estimates suggest that people are increasingly using SNSs for engaging in the
surveillance of others. Given the relatively high rates of prevalence, it can
be argued that SNSs have been reinvented into a tool for interpersonal
surveillance along with their social networking capabilities. This article
expands on the concept of interpersonal electronic surveillance and applies it
in the specific context of romantic partners' use of SNSs. The relationships
between surveillance over SNSs and demographic, relational, and Internet use
and efficacy variables are studied. The findings reveal that interpersonal
surveillance over SNSs is influenced by age, the time individuals spend on
their partners' profiles, the integration of SNSs into daily routines, and
Internet self-efficacy. Keywords: Social network sites; Surveillance; Romantic relationships; Internet; Measurement development | |||
| Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities | | BIBAK | Full-Text | 714-722 | |
| Young Ju Joo; Sunyoung Joung; Woo Jin Sim | |||
| Although cyber education has become significant due to the development of
appropriate information and communication technology, it has a problem as
compared to traditional educational methods' learning outcomes: a low rate of
learner persistence. Learning outcomes in the cyber environment are complex
phenomena affected by various factors, which need integrative comprehension
regarding how the variables affect learning outcomes, for qualitative
improvement. The current study aimed to establish a structural equation model
explaining the causal relationships among internal locus of control,
institutional support, flow, and learner persistence, and to examine the
practical direct and indirect effects among them. Therefore, we conducted
surveys on these variables, in order to examine the causal relationships among
them. We received responses from 568 students at W Cyber University. The
results indicate direct effects between learner's internal locus of control and
flow (ß = .273), between institutional support and flow (ß = .487),
between internal locus of control and flow (ß = .333), and between flow
and learner persistence (ß = .705). In addition, we found flow has an
intermediating effect between internal locus of control and learner persistence
and between institutional support and learner persistence. We propose
strategies to raise learner persistence by improving the learner's internal
locus of control, institutional support, and flow based on these results. Keywords: Internal locus of control; Institutional support; Flow; Learner persistence; Cyber University | |||
| 'Dealing with My Emails': Latent user needs in email management | | BIBAK | Full-Text | 723-729 | |
| Agnieszka Matysiak Szóstek | |||
| Email is a communication channel that provides a number of benefits. It can
be stored, retrieved and forwarded. It also allows a recipient to choose when
to uptake communication and how to pace it. However, email also incurs one
prevalent cost: the feeling of email overload. One of the reasons leading to
that feeling lays in the fact that current email clients do not provide an
inbox structure that facilitates email prioritization, information structuring
and work-flow management. The goal of this study was to understand the latent
user needs regarding handling emails. We identified six such needs: three
pertaining to email organization (email annotation, reliable structure and no
urgency to classify) and three related to email retrieval (informative
overview, flexible sorting and efficient search). We further investigated the
dominance, importance and dependencies between these needs. The results were
then discussed and implications for future inbox design were proposed. Keywords: User issues; User-Centered design; Web-based interaction; Electronic mail; Email overload; Implications for inbox design | |||
| Developers' perceptions of object-oriented frameworks -- An investigation into the impact of technological and individual characteristics | | BIBAK | Full-Text | 730-740 | |
| Gregor Polancic; Marjan Hericko; Luka Pavlic | |||
| Framework-based development is currently regarded as one of the most
promising software development approaches, boasting increases in lead time,
productivity and quality. However, many frameworks and framework-related
projects still fail, which indicates that frameworks still have unsolved
problems. In this article, we will identify and investigate the major framework
characteristics and individual differences that impact the most important
users' perceptions about frameworks. To test the causal relationships between
these factors, we performed an online survey and analyzed the results using
structural equation modeling. The results support the technology acceptance
model (TAM), which was used as an underlying theory. In addition, we found that
framework characteristics and individual differences have a significant impact
on users' perceptions, especially in the case of voluntary framework use.
Beside TAM constructs, the results also suggest an additional determinant for
the acceptance of frameworks: "confidence". Despite the limits of our research,
we foresee future research activities as well as theoretical and practical
implications. Our results might be used to develop acceptable frameworks and
for the evaluation of existing frameworks, their constituent parts and
framework-related guidelines. Keywords: Object-oriented frameworks; System characteristics; Individual differences; Empirical research; Developer's perceptions; Technology acceptance model | |||
| Facial expression of emotion and perception of the Uncanny Valley in virtual characters | | BIBAK | Full-Text | 741-749 | |
| Angela Tinwell; Mark Grimshaw; Debbie Abdel Nabi; Andrew Williams | |||
| With technology allowing for increased realism in video games, realistic,
human-like characters risk falling into the Uncanny Valley. The Uncanny Valley
phenomenon implies that virtual characters approaching full human-likeness will
evoke a negative reaction from the viewer, due to aspects of the character's
appearance and behavior differing from the human norm. This study investigates
if "uncanniness" is increased for a character with a perceived lack of facial
expression in the upper parts of the face. More important, our study also
investigates if the magnitude of this increased uncanniness varies depending on
which emotion is being communicated. Individual parameters for each facial
muscle in a 3D model were controlled for the six emotions: anger, disgust,
fear, happiness, sadness and surprise in addition to a neutral expression. The
results indicate that even fully and expertly animated characters are rated as
more uncanny than humans and that, in virtual characters, a lack of facial
expression in the upper parts of the face during speech exaggerates the uncanny
by inhibiting effective communication of the perceived emotion, significantly
so for fear, sadness, disgust, and surprise but not for anger and happiness.
Based on our results, we consider the implications for virtual character
design. Keywords: Uncanny Valley; Facial expression; Emotion; Characters; Video games; Realism | |||
| Further evidence on the validity of web-based research on associative learning: Augmentation in a predictive learning task | | BIBAK | Full-Text | 750-754 | |
| Miguel A. Vadillo; Helena Matute | |||
| Most demonstrations of the validity of Internet-based research methods are
based on replications of well-known experimental phenomena on the Internet.
However, in order to test whether the lack of control over the experimental
conditions usually found in Internet studies has an effect on the quality of
data, it would be more interesting to show that the Internet cannot only be
used to replicate common and well-documented effects, but also less-known
experimental findings or elusive phenomena that tend to occur only in very
specific conditions. The present experiment explores one such effect, namely
augmentation in associative learning, and shows that it can be readily found in
the laboratory and on the Internet. Keywords: Internet-based research; Associative learning; Augmentation; Cue interaction | |||
| Tweet this: A uses and gratifications perspective on how active Twitter use gratifies a need to connect with others | | BIBAK | Full-Text | 755-762 | |
| Gina Masullo Chen | |||
| Twitter is an Internet social-network and micro-blogging platform with both
mass and interpersonal communication features for sharing 140-character
messages, called tweets, with other people, called followers. Hierarchical OLS
regression of survey results from 317 Twitter users found that the more months
a person is active on Twitter and the more hours per week the person spends on
Twitter, the more the person gratifies a need for an informal sense of
camaraderie, called connection, with other users. Controlling for demographic
variables does not diminish this positive relationship. Additionally, frequency
of tweeting and number of @replies, public messages between Twitter users,
mediate the relationship between active Twitter use and gratifying a need for
connection. Results are discussed in light of uses and gratifications theory. Keywords: Twitter; Connection; Uses and gratifications; Social media | |||
| Trends in youth's videogame playing, overall computer use, and communication technology use: The impact of self-esteem and the Big Five personality factors | | BIBAK | Full-Text | 763-769 | |
| Edward A. Witt; Adam J. Massman; Linda A. Jackson | |||
| The objective of the current research is to model trends in video game
playing, overall computer use, and communication technology use in a
longitudinal sample of youths, aged 11-16 over a 3-year interval. In addition,
individual difference characteristics that may be predictive of these trends
were included, namely, socio-demographic characteristics (gender, ethnicity,
and parental income) and personality characteristics (self-esteem, the Big Five
personality factors). Findings suggested that youth increased their overall
computer and communication technology use but decreased their videogame playing
over time. Many individual differences predicted mean levels of these
technologies with fewer predicting slopes. Conclusions, implications, and
limitations are discussed. Keywords: Technology; Youth; Individual differences; Socio-demographic characteristics; Longitudinal | |||
| Call of (civic) duty: Action games and civic behavior in a large sample of youth | | BIBAK | Full-Text | 770-775 | |
| Christopher J. Ferguson; Adolfo Garza | |||
| The positive and negative influences of violent/action games, henceforth
called "action games", remains controversial in the scholarly literature.
Although debate continues whether action games influence aggressive behavior,
little research has examined the influence of action games on civic engagement.
The current study addresses this gap by examining the correlation between
exposure to action games on civic engagement and on-line prosocial behavior in
a sample of 873 teenagers. Results indicated that girls as well as teens who
had parents who were more technologically savvy tended to engage in more civic
behaviors. Exposure to action games predicted more prosocial behavior on-line,
but did not predict civic engagement either positively or negatively. However,
exposure to action games and parental involvement interacted to promote youth
civic engagement. Action-game-playing-youth whose parents were involved in game
play and supervision were most civically involved, compared to youth who did
not play action games, or whose parents were less involved. These results
indicated little support for the belief that exposure to violence in video
games decreases prosocial behavior and/or civic engagement. Conversely some
support was found for the possibility that playing action games is associated
with small increased prosocial behavior and civic engagement in the real world,
possibly due to the team-oriented multiplayer options in many of these games. Keywords: Computer games; Prosocial behavior; Civic engagement; Adolescence; Child development | |||
| How and why pop-ups don't work: Pop-up prompted eye movements, user affect and decision making | | BIBAK | Full-Text | 776-783 | |
| G. Susanne Bahr; Richard A. Ford | |||
| The average user reacts to pop-ups with responses ranging from mild
irritation to vocal annoyance. Meanwhile, software designers and engineers, as
well as advertisers and malware distributors, rely on pop-ups for user input
and decision making. We conducted two studies, each with twelve participants,
using eye tracking and video-cued self-reports with a dual task paradigm: while
users were engaged in a series of three primary tasks, a secondary task was
introduced in the form of a pop-up dialogue box requiring a user decision. Nine
pop-ups were administered; three during each task. The self-reports' results
indicate high levels of negative affect associated with pop-ups, especially
annoyance. The eye tracking results reveal that the time it took the
participants to first glance at a pop-up was relatively stable (1.3-1.5 s on
average). However, response patterns and total time spent viewing the pop-ups
suggest that users quickly learn to visually and cognitively dismiss pop-ups.
We present an interaction model based on dynamic human social contexts that
integrates cognitive processes, including decision making, with affect and
polite social behavior. This leads us to a set of three, radical guidelines for
the constructive design of efficient and mindful pop-up dialogues. Keywords: Pop-ups; Affect; Eye tracking; Designing for security; Polite interaction; Design guidelines | |||
| A reexamination of gender-based attitudes toward group projects: Evidence from the Google Online Marketing Challenge | | BIBAK | Full-Text | 784-792 | |
| James Wolf | |||
| Using data from the Google Online Marketing Challenge participant survey, we
reexamined the notion that women have a universal preference for group work.
Our data suggest that there are gender differences in respondents' answers to
group-related questions. However, our analysis suggests that -- in most cases
-- these differences are accounted for by the tendency of males to have greater
confidence in their Internet-related skills than females. For the most part,
our results are consistent with expectations. That is, males, or more
specifically those with greater confidence in their technical skills, are more
likely to prefer working alone on difficult tasks or tasks in which the needed
information is spread across several sources (e.g., the Internet, journals, and
books). When asked about a generic project, however, the results contradicted
expectations, indicating that women are more likely to prefer working alone.
More importantly, the data suggest that confidence in Internet skills also
plays a role in explaining this counter-intuitive result. That is, females with
low confidence in their skills prefer to work in groups, while those with
greater confidence are more independent. Finally, female participants, of all
confidence levels, reported that their groups were less cooperative during the
Challenge. Keywords: Gender; Group work; Internet skills; Pedagogy; Google Online Marketing Challenge | |||
| Turning to learn: Screen orientation and reasoning with small devices | | BIBAK | Full-Text | 793-797 | |
| Christopher A. Sanchez; Russell J. Branaghan | |||
| While the prevalence and use of mobile devices to gather important
information is increasing rapidly, a critical question is whether information
gathering and reasoning with these devices produces acceptable levels of
performance, especially relative to more traditional desktop environments?
Across two studies, participants were evaluated on their ability to not only
remember information conveyed on small devices, but also reason with said
information in complex ways. Results indicated that, when compared to a
full-size display, there is a reasoning deficit when using a small device.
However, changing the small device to landscape orientation effectively
eliminated this performance decrement. Further, this orientation manipulation
appears to most support individuals who are lower in working memory capacity,
as these individuals have been shown previously to struggle with learning from
scrolling interfaces. This suggests that consideration of learner differences,
through adaptive design, can promote optimal use of small technologies. Keywords: Mobile devices; Small screens; Working memory; Reasoning | |||
| Cognitive-bias toward gaming-related words and disinhibition in World of Warcraft gamers | | BIBAK | Full-Text | 798-810 | |
| Seamus A. Decker; Jessica N. Gay | |||
| This study investigated cognitive biases toward gaming-related words and
differences in cognitive performance among twelve World of Warcraft players
(WWP) and thirty non-players (NP). We measured response to valenced common
English and WoW jargon words using a computer-based go/no-go task. Sometimes
positive valence words were the targets for the 'go' response, with
negative-valence words as the distracters, sometimes the reverse. Target
discrimination (d′) and response disinhibition (C) were calculated using
a signal detection analysis. Based on questionnaire responses, there were no
differences between groups in depression, anxiety, smoking or drinking, but WWP
reported significantly more screen and gaming time (17.31 h/week versus 4.12
among NP). WWP had faster reaction time (RT) and better discrimination of
targets from distracters (high d′) but also showed higher disinhibition
(low C). WWP also showed cognitive-bias toward game-related words in the form
of higher d′ for WoW jargon than common English and more disinhibition to
positive-valence WoW jargon. Similar to past studies which have found
alcoholics to have cognitive biases toward alcohol-related words, WWP who play
frequently showed cognitive biases toward words related to the World of
Warcraft game. Keywords: Excessive computer game playing; Implicit association; Attentional bias; Pre-frontal cortex; Addiction | |||
| What affects information systems development team performance? An exploratory study from the perspective of combined socio-technical theory and coordination theory | | BIBAK | Full-Text | 811-822 | |
| Yaobin Lu; Chunjie Xiang; Bin Wang; Xiaopeng Wang | |||
| Quality is an important factor in information systems development (ISD), and
ISD team performance closely relates to quality. To better understand ISD
teams, we empirically tested a model on ISD team performance by combining
socio-technical theory and coordination theory. Using existing empirical
studies and data collected from three well-known ISD companies in China, our
research results identified influential characteristics of ISD team
performance, and revealed similarities and differences between China's ISD team
performance and those in other countries. By the results, we find that
knowledge sharing and major do not affect team performance. The compensation
satisfaction to job performance is not significant in China, either. Our
research provides suggestions for building and supporting ISD teams that could
lead to performance improvements. Keywords: Information systems development; Team performance; Socio-technical theory; Coordination theory | |||
| Determination of optimal paths to task goals using expert system based on GOMS model | | BIBAK | Full-Text | 823-833 | |
| Samuel A. Oyewole; Joel M. Haight | |||
| Website users often experience several difficulties while trying to access
or navigate a website. This is mostly due to their inability to familiarize
themselves with the structures in the website or as a result of complex
procedures which prevent them from reaching their goals. It is therefore,
important to develop a methodology or guidance technique for assisting website
users to achieve their goals. A type of expert system that provides the needed
guidance necessary in order to achieve these goals was proposed in this paper.
A sample website was initially designed, and the analysis of website menu
structure was conducted. The rules to find the optimal path are established
based on the Goals, Operators, Methods, and Selection rules (GOMS) model by
considering individual preferences on input devices. Derivatives of the GOMS
model such as the Cognitive Perceptual Model GOMS, Natural GOMS Language, GOMS
Language and GOMS Language Evaluation and Analysis were reviewed. The Card,
Moran and Newell (CMN) GOMS technique was selected as the primary inference
engine of the proposed expert system. This was primarily based on the highly
efficient and exemplary capability of the CMN-GOMS to predict both operator
sequence and execution time. The expert system was finally constructed from the
result of the acquired knowledge base and other applicable rules. Keywords: Expert system; GOMS; CMN-GOMS; Optimal paths; Task goals; Analytic hierarchy process | |||
| Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning | | BIBAK | Full-Text | 834-844 | |
| Claudio Alvarez; Christian Brown; Miguel Nussbaum | |||
| With the recent appearance of netbooks and low-cost tablet PCs, a study was
undertaken to explore their potential in the classroom and determine which of
the two device types is more suitable in this setting. A collaborative learning
activity based on these devices was implemented in 5 sessions of a graduate
engineering course of 20 students, most of whom were aged 22-25 and enrolled in
undergraduate computer science and information technology engineering programs.
Student behavior attributes indicating oral and gesture-based communication
were observed and evaluated. Our findings indicate that in the context in which
this study was undertaken, tablet PCs strengthen collective discourse
capabilities and facilitate a richer and more natural body language. The
students preferred tablet PCs to netbooks and also indicated greater
self-confidence in expressing their ideas with the tablet's digital ink and
paper technology than with the netbooks' traditional vertical screen and
keyboard arrangement. Keywords: Netbooks; Tablets; Face-to-face computer supported collaborative learning; Comparative study; Collaboration 1:1; Technology in the classroom | |||
| Technology acceptance model for the use of information technology in universities | | BIBAK | Full-Text | 845-851 | |
| Alberto Un Jan; Vilma Contreras | |||
| The problem described in this research is to identify which factors
influence on engineering students about their acceptance of an academic
administrative information system in private universities in Lima, Peru. The
objective is to identify factors by proposing a Technology Acceptance Model of
an Academic and Administrative Information System. University population is
described, both private and public. The investigation is based on two private
universities. The results show the relationship between the selected variables.
Finally, recommendations are given to act on the variables that determine the
acceptance of information technology. Keywords: Perceived usefulness; Technology acceptance model | |||
| Why do people play social network games? | | BIBAK | Full-Text | 852-861 | |
| Dong-Hee Shin; Youn-Joo Shin | |||
| Recently, Social Network Games (SNGs) over social network services have
become popular and have spawned a whole new subculture. This study examines the
perceived factors which contribute to an SNG user's behaviors. It proposes an
SNG acceptance model based on integrating cognitive as well as affective
attitudes as primary influencing factors. Results from a survey of SNG players
validate that the proposed theoretical model explains and predicts user
acceptance of SNG very well. The model shows fine measurement properties and
establishes the perceived playfulness and security of SNGs as distinct
constructs. The findings also reveal that flow plays a moderation role that
affects various paths in the model. Based on the results of this study, both
the appropriate practical implications for SNG marketing strategies and the
theoretical implications are provided. Keywords: Social network games; Perceived playfulness; Perceived security; User modeling | |||
| Assessing information quality of e-learning systems: a web mining approach | | BIBAK | Full-Text | 862-873 | |
| Mona Alkhattabi; Daniel Neagu; Andrea Cullen | |||
| E-learning systems provide a promising solution as an information exchanging
channel. Improved technologies could mean faster and easier access to
information but do not necessarily ensure the quality of this information; for
this reason it is essential to develop valid and reliable methods of quality
measurement and carry out careful information quality evaluations. This paper
proposes an assessment model for information quality in e-learning systems
based on the quality framework we proposed previously: the proposed framework
consists of 14 quality dimensions grouped in three quality factors: intrinsic,
contextual representation and accessibility. We use the relative importance as
a parameter in a linear equation for the measurement scheme. Formerly, we
implemented a goal-question-metrics approach to develop a set of quality
metrics for the identified quality attributes within the proposed framework. In
this paper, the proposed metrics were computed to produce a numerical rating
indicating the overall information quality published in a particular e-learning
system. The data collection and evaluation processes were automated using a web
data extraction technique and results on a case study are discussed. This
assessment model could be useful to e-learning systems designers, providers and
users as it provides a comprehensive indication of the quality of information
in such systems. Keywords: E-learning; Information quality; Information system; Quality framework; Quality metrics; Web mining | |||
| Linguistically-tailored video feedback increases total and positive emotional expression in a structured writing task | | BIBAK | Full-Text | 874-882 | |
| Jason E. Owen; Eric R. Hanson; Doug A. Preddy; Erin O'Carroll Bantum | |||
| A strength of computer-based interventions is the capacity to tailor to
individual differences, but most studies have tailored to self-report, rather
than linguistic, data. The purpose of the present study was to develop and
evaluate the effects of linguistically-tailored feedback on an Internet-based
expressive writing intervention. Two hundred eighty-one participants were asked
to engage in 3 days of expressive writing and were randomly assigned to one of
3 feedback conditions: control (no feedback), simple (feedback about levels of
emotional expression), and directive (simple feedback + suggestions for
emotional processing). A Perl-based implementation of Linguistic Inquiry and
Word Count (LIWC) was developed in order to provide dynamic feedback to
participants based on levels of emotional expression identified in their
writing. This implementation provided near-perfect correlations with standard
LIWC output, r's = .98-1.00. Positive and total, but not negative, emotional
expression increased over time for those who received simple or directive
feedback. These findings suggest that linguistically-tailored feedback has the
potential to alter patterns of engagement in computer-based interventions.
However, additional research is needed to identify the most effective types of
feedback in order to enhance immediate effects on writing and longitudinal
effects on relevant outcomes. Keywords: Emotion; Trauma; Tailored feedback; Expressive writing | |||
| Examining mobile instant messaging user loyalty from the perspectives of network externalities and flow experience | | BIBAK | Full-Text | 883-889 | |
| Tao Zhou; Yaobin Lu | |||
| Due to the intense competition and low switching cost, building user loyalty
is critical for mobile instant messaging (IM) service providers. Integrating
both perspectives of network externalities and flow experience, this research
identified the factors affecting mobile IM user loyalty. Network externalities
include referent network size and perceived complementarity. Flow experience
includes perceived enjoyment and attention focus. We conducted data analysis
with structural equation modeling (SEM). The results show that both network
externalities and flow experience significantly affect perceived usefulness and
satisfaction, further determining user loyalty. Thus mobile service providers
need to improve their IM platforms, and deliver positive network externalities
and good usage experience to users. Then they can facilitate users' loyalty. Keywords: Network externalities; Flow experience; Mobile IM; Loyalty | |||
| Exploring the impact of use context on mobile hedonic services adoption: An empirical study on mobile gaming in China | | BIBAK | Full-Text | 890-898 | |
| Yong Liu; Hongxiu Li | |||
| Unlike traditional technologies, the use of mobile technology is exposed to
shifting use contexts. Use context has frequently been described as an
important factor influencing the adoption of mobile innovations. However,
empirical evidence about the impact of use context is limited. This paper
investigated the effect of use context on the formation of users' perceptions
of mobile hedonic services by using mobile gaming as an example. Through the
employment of structural equation modelling technology, an adoption model of
mobile gaming is proposed and assessed based on results from 267
questionnaires. The results show that use context is the strongest predictor of
mobile game adoption. It directly or indirectly affects all different
perceptions of mobile gaming in significant ways, including perceived ease of
use, perceived usefulness, perceived enjoyment, cognitive concentration,
attitude and behavioral intention. Additionally, perceived usefulness,
perceived enjoyment and cognitive concentration all have a positive influence
on the attitudinal variables of mobile game acceptance. We concluded that the
formation of people's perceptions about mobile gaming is conditional and based
on the special consideration of certain use contexts. Both theoretical and
practical implications are discussed. Keywords: Use context; Technology acceptance model; Perceived usefulness; Cognitive concentration; Mobile game; Mobile services | |||
| Computer usage questionnaire: Structure, correlates, and gender differences | | BIBAK | Full-Text | 899-904 | |
| Ulrich Schroeders; Oliver Wilhelm | |||
| Computer usage, computer experience, computer familiarity, and computer
anxiety are often discussed as constructs potentially compromising
computer-based ability assessment. After presenting and discussing these
constructs and associated measures we introduce a brief new questionnaire
assessing computer usage. The self-report measure consists of 18 questions
asking for the frequency of different computer activities and software usage.
Participants were N = 976 high school students who completed the questionnaire
and several covariates. Based on theoretical considerations and data driven
adjustments a model with a general computer usage factor and three nested
content factors (Office, Internet, and Games) is established for a subsample (n
= 379) and cross-validated with the remaining sample (n = 597). Weak
measurement invariance across gender groups could be established using
multi-group confirmatory factor analysis. Differential relations between the
questionnaire factors and self-report scales of computer usage, self-concept,
and evaluation are reported separately for females and males. It is concluded
that computer usage is distinct from other behavior oriented measurement
approaches and that it shows a diverging, gender-specific pattern of relations
with fluid and crystallized intelligence. Keywords: Computer usage; Computer experience; Questionnaire; Gender differences | |||
| Students' perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning | | BIBAK | Full-Text | 905-914 | |
| Silvia Wen-Yu Lee; Chin-Chung Tsai | |||
| This study aims to investigate students' perceptions of three aspects of
learning -- collaboration, self-regulated learning (SRL), and information
seeking (IS) in both Internet-based and traditional face-to-face learning
contexts. A multi-dimensional questionnaire was designed to evaluate each
aspect in terms of perceived capability, experience, and interest. The analyses
explore (1) potential differences of students' perceptions between
Internet-based and face-to-face learning environments and (2) potential
differences in the three aspects in relation to learners' attributes and the
use of the Internet and enrollment in online courses. This study surveyed
students in a higher education institute who had had experiences with
Internet-based and face-to-face learning. The results showed that students
perceived higher levels of collaboration (capability only), SRL (capability and
experience) and IS (capability, interest, and experience) in Internet-based
learning than in traditional learning environments. In terms of students'
education level, graduate students perceived higher levels of capabilities and
interests in some of the aspects, than undergraduate students. In addition, for
Internet-based learning, significant differences in collaboration and SRL were
found derived from time spent on the Internet related to learning; and
students' perceptions of collaboration, SRL, and IS were all positively
correlated to students' online course-taking experience. Implications for
online learning practices and instructor's facilitation are discussed. Keywords: Internet-based learning; Perception; Collaboration; Self-regulated learning; Information seeking | |||
| Modeling job effectiveness and its antecedents from a social capital perspective: A survey of virtual teams within business organizations | | BIBAK | Full-Text | 915-923 | |
| Chieh-Peng Lin | |||
| This study develops two alternative models concerning job effectiveness,
knowledge sharing, and their antecedents related to individuals' perception
about their job effectiveness in a team. Model 1 of this study intends to be as
parsimonious as theoretically justifiable. It posits that three dimensions of
social capital -- structural, relational, and cognitive social capital --
simultaneously influence knowledge sharing and job effectiveness indirectly
through the mediation of team commitment, while job effectiveness is also
influenced by knowledge sharing. Based on Model 1, Model 2 further adds that
knowledge sharing is influenced directly by three dimensions of social capital.
The two models are tested by collecting data from professionals of virtual
teams in high-tech industries. The test results support seven out of nine
hypotheses in Model 2. Finally, managerial implications of the empirical
findings are also discussed. Keywords: Team commitment; Job effectiveness; Structural social capital; Relational social capital; Cognitive social capital | |||
| Is communication competence still good for interpersonal media?: Mobile phone and instant messenger | | BIBAK | Full-Text | 924-934 | |
| Yoosun Hwang | |||
| The concept of communication competence has developed in the area of
nonmediated interpersonal communication. With the advent of digital media,
interpersonal communication has been heavily dependent on interpersonal media.
The sharp distinction between theories for nonmediated communication and
mediated communication is disappearing. The interconnectedness of face-to-face
communication and mediated interpersonal communication is a salient current
phenomenon. To explore the relation between two communication types this study
investigated the relevance of the concept of communication competence with the
interpersonal digital media; mobile phone, SMS, and instant messenger. Three
facets were examined in particular: namely, the direct effects of communication
competence and the indirect effects through individuals' cognitive process for
interpersonal media and individuals' characteristics in interpersonal
communication. The hypothesized model of mediated interpersonal communication
competence was analyzed using structural equation model. The results revealed
that communication competence was positively associated with mediated
interpersonal communication competence. The indirect effects of communication
competence through media efficacy and social presence were empirically
supported. Relationship maintenance was found to mediate the effect of
communication competence on mediated interpersonal communication competence.
The links of two different communication fields and the theoretical
implications of the findings were further discussed. Keywords: Interpersonal media; Mediated interpersonal communication competence; Communication competence; Media efficacy; Social presence; Relational maintenance behaviors | |||
| How different information types affect viewer's attention on internet advertising | | BIBAK | Full-Text | 935-945 | |
| Yu-Chen Hsieh; Kuo-Hsiang Chen | |||
| The effect of internet advertising has been a controversial issue,
especially on the topic of how to effectively draw more attention from internet
users. According to traditional attention theory, we know people pay lesser
attention on other objects if the main browsing contents occupy more of the
viewer's mental resources. Therefore, we know different information types of
webpage should have different influences on users' attention. On the other
hand, an effect called 'banner blindness' makes viewers naturally overlook the
advertising based on their previous experience. It is therefore becoming more
and more difficult to increase viewer's attention on advertisement simply by
adding salient features on the advertisements. In light of this new challenge
in Internet advertising, verifying the different influences of the information
types on advertising attention is the main goal of this study.
Great amounts of previous studies relevant to internet advertising focused on the advertisement itself, like the form, color, size and location. However, this study put focus on how the information types and the webpage structure influence the viewer's attention on banner advertising. This research tested the effect on user attention of four common information types on Internet webpages: (1) text-based webpage; (2) text-picture mixed webpage; (3) picture-based webpage; and (4) video-based webpage. This study hopes to provide valuable information for matching advertising with viewing tasks that will stimulate the most user attention. Keywords: Attention; Internet advertising; Banner blindness; Viewing tasks; Web structure | |||
| Collaborative argumentation and justifications: A statistical discourse analysis of online discussions | | BIBAK | Full-Text | 946-955 | |
| Jingyan Lu; Ming Ming Chiu; Nancy WaiYing Law | |||
| As justifications (such as evidence or explanations) are central to
productive argumentation, this study examines how the discourse moves of
students engaged in collaborative learning are related to their justifications
during computer mediated communication (CMC). Twenty-four students posted 131
messages on Knowledge Forum, an online collaborative learning environment.
These messages were coded and analyzed with a multiple outcome, multilevel
logit, vector autoregression. When students disagreed or made claims, they were
more likely to use evidence. After a student made an alternative claim, the
next student posting a message was less likely to use evidence. When students
made claims, disagreed, disagreed with other's justifications, or read more
messages, they were more likely to use explanations. Boys were more likely than
girls to make new claims. Together, these results suggest that discourse moves
and sequences are linked to justifications on online forums. Keywords: Computer mediated communication; Argumentation; Justification; Collaborative learning; Discourse analysis | |||
| Why would online gamers share their innovation-conducive knowledge in the online game user community? Integrating individual motivations and social capital perspectives | | BIBAK | Full-Text | 956-970 | |
| Yong Sauk Hau; Young-Gul Kim | |||
| The user community has been an important external source of a firm's product
or service innovation. Users' innovation-conducive knowledge sharing enables
the community to work as a vital source of innovation. But, traditional
economic theories of innovation seem to provide few explanations about why such
knowledge sharing takes place for free in the user community. Therefore, this
study investigates what drives community users to freely share their
innovation-conducive knowledge, using the theory of planned behavior. Based on
an empirical analysis of the data from 1244 members of a South Korean online
game user community, it reveals that intrinsic motivation, shared goals, and
social trust are salient factors in promoting users' innovation-conducive
knowledge sharing. Extrinsic motivation and social tie, however, were found to
affect such sharing adversely, contingent upon whether a user is an innovator
or a non-innovator. The study illustrates how social capital, in addition to
individual motivations, forms and influences users' innovation-conducive
knowledge sharing in the online gaming context. Keywords: Online game; Innovation-conducive knowledge sharing; Online game user community; User innovation; Individual motivations; Social capital | |||
| The contribution of social network sites to exposure to political difference: The relationships among SNSs, online political messaging, and exposure to cross-cutting perspectives | | BIBAK | Full-Text | 971-977 | |
| Yonghwan Kim | |||
| The increasing popularity of social network sites (SNSs) has raised
questions about the role of social network media in the democratic process.
This study explores how use of SNSs influences individuals' exposure to
political difference. The findings show a positive and significant relationship
between SNSs and exposure to challenging viewpoints, supporting the idea that
SNSs contribute to individuals' exposure to cross-cutting political points of
view. Partisanship was not found to interact with SNS use, suggesting that SNSs
contribute to expanding exposure to dissimilar political views across
individuals' partisanship. Online political messaging also has a direct effect
on exposure to dissimilar viewpoints, and it mediates the association between
SNSs and exposure to cross-cutting political views. Keywords: Social network sites; Internet; Political difference; Exposure to cross-cutting viewpoints; Online political messaging | |||
| Are we talking about the task or the computer? An examination of the associated domains of task-specific and computer self-efficacies | | BIBAK | Full-Text | 978-987 | |
| Ana Ortiz de Guinea; Jane Webster | |||
| Much research has investigated computer self-efficacy. Despite these
efforts, the relation between efficacy beliefs concerning the task being
performed on the computer and beliefs dealing with the computer application
remains overlooked. In this study, we apply associationism to show how
task-specific self-efficacy beliefs (TSE) positively influence
computer-specific self-efficacy (CSE) judgments. We also show that this
relation might be more complex than first thought: the degree of match between
the novelty of the task and the novelty the application moderates this
relation. That is, when both the task and the application are novel (or not),
the influence of TSE on CSE is greater than when one is novel and the other is
not. Furthermore, we show that CSE positively influences perceptions of
usefulness, and as such, CSE represents one of the building blocks of the
formation of beliefs about computer applications. Finally, several implications
for practice and future research are discussed. Keywords: Self-efficacy; Social cognitive theory; Associationism; Use; Learning; SEM | |||
| Behavioral aspects of enterprise systems adoption: An empirical study on cultural factors | | BIBAK | Full-Text | 988-996 | |
| Yujong Hwang; Delvin Grant | |||
| Recently, behavioral aspects of enterprise systems have been called to
investigate further in the information systems (IS) community. The purpose of
this paper is to apply individual-level measurement of cultural orientation,
such as power distance and uncertainty avoidance, to the recent findings of
computer self-efficacy and ERP adoption belief, such as perceived ease of use,
based on the survey of 101 ERP system experts. An online survey methodology is
used to gather data from the various industrial fields. The research model is
constructed based on the findings of the previous studies in IS, management,
and cultural psychology. The results indicate that low power distance and high
uncertainty avoidance cultural orientation influence general CSE. In addition,
uncertainty avoidance positively influences ease of use of ERP systems. As
expected, general CSE positively influences ease of use of ERP systems.
Training and managerial interventions through communication to improve these
cultural orientations would be effective for the successful ERP systems
project. The findings of this research would be helpful to the project
managers, IS researchers, and ERP practitioners who want to understand the
behavioral aspects of ERP systems adoption in the organization. Keywords: ERP; Computer self-efficacy; Power distance; Uncertainty avoidance; Perceived ease of use | |||
| An interactive computer-based interface to support the discovery of individuals' mental representations and preferences in decisions problems: An application to travel behavior | | BIBAK | Full-Text | 997-1011 | |
| Diana Kusumastuti; Els Hannes; Benoît Depaire; Koen Vanhoof; Davy Janssens; Geert Wets; Benedict G. C. Dellaert | |||
| Growing emphasis is currently given in decision modeling on process data to
capture behavioral mechanisms that ground decision-making processes.
Nevertheless, advanced applications to elicit such data are still lacking. The
Causal Network Elicitation Technique interview and card-game, both face-to-face
interviews, are examples of a behavioral process method to obtain individuals'
decision-making by eliciting temporary mental representations of particular
problems. However, to portray and model these representations into formal
modeling approaches, such as Bayesian decision networks, an extensive set of
parameters has to be gathered for each individual. Thus, data collection
procedures for large sample groups can be costly and time consuming. This paper
reports on the methodological conversion and enhancement of the existing
elicitation methods into a computer-based interface that allows to not only
uncover individuals' mental representations but also to automate the generation
of preference parameter elicitation questions. Results of such studies can be
used to understand individuals' constructs and beliefs with respect to decision
alternatives, predict individuals' decision behavior at a disaggregate level,
and to assess behavioral changes due to differences in contexts and
constraints. Keywords: Computer-based survey; CNET; Mental representation; Fun-shopping | |||
| Anticipating information needs for senior portal contents | | BIBAK | Full-Text | 1012-1020 | |
| Jongsoo Yoon; Tom E. Yoon; Joey F. George | |||
| Many senior portals are expected to appear as the elderly population and the
number of aged Internet users continues to increase. This study defines a
senior portal as an Internet portal that is specific to seniors. The purpose of
the study is to investigate what kind of content of senior portals is preferred
by prospective users of senior portals, and to analyze the preference for
contents. The study administered a survey to prospective senior portal users
over 50 years of age who are residing in two large cities in Korea. This study
found that content preferences vary according to the individual characteristics
of prospective users. The findings of this study could help organizations to
explore business opportunities, develop business models, and formulate business
strategies that can differentiate them from their competitors. Keywords: Internet portals; Elderly population; Korea | |||
| An approach to quantitatively measuring collaborative performance in online conversations | | BIBAK | Full-Text | 1021-1032 | |
| Paul Dwyer | |||
| Interpersonal dynamics often hinder people from optimizing collaboration.
Researchers who monitor the intellectual activity of people as they converse
online receive less value when such collaboration is impaired. How can they
detect suboptimal collaboration? This study builds on a new metric for
measuring collaborative value from the information content of participant
contributions to propose a measure of collaborative efficiency, and
demonstrates its utility by assessing collaboration around a sample of weblogs.
The new collaborative value metric can augment qualitative research by
highlighting for deeper investigation conversational themes that triggered
elevated collaborative production. Identifying these themes may also define the
cognitive box people have built within a collaborative venue. Challenging
people to consider fresh ideas by deliberately introducing them into
collaborative venues is recommended as the key to overcoming collaborative
dysfunction. Keywords: Collaboration; Cognitive modeling; Collective thinking | |||
| Working for one penny: Understanding why people would like to participate in online tasks with low payment | | BIBAK | Full-Text | 1033-1041 | |
| Yongqiang Sun; Nan Wang; Zeyu Peng | |||
| The development of Internet technology has facilitated the emergence of
online marketplace for various kinds of tasks (e.g., Amazon's Mechanical Turk
in USA and Taskcn.com in China). Although the payment is relatively low,
numerous people participate in the tasks in these online marketplaces. Drawing
upon shopping value literature, we develop a research model by considering
various value perceptions so as to better understand this interesting
phenomenon. Specifically, it is proposed that hedonic value and utilitarian
value (including benefit-cost ratio and net benefit) influence satisfaction and
continuance intention. A field survey with 205 participants in an online
working website in China was carried out to examine the proposed research model
and hypotheses. The key findings are: (1) benefit-cost ratio significantly
influences satisfaction, while net benefit does not; (2) there is a significant
substitutive effect or negative interaction effect between benefit-cost ratio
and net benefit; (3) hedonic value directly influences continuance intention,
as well indirectly influences continuance intention via satisfaction.
Implications, limitations, and future research directions are discussed. Keywords: Online working; Hedonic value; Utilitarian value; Satisfaction; Continuance intention | |||
| Group awareness in CSCL environments | | BIBAK | Full-Text | 1043-1045 | |
| Daniel Bodemer; Jessica Dehler | |||
| Group awareness is an emerging topic in research on computer-supported
collaborative learning (CSCL). It covers the knowledge and perception of
behavioral, cognitive, and social context information on a group or its
members. A central aim of CSCL-related research on group awareness is the
development of tools that implicitly guide learners' behavior, communication,
and reflection by the presentation of information on a learning partner or a
group. This special issue comprises six empirical contributions and a
concluding discussion that present a broad spectrum of current research on this
topic including behavioral, cognitive and social group awareness. An
introductory outline of how group awareness is formed, processed and translated
in action along the contributions is intended to integrate the diverse research
activities on group awareness in CSCL environments. Keywords: Group awareness; Computer-supported collaborative learning; Technology-enhanced learning; Guidance | |||
| Group awareness tools: It's what you do with it that matters | | BIBAK | Full-Text | 1046-1058 | |
| Jeroen Janssen; Gijsbert Erkens; Paul A. Kirschner | |||
| This study examined the effect of using a group awareness tool on online
collaboration. Furthermore, we examined whether the effect of using a group
awareness tool on online collaboration is mediated by group awareness (i.e.,
students' awareness of their group members' levels of participation). To answer
these questions, we determined how often and how long 107 secondary education
students used the Participation-tool (PT), a group awareness tool designed to
visualize group members' relative contribution to the online collaborative
process. Our analyses show that duration of PT use (how long students displayed
the tool on their screens) significantly predicted group members' participation
in the online dialogue, their participation when writing collaborative texts,
equality of participation within the group, and coordination and regulation of
activities in the relational space (i.e., discussing the collaboration process
with group members). No effect of using the PT on group performance was found.
Mediation analyses showed that the effect of using the PT is only partially
mediated by group awareness: an indirect effect of using the PT, via enhanced
awareness of participation, on student participation during chat discussions
and the collaborative writing process was found. Keywords: Group awareness; Computer-supported collaborative learning; Tool use; Group performance; Coordination and regulation | |||
| Facilitating peer knowledge modeling: Effects of a knowledge awareness tool on collaborative learning outcomes and processes | | BIBAK | Full-Text | 1059-1067 | |
| Mirweis Sangin; Gaëlle Molinari; Marc-Antoine Nüssli; Pierre Dillenbourg | |||
| We report an empirical study where we investigated the effects, on the
collaborative outcomes and processes, of a cognition-related awareness tool
providing learners with cues about their peer's level of prior knowledge.
Sixty-four university students participated in a remote computer-mediated
dyadic learning scenario. Co-learners were provided (or not) with a visual
representation of their peer's level of prior knowledge through what we refer
to as a knowledge awareness tool (KAT). The results show that, providing
co-learners with objective cues about the level of their peer's prior knowledge
positively impacts learning outcomes. In addition, this effect seems to be
mediated by the fact that co-learners provided with these objective cues become
more accurate in estimating their partner's knowledge -- accuracy that predicts
higher outcomes. Analyses on the process level of the verbal interactions
indicate that the KAT seems to sensitize co-learners to the fragile nature of
their partner's as well as their own prior knowledge. The beneficial effect of
the KAT seems to mainly rely on this induction of epistemic uncertainty that
implicitly triggers compensation socio-cognitive strategies; strategies that
appear to be beneficial to the learning process. Keywords: Computer supported collaborative learning; Group awareness; Knowledge awareness; Peer knowledge modeling; Spatially distributed groups | |||
| Guiding knowledge communication in CSCL via group knowledge awareness | | BIBAK | Full-Text | 1068-1078 | |
| Jessica Dehler; Daniel Bodemer; Jürgen Buder; Friedrich W. Hesse | |||
| Computer-mediated collaboration is not in and of itself a beneficial setting
for learning. Environments for computer-mediated collaboration need to trigger
learning-productive interactions. In this paper, we propose to implement tools
providing group knowledge awareness (GKA), i.e., information about
collaborators' knowledge. GKA is typically restricted in CSCL environments. A
GKA tool visualizing self-assessed learner knowledge, their partner's
self-assessed knowledge, and thus the distribution of knowledge, was studied in
a computer-mediated collaborative learning scenario. Thirty-eight dyads were
randomly assigned to either the GKA condition (GKA tool) or a control condition
(only learner's own knowledge was visualized). Results show that the GKA tool
guided learners in their collaboration and, more specifically, in designing
their communicative acts. Depending on the self- vs. partner-oriented purpose
of the communicative act, the learner's own vs. the partner's knowledge guided
communication. Guided communication was a mechanism for perceived learning
gains and perceived knowledge convergence. A knowledge test failed to reveal a
significant difference between the GKA and the control condition. In this
paper, we will discuss characteristics of GKA tools and their impact on
collaboration. Keywords: Knowledge awareness; Knowledge communication; Group awareness tools; CSCL; Representational guidance | |||
| Tacit guidance for collaborative multimedia learning | | BIBAK | Full-Text | 1079-1086 | |
| Daniel Bodemer | |||
| Collaborative multimedia learning is a scenario placing various demands on
the learners that go beyond understanding complex issues and coordinating a
learning discourse. On the one hand, individuals have to mentally interrelate
multiple external representations in order to understand the learning material
and the underlying concepts; on the other hand, during collaboration, learners
have to use the differently coded information in order to exchange conceptual
knowledge. In this paper, the development and experimental evaluation of a
group awareness tool (collaborative integration tool) is presented that is
intended to simultaneously support both individual and collaborative learning
processes during dyadic collaborative multimedia learning. The tool was
experimentally compared with an integration task that already proved to foster
meaningful individual learning processes. The results suggest that providing
group awareness can lead to better individual learning gains by reducing
demanding processes and by tacitly guiding learner interactions. Keywords: Computer-supported collaborative learning; Group awareness; Multiple external representations; Multimedia learning; Cognitive load; Representational tool | |||
| Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool | | BIBAK | Full-Text | 1087-1102 | |
| Chris Phielix; Frans J. Prins; Paul A. Kirschner; Gijsbert Erkens; Jos Jaspers | |||
| A peer feedback tool (Radar) and a reflection tool (Reflector) were used to
enhance group performance in a computer-supported collaborative learning
environment. Radar allows group members to assess themselves and their fellow
group members on six traits related to social and cognitive behavior. Reflector
stimulates group members to reflect on their past, present and future group
functioning, stimulating them to set goals and formulate plans to improve their
social and cognitive performance. The underlying assumption was that group
performance would be positively influenced by making group members aware of how
they, their peers and the whole group perceive their social and cognitive
behavior in the group. Participants were 108 fourth-year high school students
working in dyads, triads and groups of four on a collaborative writing task,
with or without the tools. Results demonstrate that awareness stimulated by the
peer feedback and reflection tools enhances group-process satisfaction and
social performance of CSCL-groups. Keywords: Groupware; Peer assessment; Peer feedback; Reflection; Group performance | |||
| Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness | | BIBAK | Full-Text | 1103-1113 | |
| Jos Fransen; Paul A. Kirschner; Gijsbert Erkens | |||
| Learning teams in higher education executing a collaborative assignment are
not always effective. To remedy this, there is a need to determine and
understand the variables that influence team effectiveness. This study aimed at
developing a conceptual framework, based on research in various contexts on
team effectiveness and specifically team and task awareness. Core aspects of
the framework were tested to establish its value for future experiments on
influencing team effectiveness. Results confirmed the importance of shared
mental models, and to some extent mutual performance monitoring for learning
teams to become effective, but also of interpersonal trust as being conditional
for building adequate shared mental models. Apart from the importance of team
and task awareness for team effectiveness it showed that learning teams in
higher education tend to be pragmatic by focusing primarily on task aspects of
performance and not team aspects. Further steps have to be taken to validate
this conceptual framework on team effectiveness. Keywords: Collaborative learning; Higher education; Awareness; Team effectiveness; Learning team | |||
| Group awareness tools for learning: Current and future directions | | BIBAK | Full-Text | 1114-1117 | |
| Jürgen Buder | |||
| Group awareness has become an important concept since it was introduced into
the field of computer-supported collaborative learning. This paper discusses
current trends and future directions in this research field. It is argued that
the development and implementation of tools should be complemented by
systematic explorations into the mechanisms that moderate the relationship
between group awareness and learning. It is suggested that variations in tool
design features are a starting point for furthering our understanding of the
processes involved in group awareness. Based on the contributions in this
special issue, eight areas for future empirical investigations are identified.
The paper concludes with some theoretical considerations on the nature of group
awareness. Keywords: Computer-supported collaborative learning; Group awareness; Design features | |||
| The effect of the external regulator's absence on children's speech use, manifested self-regulation, and task performance during learning tasks | | BIBAK | Full-Text | 1118-1128 | |
| Adel M. Agina; Piet A. M. Kommers; Michael F. Steehouder | |||
| The present study was conducted to explore the effect of the absence of the
external regulators on children's use of speech (private/social), task
performance, and self-regulation during learning tasks. A novel methodology was
employed through a computer-based learning environment that proposed three
types/units of encouragement with only two sequences of instructional
conditions, Verbal-Gesture-Silent (VGS) versus Silent-Gesture-Verbal (SGV). The
Knowledge of response (KR) was applied as: verbal KR feedback with verbal
encouragement during the verbal unit, visualization-representation of KR
without verbal encouragement during the gesture unit, and no KR feedback
without any encouragement during the silent unit. Three measurements were used:
speech analysis, novel criteria to measure self-regulation and task
performance, and a computer-based friendly chat questionnaire to measure
children's satisfaction. Forty preschool children were divided by their
teachers between the two conditions equivalently. It was hypothesized that
children in the VGS condition were more speech productive, manifested higher
self-regulation, task performance, and satisfaction. The results showed
significant differential effect on the speech intensity and manifested
self-regulation with no significant differential effect on task performance and
satisfaction during learning tasks. However, the results were not confirmed
Vygotsky's view as it were supported (neutralizing, at best) to Piaget's view
of self-regulation development. Keywords: Isolated computer-based learning environment; Zone of proximal development (ZPD); Zone of children's motivation (ZCM); Self-regulation learning (SRL); Private speech | |||
| The effect of nonhuman's versus human's external regulation on children's speech use, manifested self-regulation, and satisfaction during learning tasks | | BIBAK | Full-Text | 1129-1142 | |
| Adel M. Agina; Piet A. M. Kommers; Michael M. Steehouder | |||
| Because of several analytical and methodological critiques on the findings
and contexts of children's private speech (PS), self-regulation learning (SRL),
and thinking aloud (TA), the present study was conducted to shed new light on
the effect of the nonhuman's/computer's versus human's/teacher's intervention
(C-Condition versus T-Condition) on young children's speech use, SRL, and
satisfaction during learning tasks. Four developmental measurements with novel
criteria were used to measure: (1) speech analysis, (3) SRL as a function of
task level selection, (3) SRL as a function of task precision, and (4) a
friendly-chat questionnaire to measure children's satisfaction. Two types of
intervention (enacted versus verbal encouragement) were applied through
computer-based learning environment and investigated by forty preschool
children divided by their teachers between the two conditions equivalently. It
was hypothesized that children who acted alone (C-Condition) were more PS
productive, manifested higher SRL, task performance, and satisfaction. The
results confirmed the hypothesis with no significant differential effect of the
gender on performance, showed that the injudicious use of encouragement
hindered the children's regulation behavior, and proved that PS and TA
elicitation were fully different. However, the results were not confirmed
Vygotsky's view and simultaneously not fully inline with Piaget's view of
self-regulation development. Keywords: Zone of proximal development (ZPD); Zone of children's motivation (ZCM); Self-regulation learning (SRL); Private speech (PS); Thinking aloud (TA); Isolated computer-based learning environment | |||
| Reading skills and children's navigation strategies in hypertext | | BIBAK | Full-Text | 1143-1151 | |
| Ladislao Salmerón; Victoria García | |||
| Prior research has identified two important navigation strategies that have
a clear impact on hypertext comprehension: link selection and overview
processing strategies. The first relate to the order in which students select
hyperlinks while trying to comprehend a hypertext, whereas the second relate to
when and for how long students process navigation overviews, a text device that
conveys the text structure by displaying sections, titles and their relations.
Most prior research in navigation strategies has been conducted with
undergraduate students. We extend prior research by exploring the navigation
strategies used by sixth-graders while reading a hypermedia system. We also
investigate how reading skills relate to the use of navigation strategies, and
how both shape students' comprehension in hypertext. Results from an electronic
reading study replicated in sixth-graders the results on navigation strategies
previously found in undergraduate samples. In addition, the results revealed
that reading skills predicted the use of link selection but not of overview
processing strategies. We discuss our results in light of new models of
electronic reading proficiency, and propose some instructional guidelines to
improve children' electronic reading proficiency. Keywords: Navigation strategies; Reading skills; Hypertext comprehension; Graphical overviews | |||
| Why people use social networking sites: An empirical study integrating network externalities and motivation theory | | BIBAK | Full-Text | 1152-1161 | |
| Kuan-Yu Lin; Hsi-Peng Lu | |||
| Fast-developing social networking sites (SNS) have become the major media by
which people develop their personal network online in recent years. To explore
factors affecting user's joining SNS, this study applies network externalities
and motivation theory to explain why people continue to join SNS. This study
used an online questionnaire to conduct empirical research, and collected and
analyzed data of 402 samples by structural equation modeling (SEM) approach.
The findings show that enjoyment is the most influential factor in people's
continued use of SNS, followed by number of peers, and usefulness. The number
of peers and perceived complementarity have stronger influence than the number
of members on perceived benefits (usefulness and enjoyment). This work also ran
clustering analysis by gender, which found notable difference in both number of
peers and number of members between men and women. The number of peers is an
important factor affecting the continued intention to use for women but not for
men; the number of members has no significant effect on enjoyment for men. The
findings suggest that gender difference also produces different influences. The
implication of research and discussions provides reference for SNS operators in
marketing and operation. Keywords: Continued intention to use; Motivation theory; Network externalities; Perceived benefit; Social networking site | |||
| Using technology to control intimate partners: An exploratory study of college undergraduates | | BIBAK | Full-Text | 1162-1167 | |
| Sloane C. Burke; Michele Wallen; Karen Vail-Smith; David Knox | |||
| This study examined the extent to which a sample of 804 undergraduates at a
large southeastern university used communication technology (e.g., cell phone,
email, social network sites) to monitor or control partners in intimate
relationships and to evaluate their perceptions of the appropriateness of these
behaviors. Results of the online survey revealed that half of both female and
male respondents reported the use of communication technology to monitor
partners, either as the initiator or victim. Females were significantly more
likely than males to monitor the email accounts of their partners (25% vs. 6%)
and to regard doing so as appropriate behavior. Limitations and implications
are suggested. Keywords: Cyber relationships; Undergraduates; Control; Monitor; Computers | |||
| Exploring factors influencing consumers' behavioral intention to adopt broadband in Malaysia | | BIBAK | Full-Text | 1168-1178 | |
| Keng-Boon Ooi; Jia-Jia Sim; King-Tak Yew; Binshan Lin | |||
| The purpose of this paper is to examine various normative, attitudinal and
control factors influencing consumers' intention to adopt broadband internet in
a developing country such as Malaysia. This study is based on empirical data
collected using a self-administered questionnaire relating to the normative,
attitudinal and control variables. Structural equation modeling analysis is
conducted to test the role of numerous variables on consumers' behavioral
intentions to adopt broadband internet in Malaysia. Results revealed that
Primary Influences (PI), Relative Advantage (RA), Hedonic Outcomes (HO),
Facilitating Conditions Resources (FCR), and Self-Efficacy (SE) are positively
associated with consumers' Behavioral Intention (BI) to adopt broadband in
Malaysia. The significance of this research study is twofold. Practically, this
research study provide some useful guidelines to industry players, be it the
internet service providers (ISPs) or the policy makers, to understand which are
the factors (primary influences, self-efficacy, relative advantage, hedonic
outcomes and facilitating conditions resources) that can have an influence on
consumers' intention to adopt broadband technology. It was found that primary
influences, self-efficacy and relative advantage are the key determinants that
influences consumers' broadband adoption. From here, practitioners could take
into consideration our findings when revising and restructuring their marketing
strategy. Theoretically, the research framework used in this study is an
extension from the past research models used (i.e. TPB, DOI and MATH). With the
newly integrated framework, a greater level of comprehension can be attained
with regards to the broadband acceptance among the Malaysian consumers. Keywords: Broadband; Malaysia; Adoption; Consumer behavior; Structural equation modeling; Developing countries | |||
| Understanding motivation in internet gaming among Singaporean youth: The role of passion | | BIBAK | Full-Text | 1179-1184 | |
| Chee Keng John Wang; Woon Chia Liu; Stefanie Chye; Nikos L. D. Chatzisarantis | |||
| This study examined the motivation of young people in internet gaming using
the dualistic model of passion. Path analysis was used to examine the
relationships between the two types of passion: obsessive and harmonious
passion, behavioral regulations, and flow. A total of 1074 male secondary
school students from Singapore took part in the study. The results of the path
analysis showed that external, introjected, and identified regulations
positively predicted obsessive passion, while harmonious passion was predicted
by identified and intrinsic regulations. Flow in digital gaming was predicted
directly by harmonious passion, as well as indirectly through intrinsic
regulation. This study supports the proposed dualistic model of passion in
explaining young people's motivation in internet gaming. Keywords: Harmonious passion; Obsessive passion; Perceived Locus of Causality; Flow | |||
| The concept of flow in collaborative game-based learning | | BIBAK | Full-Text | 1185-1194 | |
| Wilfried Admiraal; Jantina Huizenga; Sanne Akkerman; Geert ten Dam | |||
| Generally, high-school students have been characterized as bored and
disengaged from the learning process. However, certain educational designs
promote excitement and engagement. Game-based learning is assumed to be such a
design. In this study, the concept of flow is used as a framework to
investigate student engagement in the process of gaming and to explain effects
on game performance and student learning outcome. Frequency 1550, a game about
medieval Amsterdam merging digital and urban play spaces, has been examined as
an exemplar of game-based learning. This 1-day game was played in teams by 216
students of three schools for secondary education in Amsterdam. Generally,
these students show flow with their game activities, although they were
distracted by solving problems in technology and navigation. Flow was shown to
have an effect on their game performance, but not on their learning outcome.
Distractive activities and being occupied with competition between teams did
show an effect on the learning outcome of students: the fewer students were
distracted from the game and the more they were engaged in group competition,
the more students learned about the medieval history of Amsterdam. Consequences
for the design of game-based learning in secondary education are discussed. Keywords: Game-based learning; Engagement; Collaborative learning; Secondary education | |||
| Personality and media influences on violence and depression in a cross-national sample of young adults: Data from Mexican-Americans, English and Croatians | | BIBAK | Full-Text | 1195-1200 | |
| Christopher J. Ferguson; John Colwell; Boris Mlacic; Goran Milas; Igor Miklousic | |||
| The issue of potential media effects on psychological health of youth and
young adults has been debated for decades. Research on media effects has not
always been consistent. One issue that has been raised regards whether the
relatively modest media effects found in some research might be explained
through mediating personality variables. This hypothesis was examined in three
samples of young adults: Mexican-Americans (n = 232), Croatians (n = 455) and
English (n = 150). Results indicated that trait aggression was a consistent
predictor of both violent crimes and depression across samples. General
personality variables were less consistent predictors of violence, although
neuroticism consistently predicted depression across samples. Media violence
exposure did not predict negative outcomes except among Croatians for whom
exposure to violent video games predicted fewer violent crimes, and exposure to
television violence predicted increased violent crimes. Keywords: Personality; Violent crime; Aggression; Mass media; Computer games; Television | |||
| Similarity effects in online training: Effects with computerized trainer agents | | BIBAK | Full-Text | 1201-1206 | |
| Tara S. Behrend; Lori Foster Thompson | |||
| In this study, trainees worked with computerized trainer agents that were
either similar to them or different regarding appearance or feedback-giving
style. Similarity was assessed objectively, based on appearance and feedback
style matching, and subjectively, based on participants' self-reported
perceptions of similarity. Appearance similarity had few effects. Objective
feedback similarity led to higher scores on a declarative knowledge test and
higher liking for the trainer. Subjective feedback similarity was related to
reactions, engagement, and liking for the trainer. Overall, results indicated
that subjective similarity is more important in predicting training outcomes
than objective similarity, and that surface-level similarity is less important
than deep-level similarity. These results shed new light on the dynamics
between e-learners and trainer agents, and inform the design of agent-based
training. Keywords: Intelligent agents; Similarity-attraction; E-learning; Web-based training; Social categorization; Diversity | |||
| Physical activity levels among adult computer users | | BIBAK | Full-Text | 1207-1210 | |
| Gerald J. Jerome; Edward McAuley | |||
| As computer use becomes prevalent at work and in leisure pursuits it
presents a potential barrier to regular physical activity. However an
individual's confidence in overcoming such barriers may moderate the
relationship between computer use and physical activity levels. This study
examined the associations among computer use, self-efficacy in overcoming
barriers to exercise, and physical activity levels among adult computer users.
Participants (N = 615) were recruited through national email and newsletters
announcements, and completed standardized self-report questionnaires online.
Computer use was not associated with meeting physical activity guidelines
(adjusted odds ratio, AOR = 0.63-1.00, n.s.). Among leisure computer users, the
moderate efficacy group (AOR = 3.72, 95% CI = 1.59-8.69) and the high efficacy
group (AOR = 5.31, 95% CI = 2.37-11.91) had higher odds of meeting physical
activity guidelines compared to the low efficacy group. Among the work related
computer users, the high efficacy group (AOR = 2.83, 95% CI = 1.18-6.77) had
higher odds of meeting physical activity guidelines than the low efficacy
group. These results suggest that barriers posed by high levels of computer use
are surmountable. Efforts to increase efficacy in overcoming barriers to
exercise may be more practical and have a greater impact on physical activity
levels than trying to decrease computer use among adults. Keywords: Physical activity; Exercise; Self-efficacy; Barriers; Internet; Computers | |||
| Enhancing one life rather than living two: Playing MMOs with offline friends | | BIBAK | Full-Text | 1211-1222 | |
| Jeffrey G. Snodgrass; Michael G. Lacy; H. J. Francois, II Dengah; Jesse Fagan | |||
| We use ethnographic, interview, and survey data to examine problematic play
within the popular online game, World of Warcraft, or 'WoW' for short. Research
shows that players drawn to the interpersonal dimensions of online games are
more prone to experience negative outcomes associated with their computer use.
Our study suggests that it is not only whether online gamers seek meaningful
social interactions that determine if WoW play becomes problematic, but exactly
how players interact with others in online game-worlds. Specifically, levels of
problematic WoW play depend on the extent gamers play with offline or
'real-life' friends and relations. Our survey data reveals both a direct
relationship between playing WoW with offline friends and problematic online
gaming and also an indirect one mediated by 'immersion' (defined as the extent
that players feel like they are in a virtual world and in some cases actually
their character). Interpreting these results through ethnographic and interview
data, we suggest that playing WoW with real-life-friends allows gamers to
transfer in-game accomplishments and experiences into offline social networks.
Rather than competing and conflicting with the world outside of the game, WoW
played in this way tends to enhance gamers' offline lives. Further, by keeping
gamers in touch with perspectives outside of WoW, playing with
real-life-friends instills critical distance and greater awareness of how
excessive play can damage offline commitments and relationships, allowing
gamers to better monitor, evaluate, and ultimately regulate excessive
game-play. Keywords: Computer games; Social ties; Immersion; Internet addiction; Problematic MMO play | |||
| The effect of uniform virtual appearance on conformity intention: Social identity model of deindividuation effects and optimal distinctiveness theory | | BIBAK | Full-Text | 1223-1230 | |
| Junghyun Kim; Hee Sun Park | |||
| This study integrates social identity model of deindividuation effects
(SIDE) and optimal distinctiveness theory (ODT) in investigating the effect of
uniform virtual appearance on individuals' willingness to conform to a majority
opinion in computer-mediated groups. SIDE posits that sharing the same visual
cue can promote group identification process and eventually induce stronger
conformity. Meanwhile, ODT indicates that too much visual similarity rather
concerns individuals about their deprived uniqueness, so they would be
reluctant to conform to a majority opinion as a way to restore their
uniqueness. This study concurs with previous research based on SIDE by showing
that group identification induced by uniform appearance increases conformity
intention. It also showed that perceived deindividuation, another variable that
is induced by a high level of visual similarity relative to others, decreases
conformity intention. As a result, the current study shows that the effect of
virtual uniform appearance on conformity intention is inconsistently mediated
by group identification and perceived deindividuation. Keywords: Virtual appearance; Virtual group identity; Computer-mediated communication; Uniqueness; Similarity | |||
| Age differences in constraints encountered by seniors in their use of computers and the internet | | BIBAK | Full-Text | 1231-1237 | |
| Bob Lee; Yiwei Chen; Lynne Hewitt | |||
| The purpose of this cross-sectional study was to explore older computer
users' constraints at various age stages. We investigated perceived barriers
experienced by older adults in the use of computer-mediated information
technology in different age segments (the pre-senior, the young-old, and the
older-old). Two hundred forty-three senior computer users participated in the
study. Respondents' ages ranged from 50 to 93. Results from exploratory factor
analysis and one-way analysis of variance suggested that there were four
dimensions of constraints encountered by seniors while dealing with
computer-based technologies: Intrapersonal, interpersonal, structural, and
functional constraints. These results indicated that senior users might face
diverse barriers at different age stages. Implications for developing an
effective programming for older adults and research limitations were discussed
at the end. Keywords: Constraints; Older adults; Computer; Internet; Information technology | |||
| I'm just burned out: Understanding information system compatibility with personal values and role-based stress in a nursing context | | BIBAK | Full-Text | 1238-1248 | |
| Amy Hennington; Brian Janz; Robin Poston | |||
| Using the theory of role dynamics, we develop a model linking nurses'
perceptions of an information system's compatibility with their values to work
stress and burnout. We surveyed registered nurses and tested the research
hypotheses via the partial least squares approach to structural equation
modeling. Our results demonstrate a linkage between nurses' perceptions of IS
compatibility with values, role conflict, and burnout, thus contributing to our
understanding of the ways in which IS usage has the potential to impact users,
especially in mandatory usage environments. Implications and study limitations
are also discussed. Keywords: IS impacts; Mandatory usage; Work stress; Role conflict; Burnout; Partial least squares | |||
| Applying social bookmarking to collective information searching (CIS): An analysis of behavioral pattern and peer interaction for co-exploring quality online resources | | BIBAK | Full-Text | 1249-1257 | |
| Chia-Ching Lin; Chin-Chung Tsai | |||
| With the advancement of Web 2.0 applications, this study aims to advocate
that social bookmarking (SB) applications could support mutual exchange of
finding information in a manner of collective information searching (CIS). A
social bookmarking system, namely 'WeShare,' was developed, and conducted with
127 junior high school students for performing the given assignment in this
study. The participants' activities of collecting and reviewing relevant
information were traced by log data for later analysis. To initially unveil the
participants' behaviors in the use of social bookmarking for co-exploring the
Internet resources, this study proposed some quantitative indicators to
represent students' personal contributions ('Bookmarks from the Internet,'
'Bookmarks from WeShare,' 'Annotations on personal bookmarks,' 'Comments on
others' bookmarks') and peer feedback ('The number of bookmarks collected by
peers,' 'The number of bookmarks commented on by peers,' 'The number of
comments from peers'). By the method of cluster analysis, some behavioral
patterns regarding how participants collectively search the Internet by use of
WeShare were identified. Furthermore, the findings suggest that personal
contributions to citing and commenting on peers' bookmarks are important to the
advancement of collective information searching activities for finding quality
information on the Internet. Keywords: Information searching; Information sharing; Distributed learning; Social bookmarking; Collaborative information filtering | |||
| Social organization in virtual settings depends on proximity to human visual aspect | | BIBAK | Full-Text | 1258-1261 | |
| Catherine L. Lortie; Matthieu J. Guitton | |||
| Virtual environments are inherently social spaces, in which humans interact
through avatars. However, the parameters which favor inter-individual social
structuring in those settings are still far to be understood. Particularly, the
putative influence of anthropomorphic similarity of visual aspect on social
organization of avatars is a key issue to understand the cognitive processes
used to form social interactions in virtual worlds. Using the highly popular
massively multiplayer online role-playing game World of Warcraft as a model of
socially-active virtual setting, we analyzed the social behavior of 11,649
avatars as a function of their visual aspect. Our results show that social
structuring in virtual settings depends on proximity to human visual aspect.
Social groups formed by human-like avatars display more homogeneity than what
the optimal use of the interface would predict, while this effect is not
observed for social groups formed by non-human avatars. Thus, immersion in
virtual environments depends more on visually-triggered social dynamics
(role-play) than on optimal use of the interface (game-play). Furthermore,
social aspect may override the immediate reward of interface optimization, thus
representing a major factor of immersion in virtual environments. Keywords: Anthropomorphism; Avatar; Group dynamics; Social interactions; Virtual setting; Visual representation | |||
| Pornography-seeking behaviors following midterm political elections in the United States: A replication of the challenge hypothesis | | BIBAK | Full-Text | 1262-1264 | |
| Patrick Markey; Charlotte Markey | |||
| The current study examined a prediction derived from the challenge
hypothesis; individuals who viciously win a competition of rank order will seek
out pornography relatively more often than individuals who viciously lose a
competition. By examining Google keyword searches during the 2006 and 2010
midterm elections in the United States, the relative popularity of various
pornography keyword searches was computed for each state and the District of
Columbia the week after each midterm election. Consistent with previous
research examining presidential elections and the challenge hypothesis,
individuals located in traditionally Republican states tended to search for
pornography keywords relatively more often after the 2010 midterm election (a
Republican victory) than after the 2006 midterm election (a Democratic
victory). Conversely, individuals located in traditionally Democratic states
tended to search for pornography relatively less often following the 2010
midterm election than they did following the 2006 midterm election. Keywords: Pornography; Challenge hypothesis; Google; Politics; Elections | |||
| Less effortful thinking leads to more social networking? The associations between the use of social network sites and personality traits | | BIBAK | Full-Text | 1265-1271 | |
| Bu Zhong; Marie Hardin; Tao Sun | |||
| Social network sites (SNS) have become an important social milieu that
enables interpersonal communication by allowing users to share and create
information. This study explored the associations between SNS use and
personality traits, i.e., need for cognition (NFC) and information and
communication technology (ICT) innovativeness. The findings showed that the SNS
use had a negative association with NFC and a positive association with ICT
innovativeness. Specifically, people who were more likely to engage in
effortful thinking used SNS less often, and those who were high in ICT
innovativeness used SNS more often. Meanwhile, those who spent more time on SNS
were more likely to be multitaskers. Additionally, those who spent more time on
SNS also spent more Internet time in general, more online time for study/work
and more time in surfing the Web with no specific purpose. This study, which
could be a first look at the link between social networking and our thinking,
provides evidence for the associations between social media use and personality
traits. Keywords: Social media; Social network site; Personality; Need for cognition; ICT innovativeness; Media multitasking | |||
| Using SERVQUAL to assess the quality of e-learning experience | | BIBAK | Full-Text | 1272-1283 | |
| Godwin J. Udo; Kallol K. Bagchi; Peeter J. Kirs | |||
| Distance learning programs have been dramatically expanding in accordance
with demand. Assessment of the quality of e-learning has become a strategic
issue, one that is critical to program survival. In this study we propose a
modified SERVQUAL instrument for assessing e-learning quality. The instrument
consists of five dimensions: Assurance, Empathy, Responsiveness, Reliability,
and Website Content. Data analysis from 203 e-learning students shows that four
out of these five dimensions (except Reliability) play a significant role in
perceived e-learning quality, which in turn affects learners' satisfaction and
future intentions to enroll in online courses. Managerial implications of the
major findings are provided. Keywords: E-learning quality; E-learner satisfaction; Behavioral intention; SERVQUAL | |||
| Web Wisdom: An essay on how Web 2.0 and Semantic Web can foster a global knowledge society | | BIBAK | Full-Text | 1285-1293 | |
| Christopher Thomas; Amit Sheth | |||
| Admittedly this is a presumptuous title that should never be used when
reporting on individual research advances. Wisdom is just not a scientific
concept. In this case, though, we are reporting on recent developments on the
web that lead us to believe that the web is on the way to providing a platform
for not only information acquisition and business transactions but also for
large scale knowledge development and decision support. It is likely that by
now every web user has participated in some sort of social function or
knowledge accumulating function on the web, many times without even being aware
of it, simply by searching and browsing, other times deliberately by e.g.
adding a piece of information to a Wikipedia article or by voting on a movie on
IMDB.com. In this paper we will give some examples of how Web Wisdom is already
emerging, some ideas of how we can create platforms that foster Web Wisdom and
a critical evaluation of types of problems that can be subjected to Web Wisdom. Keywords: Human and social computation; Social networking; Problem solving | |||
| How is the Semantic Web evolving? A dynamic social network perspective | | BIBAK | Full-Text | 1294-1302 | |
| Lina Zhou; Li Ding; Tim Finin | |||
| Finding how the Semantic Web has evolved can help understand the status of
Semantic Web community and predict the diffusion of the Semantic Web. One of
the promising applications of the Semantic Web is the representation of
personal profiles using Friend of a Friend (FOAF). A key characteristic of such
social networks is their continual change. However, extant analyses of social
networks on the Semantic Web are essentially static in that the information
about the change of social networks is neglected. To address the limitations,
we analyzed the dynamics of a large-scale real-world social network in this
paper. Social network ties were extracted from both within and between FOAF
documents. The former was based on knows relations between persons, and the
latter was based on revision relations. We found that the social network
evolves in a speckled fashion, which is highly distributed. The network went
through rapid increase in size at an early stage and became stabilized later.
By examining the changes of structural properties over time, we identified the
evolution patterns of social networks on the Semantic Web and provided evidence
for the growth and sustainability of the Semantic Web community. Keywords: Semantic Web; Social network; FOAF; Dynamics; Evolution; Structural properties | |||
| CONQUIRO: A cluster-based meta-search engine | | BIBA | Full-Text | 1303-1309 | |
| Maria Vargas-Vera; Yesica Castellanos; Miltiadis D. Lytras | |||
| This paper presents CONQUIRO a cluster based information retrieval engine. The main task of CONQUIRO is to organize documents in groups/clusters relevant to the request or query. The main purpose of CONQUIRO is to help to manage information in an efficient manner. CONQUIRO uses Machine learning algorithms (Clustering methods) as underlying technology. It has been equipped with hierarchical and non-hierarchical clustering algorithms both using Euclidean and cosine similarity as distance measures. Authors believe that CONQUIRO represents a solution to the problem of information management since CONQUIRO goes beyond just a ranked list of documents (Google like). | |||
| The Lecomps5 framework for personalized web-based learning: A teacher's satisfaction perspective | | BIBA | Full-Text | 1310-1320 | |
| Carla Limongelli; Filippo Sciarrone; Marco Temperini; Giulia Vaste | |||
| Adaptive web-based educational systems provide learners with personalized courses, where learning material is delivered to learners taking into account their personal learning needs, learning styles and learning progresses. In this paper we show the Lecomps5 system, a didactic framework, supporting the automated production and adaptation of personalized courses, implemented in the Lecomps5 system. In particular, this framework was designed in order to address the teacher's satisfaction issue, arising in many systems that are quite demanding in terms of the teacher's work and range of activities. Lecomps5 allows the teacher, through a simple and intuitive didactic tool, to define learning material, specify its characteristics pertaining to personalization and define, to some extent, the didactic strategies to be applied. In order to support both the management of learning material and the automated construction of personalized courses, the system embeds a planner, based on Linear Temporal Logic. The selection of learning material, its sequencing, and the delivery of courses, is performed according to both learners' initial and run-time knowledge and learning styles. The teacher can focus more on her didactic tasks and preferences rather than on the available authoring tools, and spend less time to generate courses. Finally we show encouraging results from experimentation we conducted to test the system from a teacher's point of view. | |||
| Extracting multilayered Communities of Interest from semantic user profiles: Application to group modeling and hybrid recommendations | | BIBAK | Full-Text | 1321-1336 | |
| Iván Cantador; Pablo Castells | |||
| A Community of Interest is a specific type of Community of Practice. It is
formed by a group of individuals who share a common interest or passion. These
people exchange ideas and thoughts about the given passion. However, they are
often not aware of their membership to the community, and they may know or care
little about each other outside of this clique. This paper describes a proposal
to automatically identify Communities of Interest from the tastes and
preferences expressed by users in personal ontology-based profiles. The
proposed strategy clusters those semantic profile components shared by the
users, and according to the clusters found, several layers of interest networks
are built. The social relations of these networks might then be used for
different purposes. Specifically, we outline here how they can be used to model
group profiles and make semantic content-based collaborative recommendations. Keywords: Communities of Practice; Communities of Interest; Ontology; User profile; Group modeling; Content-based collaborative filtering | |||
| Online social networks: Why do students use facebook? | | BIBAK | Full-Text | 1337-1343 | |
| Christy M. K. Cheung; Pui-Yee Chiu; Matthew K. O. Lee | |||
| The growth and popularity of online social networks has created a new world
of collaboration and communication. More than a billion individuals around the
world are connected and networked together to create, collaborate, and
contribute their knowledge and wisdom. Despite the importance of online social
networks, there is relatively little theory-driven empirical research available
to address this new type of communication and interaction phenomena. In this
paper, we explored the factors that drive students to use online social
networks (e.g., Facebook). Specifically, we conceptualized the use of online
social networks as intentional social action and we examined the relative
impact of social influence, social presence, and the five key values from the
uses and gratification paradigm on We-Intention to use online social networks.
An empirical study of Facebook users (n = 182) revealed that We-Intention to
use online social networks is strongly determined by social presence. Among the
five values, social related factors had the most significant impact on the
intention to use. Implications for research and practice are discussed. Keywords: Online social networks; Social influence; Social presence; Uses and gratifications; Facebook; We-Intention | |||
| A semi-automatic strategy for achieving learning content and practice repurposing | | BIBAK | Full-Text | 1344-1351 | |
| Maria Helena L. B. Braz; Sean W. M. Siqueira; Diva de S. e S. Rodrigues; Rubens N. Melo | |||
| The development of instructional content using Information Technologies is
an expensive, time-consuming and complex process that requires new
methodologies. It was in this context that the concept of Learning Objects
(LOs) was proposed in order to promote reuse. However, this goal is not yet
fully attained and new contributions to increase reuse are still welcome.
Besides, if content is conveyed in LOs that are easier to reuse, they must be
combined and sequenced in order to build more elaborated and complex content.
This paper presents a strategy to deal with these problems based on the
definition of small LOs here called Component Objects (COs). These COs are
structured and combined according to a conceptual metamodel, which is the basis
for the definition of conceptual schemas representing the existing material,
including not only content but also practice. This strategy for searching,
extracting, and sequencing COs, supports a teacher to better control the
implementation of complex content, reducing errors in the authoring process.
This approach includes a specification language and an algorithm for
semi-automatic sequencing learning content and practice. Finally, a case study
that shows the proposed approach and some results of using the algorithm are
presented. Keywords: E-learning; Learning objects; Conceptual schema; Content sequencing; Component objects | |||
| Annotation-based access control for collaborative information spaces | | BIBAK | Full-Text | 1352-1364 | |
| Peyman Nasirifard; Vassilios Peristeras; Stefan Decker | |||
| Web 2.0 social platforms (e.g., Flickr, YouTube) and Collaborative Working
Environments (e.g., Microsoft SharePoint, BSCW) provide Web-based collaborative
information spaces which enable common users and/or professionals to work
together and share their online resources. Most of these collaborative
information spaces provide role-based or group-based, coarse-grained access
control policies which cannot successfully cope with the requirements posed by
massive and open collaboration. In this paper, we present an annotation-based
access control (AnBAC) model supported by a Collaboration Vocabulary (CoVoc) as
a more flexible and user-centric access control approach. Based on this, we
developed two tools: Uncle-Share is a gadget that provides annotation-based
access control and can be equipped with CoVoc for annotating collaborative
relationships. Who-With-Whom uses CoVoc to visualize extended social networks
in order to help users to select appropriate contacts to grant access to
resources. Keywords: Annotation; Collaboration; Social Computing; Access control; Information sharing; Collaboration Vocabulary | |||
| Towards a new era for Cultural Heritage Education: Discussing the role of ICT | | BIBAK | Full-Text | 1365-1371 | |
| Michela Ott; Francesca Pozzi | |||
| Living and being part of today's Knowledge Society implies recognizing the
importance of the past and imposes considering Cultural Heritage as a
fundamental background of our identity.
This paper investigates how ICT tools can contribute to enhancing Cultural Heritage Education. It is an attempt to answer the question concerning whether ICT can really provide any added value to Cultural Heritage pedagogy, education and learning. By focusing on those Cultural Heritage artifacts that pertain to the field of arts and archeology, the paper assumes a methodological perspective and provides examples of some of the most innovative experiences in the field, thus driving the reader to reflect on the pedagogical impact that may derive from exploiting ICT potentialities. ICT, in fact, on the one hand, offers an easier access and a multi-perspective view of Cultural Heritage artifacts, and, on the other, may also enrich and improve Cultural Heritage Education thanks to the adoption of innovative learning/teaching methods. Keywords: ICT; Cultural Heritage Education; Educational Technology; Innovation | |||
| Providing effective feedback, monitoring and evaluation to on-line collaborative learning discussions | | BIBAK | Full-Text | 1372-1381 | |
| Santi Caballé; Thanasis Daradoumis; Fatos Xhafa; Angel Juan | |||
| Learning and knowledge building have become critical competences for people
in the knowledge society era. In this paper, we propose a sociolinguistic
dialogue model for understanding how learning evolves and how cognitive process
is constructed in on-line discussions. The knowledge extracted from this model
is used to assess participation behavior, knowledge building and performance.
The ultimate purpose is to provide effective feedback, evaluation and
monitoring to the discussion process. Seven hundred students from the Open
University of Catalonia in Spain participated in this study. Results showed
that learning and knowledge building may be greatly enhanced by presenting
selected knowledge to learners as for their particular skills exhibited during
interaction. In addition, this valuable provision of information is used as a
meta cognitive tool for tutors and moderators for monitoring and evaluating the
discussion process more conveniently. This contribution presents our conceptual
model for interaction management as well as key design guidelines and
evaluation results. Implications of this study are remarked and further
research directions are proposed. Keywords: Teaching/learning strategies; Cooperative/collaborative learning; Computer-mediated communication; Interactive learning environments; Architectures for educational technology system | |||
| Securization of policy making social computing. An application to e-cognocracy | | BIBAK | Full-Text | 1382-1388 | |
| José María Moreno-Jiménez; Joan Josep Piles; José Ruiz; José Luis Salazar; Alberto Turón | |||
| Policy making social computing conform a set of social software tools that
deal with the e-participation of citizens in policy making, that is to say,
with the conjoint (representatives and citizens) design and selection through
the internet of public policies. E-cognocracy is a cognitive democracy oriented
to the extraction and sharing of knowledge associated with the scientific
resolution of public decision making problems related with the governance of
society. This model of democracy takes advantage of the potential of the
Knowledge Society with the incorporation of the knowledge and the preferences
of the actors involved in the decision making process. This uses different
rounds in order to incorporate the preferences through an e-voting module and
the arguments that support the individual positions through e-discussion.
Considering e-cognocracy as the democracy model that supports interaction
between citizens and their representatives in the construction of a better
world, this paper presents a new proposal for the technological securization of
the e-voting (prioritization) and e-discussion stages of e-cognocracy. This new
suggestion, in which the electoral authority has been eliminated through the
use of short linkable ring signatures, is a more simple and efficient system
than our previous proposals. Keywords: Social computing; Policy making; e-Cognocracy; Security; e-Voting; e-Discussion | |||
| Modeling instructional-design theories with ontologies: Using methods to check, generate and search learning designs | | BIBAK | Full-Text | 1389-1398 | |
| Miguel-Ángel Sicilia; Miltiadis D. Lytras; Salvador Sánchez-Alonso; Elena García-Barriocanal; Miguel Zapata-Ros | |||
| Instructional theories have been defined as practice-oriented theories
offering explicit guidance on how to help people learn that offer
situation-specific methods. The descriptions of many instructional theories
include recommendations or rules that can be subject to modeling in formal
knowledge representation languages. Further, recent work in the application of
ontologies to learning technology has made openly available formal
representation schemas for activity sequences and learning resource
descriptions, based on evolving standards. Combining these with the
representation of instructional-design theories provides a framework for
developing rule-based, instructional theory-aware support tools for different
practical purposes. These purposes include (partially) checking the
compatibility of learning designs with instructional theories in authoring
tools, using methods as query criteria in learning resource repositories, and
the generation of tentative learning activities for some given instructional
design methods. This paper addresses the main epistemological issues and the
representation of the main elements of instructional models using the formal
ontology language OWL, which can be used in conjunction with the SWRL rule
language for the purposes described. Following existing conceptualizations,
methods and conditions are modeled in a generic way able of capturing a
plurality of views. Keywords: Instructional design; Ontologies; Learning objects; IMS LD; OWL; SWRL | |||
| Web 2.0-based webstrategies for three different types of organizations | | BIBAK | Full-Text | 1399-1407 | |
| Senoaji Wijaya; Marco Spruit; Wim Scheper; Johan Versendaal | |||
| Lately, web technology has gained strategic importance. It can be seen in
the growing number of organizations that realize the importance of a proper
webstrategy in this globalization era, where distributed work environment,
knowledge-based economy and collaborative business models have emerged. The
phenomenon of web 2.0 technologies has led many internet companies and
communities, such as Google, Amazon, Wikipedia, and Facebook, to successfully
adjust their webstrategy by adopting web 2.0 concepts to sustain their
advantage and reach their objectives. As a consequence, interest has risen from
more traditional organizations to benefit from web 2.0 concepts in enhancing
their competitive advantage. This paper discusses the influence of web 2.0
concepts in the webstrategy formulation for organizations with differing
requirements, characteristics and objectives. The research categorizes
organization types into Customer Intimacy, Operational Excellence and Product
Leadership, based on the Value Disciplines model. Keywords: Web 2.0; Webstrategy; Framework; Collaboration; Business model; Value disciplines | |||
| Design for All in multimedia guides for museums | | BIBAK | Full-Text | 1408-1415 | |
| Belén Ruiz; José Luis Pajares; Francisco Utray; Lourdes Moreno | |||
| The Design for All principles define the characteristics which a device
should possess in order for it be utilised by every type of user, independent
of his or her sensory disabilities or technological competency. These
principles are realised in the current work as an integrative tool with which
to facilitate universal access to museums via multimedia and portable guides,
making access available to all. Based on these principles, this article
describes the main findings of the design and use of the MGA (Multimedia Guides
for All) approach proposed in this paper. This approach involves a series of
recommendations for the selection, application, preparation of content, and
maintenance of this type of computerized device, in order to achieve these
principles. Firstly, a comparative analysis of the principal types of
electronic guides available in museums which incorporate accessibility criteria
is provided. Subsequently, a real case study case is presented which conforms
to the MGA approach. The MGA approach can be applied to other domains, which
should be explored in further research. The conclusions in this article have
been drawn from two R&D projects financed by the Spanish Ministry of
Industry, Science and Technology supported by the EC FEDER R&D Program. Keywords: Mobile media; Design for All; Museums; Cultural heritage; Interactive guides | |||
| Towards an ICT-based psychology: E-psychology | | BIBAK | Full-Text | 1416-1423 | |
| Athanasios Drigas; Lefteris Koukianakis; Yannis Papagerasimou | |||
| Cognitive science is the scientific domain which studies, analyzes,
simulates and infers for various aspects, functions and procedures of human
mentality such as, thinking, logic, language, knowledge, memory, learning,
perception and the ability to solve problems. E-psychology is in close relation
with the cognitive science domain, but expands beyond it, as e-psychology is
the efficient convergence of psychology and Information and Communication
Technologies (ICTs). E-psychology offers a number of services such as
supporting, diagnosis, assessment, therapy, counseling, intervention and tests
through an effective exploitation of ICTs. This article presents a
user-friendly, flexible and adaptive electronic platform, which supports both
synchronous and asynchronous e-psychology activities through the use of
informative and communicative tools and services, which can be adapted to
support various methods of e-psychology activities. It is important to
underline that e-psychology is not an alternative psychology field, but a
resource to enhance the conventional psychology process. Keywords: E-psychology; E-learning; ICTs; Cognitive science; E-diagnosis; Evaluation tests | |||
| Digital libraries and Web 3.0. The CallimachusDL approach | | BIBAK | Full-Text | 1424-1430 | |
| Ángel García-Crespo; Juan Miguel Gómez-Berbís; Ricardo Colomo-Palacios; Francisco García-Sánchez | |||
| The constantly increasing volume of information available on the Internet is
changing the forms of classification and access to data. Given the immense
collection of information stored on the Internet, digital libraries constitute
a fundamental subject of research. Among the challenges of classifying,
locating and accessing knowledge in digital libraries tackling with the huge
amount of resources the Web provides, improving digital libraries by means of
different strategies, particularly, using semantics remains a promising and
interesting approach. In this paper, CallimachusDL is presented, a
semantics-based digital library which provides faceted search, enhanced access
possibilities and a proof-of-concept implementation. CallimachusDL represents a
novel approach to digital libraries, integrating social web and multimedia
elements in a semantically annotated repository. The results of the
implementation indicate that the features proposed in CallimachusDL are
encouraging and extendable in the use of digital libraries. Keywords: Digital library; Semantic Web; Ontologies; Faceted search | |||
| Knowledge hoarding and user acceptance of online discussion board systems in eLearning: A case study | | BIBAK | Full-Text | 1431-1437 | |
| Habin Lee; Jong Woo Kim; Ray Hackney | |||
| This paper aims to reveal the determinants of the effectiveness of online
discussion board systems (ODBSs) in eLearning environments to foster the
interactions among the learners and/or instructors. A case in which an ODBS
failed to foster the interactions among learners/instructors for knowledge
sharing is introduced and hypotheses to explain the failure are developed based
on thorough literature review in technology acceptance model (TAM) and
knowledge hoarding. The hypotheses are tested via statistical analysis on the
data collected from a questionnaire survey against the students who actually
involved in the case study. The result shows that the low perceived usefulness
of the ODBS by the students played major role in the failure of the system.
Also it is hinted that network externalities as an intrinsic motivator is more
effective than extrinsic motivators to increase the students' activities on the
ODBS. Finally the paper provides the designers of eLearning systems with advice
for successful operation of ODBS in eLearning. Keywords: eLearning; Online discussion board system; User acceptance; Knowledge hoarding; Motivation | |||
| Parallels in knowledge cycles | | BIBAK | Full-Text | 1438-1444 | |
| Carla Curado; Nick Bontis | |||
| Knowledge management as an academic discipline is realizing phenomenal
growth and international acceptance. However, there still exists no universally
accepted framework or model. This paper reviews three of the most well known KM
models from similar epistemological and ontological views. The three models
reviewed are: Nonaka's SECI (Japan), March's Ex-Ex (USA) and Boisot's I-space
(Europe). A number of recommendations for future research based on the
similarities and differences among these models pertaining to knowledge
management are presented. Keywords: Knowledge management; Models; Knowledge-based view of the firm; Tacit; Explicit | |||
| Recommendation System based on user interaction data applied to intelligent electronic books | | BIBAK | Full-Text | 1445-1449 | |
| Rubén González Crespo; Oscar Sanjuán Martínez; Juan Manuel Cueva Lovelle; B. Cristina Pelayo García-Bustelo; José Emilio Labra Gayo; Patricia Ordoñez de Pablos | |||
| Nowadays, new technologies and the fast growth of the Internet have made
access to information easier for all kind of people, raising new challenges to
education when using Internet as a medium. One of the best examples is how to
guide students in their learning processes.
The need to look for guidance from their teachers or other companions that many Internet users experience when endeavoring to choose their readings, exercises o practices is a very common reality. In order to cater for this need many different information and recommendation strategies have been developed. Recommendation Systems is one of these. Recommendation Systems try to help the user, presenting him those objects he could be more interested in, based on his known preferences or on those of other users with similar characteristics. This document tries to present the current situation with regards to Recommendation Systems and their application on distance education over the Internet. Keywords: Recommendation Systems; Interaction; Intelligent e-book; Internet; Learning objects | |||
| Enhancing Enterprise Resource Planning users' understanding through ontology-based training | | BIBAK | Full-Text | 1450-1459 | |
| Aristomenis M. Macris | |||
| An ERP system is a set of highly integrated and parametric applications,
designed to fit to a variety of business. Because of this inherent complexity
its implementation can be very demanding and the users involved must undertake
extensive training, using sophisticated training materials. Existing training
materials present major weaknesses, that the current paper aims to overcome,
such as (1) semantic inconsistencies, (2) lack of explicit definition of
constructs and (3) lack of knowledge reusability.This paper proposes a
prototype model for the design and development of ERP training material, where
both the multimedia objects used in training scenarios and the knowledge built
into them are captured and fully reusable. The proposed approach helps trainees
understand: (i) which are the building blocks of an ERP application, (ii) how
they relate with each other and (iii) how they can be used in order to solve
business specific problems. Keywords: ERP ontology; ERP training; Ontology-based training; Semantic web training | |||
| Inclusive social tagging and its support in Web 2.0 services | | BIBAK | Full-Text | 1460-1466 | |
| Michael Derntl; Thorsten Hampel; Renate Motschnig-Pitrik; Tomás Pitner | |||
| This paper investigates the Web 2.0 phenomenon of social tagging in the
context of existing approaches to semantic data structuring. Social tagging is
embedded into the space spanned by current structuring approaches like
taxonomies, meta-data, and ontologies in order to identify its semantic and
pragmatic foundations. Thereby, we use the Inclusive Universal Access paradigm
to assess social tagging with respect to socio-technical criteria for inclusive
and barrier-free provision and usage of web services. As a result of this
analysis we propose a concept we chose to call "Inclusive Social Tagging". We
subsequently use the requirements set forth by this concept to assess the
tagging functionality of currently popular Web 2.0 services. We found that
these services differ significantly in their implementation of tagging
functionality, and we did not discover any service providing full compliance
with Inclusive Social Tagging requirements. Keywords: Social tagging; Folksonomy; Web 2.0; Inclusive Universal Access; Web services | |||
| Special issue on advanced intelligent computing theory and methodology | | BIB | Full-Text | 1467 | |
| De-Shuang Huang | |||
| Missing data imputation in multivariate data by evolutionary algorithms | | BIBAK | Full-Text | 1468-1474 | |
| Juan C. Figueroa García; Dusko Kalenatic; Cesar Amilcar Lopez Bello | |||
| This paper presents a proposal based on an evolutionary algorithm to impute
missing observations in multivariate data. A genetic algorithm based on the
minimization of an error function derived from their covariance matrix and
vector of means is presented.
All methodological aspects of the genetic structure are presented. An extended explanation of the design of the fitness function is provided. An application example is solved by the proposed method. Keywords: Missing data; Evolutionary optimization; Multivariate analysis; Multiple data imputation | |||
| DepthLimited crossover in GP for classifier evolution | | BIBAK | Full-Text | 1475-1481 | |
| Hajira Jabeen; Abdul Rauf Baig | |||
| Genetic Programming (GP) provides a novel way of classification with key
features like transparency, flexibility and versatility. Presence of these
properties makes GP a powerful tool for classifier evolution. However, GP
suffers from code bloat, which is highly undesirable in case of classifier
evolution. In this paper, we have proposed an operator named "DepthLimited
crossover". The proposed crossover does not let trees increase in complexity
while maintaining diversity and efficient search during evolution. We have
compared performance of traditional GP with DepthLimited crossover GP, on data
classification problems and found that DepthLimited crossover technique
provides compatible results without expanding the search space beyond initial
limits. The proposed technique is found efficient in terms of classification
accuracy, reduced complexity of population and simplicity of evolved
classifiers. Keywords: Genetic Programming; Crossover; DepthLimited; Bloat; Classification; Data mining | |||
| Interactive genetic algorithms with individual's fuzzy fitness | | BIBAK | Full-Text | 1482-1492 | |
| Dun-wei Gong; Jie Yuan; Xiao-yan Sun | |||
| Interactive genetic algorithms are effective methods to solve an
optimization problem with implicit or fuzzy indices, and have been successfully
applied to many real-world optimization problems in recent years. In
traditional interactive genetic algorithms, many researchers adopt an accurate
number to express an individual's fitness assigned by a user. But it is
difficult for this expression to reasonably reflect a user's fuzzy and gradual
cognitive to an individual. We present an interactive genetic algorithm with an
individual's fuzzy fitness in this paper. Firstly, we adopt a fuzzy number
described with a Gaussian membership function to express an individual's
fitness. Then, in order to compare different individuals, we generate a fitness
interval based on α-cut set, and obtain the probability of individual
dominance by use of the probability of interval dominance. Finally, we
determine the superior individual in tournament selection with size two based
on the probability of individual dominance, and perform the subsequent
evolutions. We apply the proposed algorithm to a fashion evolutionary design
system, a typical optimization problem with an implicit index, and compare it
with two interactive genetic algorithms, i.e., an interactive genetic algorithm
with an individual's accurate fitness and an interactive genetic algorithm with
an individual's interval fitness. The experimental results show that the
proposed algorithm is advantageous in alleviating user fatigue and looking for
user's satisfactory individuals. Keywords: Optimization; Genetic algorithms; Individual's fitness; Fuzzy number; Fashion design | |||
| Emergency resources scheduling based on adaptively mutate genetic algorithm | | BIBAK | Full-Text | 1493-1498 | |
| Liming Zhang; Yuhua Lin; Guofeng Yang; Huiyou Chang | |||
| The emergency resources dispatch is critical in emergency relief, while it
is quite difficult to achieve an optimized scheduling, adjusting to a practical
situation. In this paper, an emergency resources scheduling model is built,
which simulates realistic problems, this model includes multiple suppliers with
a variety of resources, a single accident site and some restrictions, all these
elements closing to a practical event. Then we applied an adaptively mutate
genetic algorithm to figure out a superior solution, which adopts the Binary
Space Partitioning tree for heuristic searching and adaptive mutation. Finally,
we compare the experimental results obtained by canonical genetic algorithm and
the adaptively mutate genetic algorithm, respectively. As is observed, this
novel method proposed in our work has acquired better solutions than canonical
genetic algorithm. Keywords: Emergency resources scheduling; BSP tree; Adaptively mutate; Genetic algorithm | |||
| Machine learning approach to model sport training | | BIBAK | Full-Text | 1499-1506 | |
| Edward Mezyk; Olgierd Unold | |||
| The aim of this study was to use a machine learning approach combining fuzzy
modeling with an immune algorithm to model sport training, in particular
swimming. A proposed algorithm mines the available data and delivers the
results in a form of a set of fuzzy rules "IF (fuzzy conditions) THEN (class)".
Fuzzy logic is a powerful method to cope with continuous data, to overcome
problem of overlapping class definitions, and to improve the rule
comprehensibility. Sport training is modeled at the level of microcycle and
training unit by 12 independent attributes. The data was collected in two
months (February-March 2008), among swimmers from swimming sections in Wroclaw,
Poland. The swimmers had minimum of 7 years of training and reached the II
class level in swimming classification from 2005 to 2008. The goal of the
performed experiments was to find the rules answering the question -- how does
the training unit influence swimmer's feelings while being in water the next
day? The fuzzy rules were inferred for two different scales of the class to be
predicted. The effectiveness of the learned set of rules reached 68.66%. The
performance, in terms of classification accuracy, of the proposed approach was
compared with traditional classifier schemes. The accuracy of the result of
compared methods is significantly lower than the accuracy of fuzzy rules
obtained by a method presented in this study (paired t-test, P < 0.05). Keywords: Machine learning; Fuzzy logic; Artificial immune system; Data mining; Sport training | |||
| HDR Image Generation based on Intensity Clustering and Local Feature Analysis | | BIBAK | Full-Text | 1507-1511 | |
| Kang-Hyun Jo; Andrey Vavilin | |||
| This paper describes a cluster-based method for combining differently
exposed images in order to increase their dynamic range. Initially an image is
decomposed into a set of arbitrary shaped regions. For each region we compute a
utility function which is based on the amount of presented information and an
entropy. This function is used to select the most appropriate exposure for each
region. After the exposures are selected, a bilateral filtering is applied in
order to make the interregional transitions smooth. As a result we obtain
weighting coefficients for each exposure and pixel. An output image is combined
from clusters of input images using weights. Each pixel of the output image is
calculated as a weighted sum of exposures. The proposed method allows
recovering details from overexposed and underexposed parts of image without
producing additional noise. Our experiments show effectiveness of the algorithm
for the high dynamic range scenes. It requires no information about shutter
speed or camera parameters. This method shows robust results even if the
exposure difference between input images is 2-stops or higher. Keywords: HDR; Image clustering; Bilateral filtering; Local feature analysis | |||
| Interactive component extraction from fEEG, fNIRS and peripheral biosignals for affective brain-machine interfacing paradigms | | BIBAK | Full-Text | 1512-1518 | |
| Tomasz M. Rutkowski; Toshihisa Tanaka; Andrzej Cichocki; Donna Erickson; Jianting Cao; Danilo P. Mandic | |||
| This paper investigates whether some well understood principles of human
behavioral analysis can be used to design novel paradigms for affective
brain-computer/machine interfaces. This is achieved by using the visual, audio,
and audiovisual stimuli representing human emotions. The analysis of brain
responses to such stimuli involves several challenges related to the
conditioning of brain electrical responses, extraction of the responses to
stimuli and mutual information between the several physiological recording
modalities used. This is achieved in the time-frequency domain, using
multichannel empirical mode decomposition (EMD), which proves very accurate in
the joint analysis of neurophysiological and peripheral body signals. Our
results indicate the usefulness of such an approach and confirm the possibility
of using affective brain-computer/machine interfaces. Keywords: Brain/human-computer interaction; EEG; Intelligent brain signal processing; EMD application to EEG; Interactive brain-computer interfacing; Affective human/brain-computer interfacing paradigm | |||
| Analysis of shipbuilding fabrication process with enterprise ontology | | BIBAK | Full-Text | 1519-1526 | |
| Ji-Hyun Park; Kyung-Hoon Kim; Jae-Hak J. Bae | |||
| This paper describes the analysis and evaluation of shipbuilding process
based on an enterprise ontology. Shipbuilding process is composed of steel
fabrication, assembly, erection, launching, sea trials, naming, and delivery.
Among them, the fabrication process has been analyzed and evaluated in this
study. An enterprise ontology is a cognitive model containing knowledge unique
to the enterprise, and enables the representation and sharing of the
enterprise's process knowledge. We have built an enterprise ontology, and
represented the shipbuilding process using plug-ins of Protégé.
In addition, we have analyzed the current state of the process and dependency
among the workflow elements using a Prolog inference engine, and evaluated the
shipbuilding process. Keywords: Enterprise ontology; Business process analysis; Shipbuilding fabrication process; Protégé | |||
| Assisted-care robot based on sociological interaction analysis | | BIBAK | Full-Text | 1527-1534 | |
| Wenxing Quan; Hitoshi Niwa; Naoto Ishikawa; Yoshinori Kobayashi; Yoshinori Kuno | |||
| This paper presents our on-going work in developing service robots that
provide assisted-care to the elderly in multi-party settings. In typical
Japanese day-care facilities, multiple caregivers and visitors are co-present
in the same room and any caregiver may provide assistance to any visitor. In
order to effectively work in such settings, a robot should behave in a way that
a person who needs assistance can easily initiate help from the robot. Based on
findings from observations at several day-care facilities, we have developed a
robot system that displays availability to multiple persons and then displays
recipiency to an individual who initiates interaction with the robot. In this
paper we detail this robot system and its experimental evaluation. Keywords: Human-robot interaction; Ethnomethodology; Service robot; Non-verbal communication; Computer vision | |||
| Self-adaptation of learning rate in XCS working in noisy and dynamic environments | | BIBAK | Full-Text | 1535-1544 | |
| Maciej Troc; Olgierd Unold | |||
| An extended classifier system (XCS) is an adaptive rule-based technique that
uses evolutionary search and reinforcement learning to evolve complete,
accurate, and maximally general payoff map of an environment. The payoff map is
represented by a set of condition-action rules called classifiers. Despite this
insight, till now parameter-setting problem associated with LCS/XCS has
important drawbacks. Moreover, the optimal values of some parameters are
strongly influenced by properties of the environment like its complexity,
changeability, and the level of noise. The aim of this paper is to overcome
some of these difficulties by a self-adaptation of a learning rate parameter,
which plays a key role in reinforcement learning, since it is used for updates
of classifier parameters: prediction, prediction error, fitness, and action set
estimation. Self-adaptive control of prediction learning rate is investigated
in the XCS, whereas the fitness and error learning rates remain fixed.
Simultaneous self-adaptation of prediction learning rate and mutation rate also
undergo experiments. Self-adaptive XCS solves one-step problems in noisy and
dynamic environments. Keywords: Machine learning; Adaptation; Self-adaptation; XCS | |||
| Segment-based emotion recognition from continuous Mandarin Chinese speech | | BIBAK | Full-Text | 1545-1552 | |
| Jun-Heng Yeh; Tsang-Long Pao; Ching-Yi Lin; Yao-Wei Tsai; Yu-Te Chen | |||
| Recognition of emotion in speech has recently matured to one of the key
disciplines in speech analysis serving next generation human-machine
interaction and communication. However, compared to automatic speech
recognition, that emotion recognition from an isolated word or a phrase is
inappropriate for conversation. Because a complete emotional expression may
stride across several sentences, and may fetch-up on any word in dialogue. In
this paper, we present a segment-based emotion recognition approach to
continuous Mandarin Chinese speech. In this proposed approach, the unit for
recognition is not a phrase or a sentence but an emotional expression in
dialogue. To that end, the following procedures are presented: First, we
evaluate the performance of several classifiers in short sentence speech
emotion recognition architectures. The results of the experiments show that the
WD-KNN classifier achieves the best accuracy for the 5-class emotion
recognition what among the five classification techniques. We then implemented
a continuous Mandarin Chinese speech emotion recognition system with an emotion
radar chart which is based on WD-KNN; this system can represent the intensity
of each emotion component in speech. This proposed approach shows how emotions
can be recognized by speech signals, and in turn how emotional states can be
visualized. Keywords: Mandarin Chinese; Speech emotion recognition; WD-KNN | |||
| Estimation of word emotions based on part of speech and positional information | | BIBAK | Full-Text | 1553-1564 | |
| Kazuyuki Matsumoto; Fuji Ren | |||
| Recently, studies on emotion recognition technology have been conducted in
the fields of natural language processing, speech signal processing, image data
processing, and brain wave analysis, with the goal of letting the computer
understand ambiguous information such as emotion or sensibility. This paper
statistically studies the features of Japanese and English emotional
expressions based on an emotion annotated parallel corpus and proposes a method
to estimate emotion of the emotional expressions in the sentence. The proposed
method identifies the words or phrases with emotion, which we call emotional
expressions, and estimates the emotion category of the emotional expressions by
focusing on the three kinds of features: part of speech of emotional
expression, position of emotional expression, and part of speech of the
previous/next morpheme of the target emotional expression. Keywords: Emotion recognition; Emotion corpus; Sensibility | |||
| Personal identification based on finger-vein features | | BIBAK | Full-Text | 1565-1570 | |
| Jinfeng Yang; Yihua Shi; Jinli Yang | |||
| Finger-vein recognition refers to a recent biometric technique which
exploits the vein patterns in the human finger to identify individuals. The
advantages of finger vein over traditional biometrics (e.g. face, fingerprint,
and iris) lie in low-risk forgery, noninvasiveness, and noncontact. This paper
here presents a new method of personal identification based on finger-vein
recognition. First, a stable region representing finger-vein network is cropped
from the image plane of an imaging sensor. A bank of Gabor filters is then used
to exploit the finger-vein characteristics at different orientations and
scales. Based on the filtered image, both local and global finger-vein features
are extracted to construct a finger-vein code (FVCode). Finally, finger-vein
recognition is implemented using the cosine similarity measure classifier, and
a fusion scheme in decision level is adopted to improve the reliability of
identification. Experimental results show that the proposed method exhibit an
exciting performance in personal identification. Keywords: Biometrics; Finger vein; Gabor filter | |||
| Shot retrieval based on fuzzy evolutionary aiNet and hybrid features | | BIBAK | Full-Text | 1571-1578 | |
| Xian-Hui Li; Yong-Zhao Zhan; Jia Ke; Hong-Wei Zheng | |||
| As the multimedia data increasing exponentially, how to get the video data
we need efficiently become so important and urgent. In this paper, a novel
method for shot retrieval is proposed, which is based on fuzzy evolutionary
aiNet and hybrid features. To begin with, the fuzzy evolutionary aiNet
algorithm proposed in this paper is utilized to extract key-frames in a video
sequence. Meanwhile, to represent a key-frame, hybrid features of color
feature, texture feature and spatial structure feature are extracted. Then, the
features of key-frames in the same shot are taken as an ensemble and mapped to
high dimension space by non-linear mapping, and the result obeys Gaussian
distribution. Finally, shot similarity is measured by the probabilistic
distance between distributions of the key-frame feature ensembles for two
shots, and similar shots are retrieved effectively by using this method.
Experimental results show the validity of this proposed method. Keywords: Shot retrieval; Fuzzy evolutionary aiNet; Hybrid features; Probabilistic distance; Similarity measure; Key-frame extraction | |||
| A representation method for performance specifications in UML domain | | BIBAK | Full-Text | 1579-1592 | |
| S. Distefano; A. Puliafito; M. Scarpa | |||
| Performance related problems play a key role in the Software Development
Process (SDP). In particular an early integration of performance specifications
in the SDP has been recognized during last years as an effective approach to
speed up the production of high quality and reliable software. In this context
we defined and implemented a technique for automatically evaluating performance
aspects of UML software architectures. To achieve this goal the starting UML
model of the software architecture under exam has been mapped into a
performance domain afterwards analyzed. The performance indices are inserted in
the UML model exploiting the OMG Profile for Schedulability, Performance and
Time Specification standard. However, to really automate the process, it was
mandatory to specify the UML software representation by fixing semantic rules.
The goal of this paper is the formalization of the model representation,
characterizing the syntax and the semantics through which specifying
performance requirements and behaviors into UML models in order to be compliant
with the technique we implemented. Keywords: Software Development Process; UML; Software performance engineering; Semantics; Meta-modeling | |||
| On the relation between cognitive and biological modelling of criminal behaviour | | BIBAK | Full-Text | 1593-1611 | |
| Tibor Bosse; Charlotte Gerritsen; Jan Treur | |||
| This article discusses how a cognitive modelling approach for criminal
behaviour can be related to a biological modelling approach. The discussion is
illustrated by a case study for the behaviour of three types of violent
criminals as known from literature within the area of Criminology. A cognitive
model is discussed that can show each of the behaviours of these types of
criminals, depending on the characteristics set and inputs in terms of stimuli
from the environment. Based on literature in Criminology about motivations and
opportunities and their underlying biological factors, it is shown by a formal
interpretation mapping how the model can be related to a biological grounding.
This formal mapping covers ontology elements for states and dynamic properties
for processes, and thus shows how the cognitive model can be biologically
grounded. Keywords: Biological modelling; Cognitive modelling; Simulation; Logic; Criminal behaviour | |||
| Age and technology innovation in the workplace: Does work context matter? | | BIBAK | Full-Text | 1612-1620 | |
| Tracey E. Rizzuto | |||
| Two workplace trends will become increasingly important in years to come:
reliance on information technology (IT) and workforce aging. This study
explores the influence of workplace context on employee reactions to the
implementation of a new IT initiative to better understand innovation enhancers
and inhibitors. Employees from multiple workplace departments completed a
questionnaire that assessed their reactions to the implementation. Age-based
differences and contextual influences were estimated to predict satisfaction
with the implementation process. Hierarchical linear models indicate that
younger workers reported less satisfaction than older workers -- an effect that
was more pronounced in relatively young departments. These findings challenge
ageist notions and emphasize the role of context on attitudes formation.
Multi-institutional and multilevel field-setting data are rare making this a
unique research contribution. Keywords: Age; Organizational climate; Technology; Implementation | |||
| The lies we tell and what they say about us: Using behavioural characteristics to explain Facebook activity | | BIBAK | Full-Text | 1621-1626 | |
| Jean D. M. Underwood; Lianne Kerlin; Lee Farrington-Flint | |||
| Are there two definable groups of users of social networking sites based on
the individual's interaction style, that is whether the prime goal is to
self-promote (broadcast) or maintain relationships (communicate)? Do such
groups indulge in differing patterns of deceptive behaviour? Measures of
personality, behaviour, and Facebook activity were completed by 113
undergraduate students all of which were active Facebook users. Regression
analyses showed that while broadcasting behaviour was predicted by risk taking,
an out-going personality and an absence of quality interaction; low mild social
deviance predicted communication behaviour. Unexpectedly, cluster analysis
identified three, not two, distinct groups of users: high broadcasters, high
communicators and a high interaction group. Although each group mainly
interacted with known others, their style of the interaction varied.
Communicators' interaction style supported group cohesion often through the use
of 'white lies' or social oil; while the remaining two groups indulged in
deceptive behaviour designed to self-promote or aggrandize the individual. Keywords: Facebook; Social networking; Behavioural characteristics; Interactional style; Personality traits; Impression management; Lying and deception | |||
| Enhancing graph production skills via programmed instruction: An experimental analysis of the effect of guided-practice on data-based graph production | | BIBAK | Full-Text | 1627-1633 | |
| Darrel R. Davis | |||
| A computer-based graphing simulator used tutorial modules to teach 61
undergraduate college students how to create cumulative graphs from sets of
data. One group was required to complete the steps of constructing an
appropriate graph within a computer-provided graphical workspace, while the
other group did not have graphic construction requirements during the tutorial,
but could optionally construct the graph within the workspace. Following the
tutorial instruction, each student was given three blank sheets of graph paper,
a pencil, two sets of data, and the requirement of physically constructing
graphs based on the given data. Students who were required to actively complete
graph construction steps during their tutorial subsequently produced graphs
from the new data that were significantly better than those students who had
the option of practicing in the workspace. Results suggest that the presence of
response contingencies within the graphical workspace increases subsequent
graph construction performance. The efficiencies possible with electronic
instruction are discussed. Keywords: Computer-based instruction; Programmed instruction; Graphing; Simulation | |||
| Revealing only the superficial me: Exploring categorical self-disclosure online | | BIBAK | Full-Text | 1634-1642 | |
| Alison Attrill; Rahul Jalil | |||
| Despite previous research demonstrating that online self-disclosure occurs
in an accelerated manner compared to offline interactions, little is known
about the content of online disclosures. This study highlights a number of
issues that arise when exploring the self-disclosure of different types of
personal information in initial general online communications. Forty-eight
students and 48 non-students completed a purpose-developed attitude towards
online relationship formation questionnaire and Magno's (2009) self-disclosure
for beliefs, relationships, personal matters, interests and intimate feelings
questionnaire. Findings suggest that people are more likely to self-disclose
information online the more positive is their attitude towards forming
relationships online. Moreover, this self-disclosure initially occurs only for
superficial self-information relating to personal matters and interests,
implying that it is the quantity of online exchanges that is enhanced rather
than the quality thereof. These findings raise a number of issues relating to
type of self-information disclosed online, as well as intent, Internet arena,
social identity, privacy, trust, and general methodological issues that would
benefit from further experimental exploration. Implications of the findings for
future research to explore categorical self-disclosure online within an
existing theoretical framework of self-categorisation and self-identity theory
as well as the self-memory-system model of autobiographical memory are
discussed. Keywords: Self-disclosure online; Categorical self-memory online; Internet interactions; Relationships online | |||
| Designing motivational agents: The role of praise, social comparison, and embodiment in computer feedback | | BIBAK | Full-Text | 1643-1650 | |
| Jonathan Mumm; Bilge Mutlu | |||
| The present study draws on theories of attribution, social comparison, and
social facilitation to investigate how computers might use principles of
motivation and persuasion to provide user feedback. In an online experiment,
192 participants performed a speed-reading task. The independent variables
included whether or not the verbal feedback from the computer involved praise,
whether the objective feedback showed that the participants were performing
better or worse from their peers, and whether or not the feedback was presented
by an on-screen agent. The main dependent variables included a subjective
measure of participants' intrinsic motivation and an objective measure of their
task persistence. Results showed that providing participants with praise or
comparative information on others' performance improved intrinsic motivation.
When praised, participants whose performances were comparatively low persisted
in the task longer than those whose performances were comparatively high did.
Additionally, the mere presence of an embodied agent on the screen increased
participants' motivation. Together, these results indicate that praise and
social comparison can serve as effective forms of motivational feedback and
that humanlike embodiment further improves user motivation. Keywords: Computer agents; Feedback; Motivation; Praise; Social comparison; Embodiment | |||
| The effect of video feedback delay on frustration and emotion communication accuracy | | BIBAK | Full-Text | 1651-1657 | |
| Stacie Renfro Powers; Christian Rauh; Robert A. Henning; Ross W. Buck; Tessa V. West | |||
| Previous research has demonstrated that for unacquainted dyads and groups
interacting over video, feedback delay can interfere with the
impression-formation process and increase cognitive load, in turn leading to
incorrect interpersonal judgments. In this study, 35 dyads participated in two
10-min conversation periods over video monitors. In one period there was a 1-s
delay in the audio/video signal and in the other there was no delay. In period
1 the presence of feedback delay was associated with decreased frustration and
increased ability to accurately judge a partner's emotions. In period 2,
however, feedback delay was associated with increased frustration and had no
effect on emotion communication accuracy, which was decreased in both
conditions by inaccurate assumed similarity. Results supported and expanded the
relation-alignment perspective, which states that individuals will consciously
attempt to manage their impressions over technological channels, but that they
can also be unconsciously influenced by technological distortion. Keywords: Video communication; Emotion; Dyadic analysis; Feedback delay; Assumed similarity | |||
| Who uses Facebook? An investigation into the relationship between the Big Five, shyness, narcissism, loneliness, and Facebook usage | | BIBAK | Full-Text | 1658-1664 | |
| Tracii Ryan; Sophia Xenos | |||
| The unprecedented popularity of the social networking site Facebook raises a
number of important questions regarding the impact it has on sociality.
However, as Facebook is a very recent social phenomenon, there is a distinct
lack of psychological theory relating to its use. While research has begun to
identify the types of people who use Facebook, this line of investigation has
been limited to student populations. The current study aimed to investigate how
personality influences usage or non-usage of Facebook. The sample consisted of
1324 self-selected Australian Internet users (1158 Facebook users and 166
Facebook nonusers), between the ages of 18 and 44. Participants were required
to complete an online questionnaire package comprising the Big Five Inventory
(BFI), the Narcissistic Personality Inventory -- 29-item version (NPI-29), the
Revised Cheek and Buss Shyness Scale (RCBS), and the Social and Emotional
Loneliness Scale for Adults -- Short version (SELSA-S). Facebook users also
completed a Facebook usage questionnaire. The results showed that Facebook
users tend to be more extraverted and narcissistic, but less conscientious and
socially lonely, than nonusers. Furthermore, frequency of Facebook use and
preferences for specific features were also shown to vary as a result of
certain characteristics, such as neuroticism, loneliness, shyness and
narcissism. It is hoped that research in this area continues, and leads to the
development of theory regarding the implications and gratifications of Facebook
use. Keywords: Facebook; Big Five; Personality; Narcissism; Shyness; Loneliness | |||
| Effects of spatial ability and richness of motion cue on learning in mechanically complex domain | | BIBAK | Full-Text | 1665-1674 | |
| Doo Young Lee; Dong-Hee Shin | |||
| This study seeks to examine the impact of individual differences in the
spatial ability of learners to integrate verbal information and three modes of
visual representations. Several hypotheses were tested, including that (1)
individual difference in spatial ability should influence the learning of
theoretical knowledge when the instructional materials present a static visual
representation at the lowest motion cue richness, and (2) both animations and
the static visual representation containing motion cues should be more
effective than static visual representation, especially for learners with low
spatial ability. In the experiment, 60 learners were classified as having
either low or high spatial ability on the basis of their performance on the Kit
of Factor Referenced Cognitive Tests. The learners got knowledge from written
explanations describing a four-stroke engine mechanism in a computer-based
format. Also, written explanations were reinforced by corresponding visual
representations with three levels of motion cue richness (static images, static
images with motion cues or animations). Understanding was measured by a
problem-solving transfer test. The results indicate that (1) presenting written
explanations with corresponding animations did not improve performance of the
learners with high spatial ability, (2) for the learners with low spatial
ability, learning was enhanced by the use of animations, (3) merely adding
motion cues to the static visual representation did not improve learning of the
learners with low spatial ability, and (4) use of animations did not help
learners with low spatial ability more than those with high spatial ability. Keywords: Spatial ability; Motion cue richness; Visualization; Animation; Visual representation; Computer-based instruction | |||
| Exposure to violent computer games and Chinese adolescents' physical aggression: The role of beliefs about aggression, hostile expectations, and empathy | | BIBAK | Full-Text | 1675-1687 | |
| Shuangju Zhen; Hongling Xie; Wei Zhang; Shujun Wang; Dongping Li | |||
| Previous research shows that playing violent computer games (VCG) influences
physical aggression. However, the mediation processes of this influence and
potential gender and age differences have not been well investigated. The
present study (a) tested, in an integrated model, how three factors (i.e.,
beliefs about aggression, hostile expectations, and empathy) simultaneously
mediated the relationship between playing VCG and physical aggression, and (b)
determined if the mediation process varied across gender and age groups. A
total of 795 (44% females) Chinese adolescents from three grade levels (Grade
5, 8 and 11) completed measures of exposure to VCG, physical aggression,
beliefs about aggression, hostile expectations, and empathy. Results indicated
that paths involving each of the three mediators as the sole mediator were
significant in the whole sample. Beliefs about aggression (e.g., "it's O.K. to
hit someone") were the most robust mediator across gender and age groups.
Empathy was a more important mediator in females than in males in Grade 5 and
Grade 8. The direct and/or indirect associations (e.g., VCG → beliefs
about aggression → physical aggression) between playing VCG and physical
aggression were stronger among younger adolescents than among older
adolescents. The implications of these findings are discussed. Keywords: Violent computer games; Physical aggression; Beliefs about aggression; Hostile expectations; Empathy | |||
| Empirical investigation of customers' channel extension behavior: Perceptions shift toward the online channel | | BIBAK | Full-Text | 1688-1696 | |
| Shuiqing Yang; Yaobin Lu; Ling Zhao; Sumeet Gupta | |||
| An increasing number of traditional (offline) firms are opening up their
online sales channels. However, a number of them are finding it difficult to
increase the utilization of their online channels from their existing
customers. The purpose of the current study is to identify factors that
influence customers channel extension from the offline to online channel and to
understand how these factors influence customers' behavior towards online
channel extension. Drawing on the theory of entitativity formulated by
Campbell, we propose a research model of customers channel extension by
focusing on the shift of perception from offline to the online channel. The
data for the study is collected from a large bank in China. The structural
equation modeling analysis results indicate that perceived offline service
quality influences perceived online service quality both directly as well as
indirectly through perceived entitativity. Perceived online service quality, in
turn influences customers' behavior towards the online channel extension. The
results also demonstrate that self-efficacy for change directly influences
behavior towards the online channel extension, and it also has an important
moderating influence on relationship between perceived offline service quality
and perceived online service quality. Theoretical and practical implications of
the findings are discussed. Keywords: Customer channel extension; Behavioral intention; Perceived service quality; Self-efficacy; Online channel | |||
| "Sexting" and adult romantic attachment | | BIBAK | Full-Text | 1697-1701 | |
| Robert S. Weisskirch; Raquel Delevi | |||
| "Sexting" refers to sending and receiving sexually suggestive images,
videos, or texts on cell phones. As a means for maintaining or initiating a
relationship, sexting behavior and attitudes may be understood through adult
attachment theory. One hundred and twenty-eight participants (M = 22 and F =
106), aged 18-30 years, completed an online questionnaire about their adult
attachment styles and sexting behavior and attitudes. Attachment anxiety
predicted sending texts that solicit sexual activity for those individuals in
relationships. Attachment anxiety also predicted positive attitudes towards
sexting such as accepting it as normal, that it will enhance the relationship,
and that partners will expect sexting. Sexting may be a novel form for
expressing attachment anxiety. Keywords: Sexting; Adult attachment; Romantic relationships; Couples; Computer-mediated communication | |||
| Internet and mobile phone text-messaging dependency: Factor structure and correlation with dysphoric mood among Japanese adults | | BIBAK | Full-Text | 1702-1709 | |
| Xi Lu; Junko Watanabe; Qingbo Liu; Masayo Uji; Masahiro Shono; Toshinori Kitamura | |||
| Unhealthy use of the Internet and mobile phones is a health issue in Japan.
We solicited participation in this questionnaire-based study from the employees
of a city office in Kumamoto. A total of 92 men and 54 women filled in the
Internet Addiction Questionnaire (IAQ), the Self-perception of Text-message
Dependency Scale (STDS), and the Hospital Anxiety and Depression Scale (HADS).
The prevalence of "light Internet addiction" and "severe Internet addiction"
were 33.7% and 6.1% for men whereas they were 24.6% and 1.8% for women. The
prevalence of "light mobile phone text-message addiction" was 3.1% for men and
5.4% for women. There were no cases of "sever text-message addiction". We found
a two-factor structure for the IAQ and a three-factor structure for the STDS.
We also performed an EFA of the IAQ and STDS subscales, and this revealed a
two-factor structure -- Internet Dependency and Text-message Dependency. An
STDS subscale, Relationship Maintenance, showed a moderate factor loading of
the factor that reflected unhealthy Internet use. In a path analysis,
Depression was associated with both Internet Dependency and Text-message
Dependency whereas Anxiety was associated negatively with Text-message
Dependency. These results suggest applicability of the IAQ and STDS and that
Internet and Text-message Dependences are factorially distinct. Keywords: Internet addiction; Text-messaging dependency; Depression; Anxiety | |||
| The effect of the nonhuman external regulator's answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children's behavioral regulation during learning tasks | | BIBAK | Full-Text | 1710-1723 | |
| Adel M. Agina; Piet A. M. Kommers; Michael M. Steehouder | |||
| The present study was conducted to shed a new light on the nonhuman's
external regulation effect on children's behavioral regulation through
investigating the effect of the computer's task feedback answer-until-correct
(AUC) versus knowledge-of-result (KR) with 40 preschool children (boys/girls)
divided into AUC-Condition versus KR-Condition. The Aginian's methodology
(Agina, Kommers, & Steehouder, 2010) with the latest updates (Agina,
Kommers, & Steehouder, 2011) was used, which involves an isolated,
computer-based learning system with three different computer's agents for
measuring self-regulation as a function of the task level selection,
self-regulation as a function of task precision, and special agent for
evaluating children's satisfaction. It was hypothesized that AUC-Condition will
outperform KR-Condition in verbalization intensity, manifested self-regulation,
and the degree of satisfaction. Despite the results were not confirmed the
hypothesis, the results generated by the game were consistent with the
statistical results in which this consistency increases, to a great extent, the
reliability of the Aginian's measurements. However, both results were not
confirmed Vygotsky's view or Piaget's view of self-regulation development as
both concluded that thinking aloud and self-regulation have a reverse
relationship and, therefore, thinking aloud, per se, can be used to explore the
problems the children may not agree to talk about. Keywords: Children's behavioral regulation (CBR); Self-regulation learning (SRL); Thinking aloud (TA); Zone of proximal development (ZPD); Zone of children's motivation (ZCM); Aginian's methodology | |||
| The effect of nonhuman's external regulation on detecting the natural development process of young children's self-regulation during learning tasks | | BIBAK | Full-Text | 1724-1739 | |
| Adel M. Agina; Piet A. M. Kommers; Michael M. Steehouder | |||
| The present study explored the effect of nonhuman's external regulation on
children's natural development of self-regulation and the effect of each
natural developed class on children's spontaneous thinking aloud and
satisfaction. The Aginian's methodology (Agina et al., 2011a) that relied on
special computer agents for the external regulation, measuring self-regulation
and children's satisfaction, and producing the final results in points was used
with 40 preschool children, which were divided into classes based on their
natural development of self-regulation during learning tasks. The results
showed that children who followed Piagetian's view were outperforming children
who followed Vygotskyian's view and Aginian's view, which is a new
psychological view generated by computer indicates that the child either
followed unknown class of self-regulation's natural development or the child
holds an ambiguous psychological problem. The results also showed that the
relationship between children's spontaneous thinking aloud and children's
self-regulation is a reverse. The supplemental analysis showed that computer,
as a nonhuman external regulator, can identify those children who hold
psychological problems and can integrate the net signed of self-regulation of
each child at each task through embedding the mathematics integration where the
computer becomes fully conscious with all the occurrences of children's
behavioral regulation. Keywords: Self-regulation learning (SRL); Thinking aloud (TA); Zone of proximal development (ZPD); Zone of children's motivation (ZCM); Zone of children's regulation (ZCR); Aginian's methodology | |||
| Inter-relationships among dominance, energetic and tense arousal, and pleasure, and differences in their impacts under online vs. offline environment | | BIBAK | Full-Text | 1740-1750 | |
| Dong-Mo Koo; Ji-Hoon Lee | |||
| Only a few studies have investigated dominance and observed mixed results.
The impact of arousal on pleasure and behavior has also produced inconsistent
or no meaningful results. In addition, emotional responses such as dominance,
arousal, and pleasure have been assumed to be independent, which have resulted
in a void in the relationships research among these constructs. Based on this
research tradition, the present study proposed an inter-relationship among
dominance, energetic and tense arousal, pleasure, and their impact on
intention. A two-dimensional concept of energetic arousal and tense arousal has
never been adopted and studied in previous retail research. Dominance,
energetic arousal, and tense arousal are introduced to explain inconsistent
relationships found in previous retail consumer studies. Results from a survey
of 406 consumers (217 from offline store customers and 189 online store users)
using PLS demonstrated that that (1) while dominance has a significant positive
and/or negative effect on both energetic and tense arousal, it has no impact on
pleasure and intention under both offline and online environment; (2) the
effect of dominance on tense arousal is not statistically significant in an
online shopping environment; (3) both energetic and tense arousal has a
positive and/or negative impact on pleasure; (4) energetic arousal affects
intention directly and indirectly mediated by pleasure, whereas tense arousal
has an indirect effect on intention; and (5) the results found in testing
differences in path coefficients under the two different shopping environment
suggested that (1) the impact of dominance on energetic arousal is stronger
under offline shopping context; (2) the effect of dominance on tense arousal is
stronger in online environment; (3) the effect of energetic arousal on pleasure
is stronger in offline shopping context; and (4) the impact of tense arousal on
pleasure is stronger under offline shopping environment. Theoretical and
practical implications are discussed in conclusion. Keywords: Dominance; Energetic arousal; Tense arousal; Pleasure; Reactance; Cognitive appraisal | |||
| Personal Internet use at work: Understanding cyberslacking | | BIBAK | Full-Text | 1751-1759 | |
| Jessica Vitak; Julia Crouse; Robert LaRose | |||
| Cyberslacking, typically defined as the use of Internet and mobile
technology during work hours for personal purposes, is a growing concern for
organizations due to the potential in lost revenue; however, the majority of
academic research in this area has focused on a limited number of cyberslacking
behaviors and/or employed small, non-representative samples. In order to
address these limitations, the present study employs a nationally
representative sample of American workers and tests the relationship between
nine cyberslacking behaviors and a variety of demographic and work-specific
predictors. Three measures of cyberslacking are employed to provide a richer
analysis of the phenomenon: individual behaviors, frequency of cyberslacking,
and variety of cyberslacking. Results indicate that being younger, male, and a
racial minority positively predict cyberslacking variety and frequency, as do
routinized Internet use at work and higher perceived Internet utility. Results
are discussed as to how the present study expands on previous research, and
directions for future research are indicated. Keywords: Cyberslacking; Non-work-related computing; Internet use; Organizations; Communication technology; Productivity | |||
| Examining knowledge contribution from the perspective of an online identity in blogging communities | | BIBAK | Full-Text | 1760-1770 | |
| Hee-Woong Kim; Jun Raymond Zheng; Sumeet Gupta | |||
| Knowledge contribution is one of the essential factors behind the success of
blogging communities (BCs). This research studies knowledge contribution
behavior in a BC from the perspective of knowledge contributors and their
characteristics using the lens of social identity theory. Social identity
theory asserts that individuals are fundamentally motivated to present or
communicate their identities in everyday social life through behavior. A
similar line of reasoning can be used to argue that members of a BC would also
be motivated to communicate their online identities through their behavior,
that is, through knowledge contribution in the BC. Specifically, this study
conceptualized the online identity and examined the effects of its personal
(online kindness, online social skills, and online creativity) and social
aspects (BC involvement) on knowledge contribution. The data was collected
using an online survey from the members of Cyworld, a popular BC in South Korea
and a few other countries (members from South Korea were included in this
study). The results indicate that both the personal and social aspects of
online identity and their interactions significantly influenced knowledge
contribution. Based on the findings, this study offers suggestions to
organizers of BCs to enhance the knowledge contribution from their members. Keywords: Knowledge contribution; Virtual community; Online identity; Social identity theory | |||
| Flashlight -- Recording information acquisition online | | BIBAK | Full-Text | 1771-1782 | |
| Michael Schulte-Mecklenbeck; Ryan O. Murphy; Florian Hutzler | |||
| A flashlight enables a person to see part of the world in the dark. As a
person directs a flashlight beam to certain places in the environment, it
serves as a manifestation of their attention, interest and focus. In this paper
we introduce Flashlight, an open-source (free) web-based software package that
can be used to collect continuous and non-obtrusive measures of users'
information acquisition behavior. Flashlight offers a cost effective and rapid
way to collect data on how long and how often a participant reviews information
in different areas of visual stimuli. It provides the functionality of other
open source process tracing tools, like MouselabWeb, and adds the capability to
present any static visual stimulus. We report the results from three different
types of stimuli presented with both the Flashlight tool and a traditional
eye-tracker. We found no differences measuring simple outcome data (e.g.,
choices in gambles or performance on algebraic tasks) between the two methods.
However, due to the nature of the more complicated information acquisition,
task completion takes longer with Flashlight than with an eye-tracking system.
Other differences and commonalities between the two recording methods are
reported and discussed. Additionally we provide detailed instructions on the
installation and setup of Flashlight, the construction of stimuli, and the
analysis of collected data. Keywords: Process tracing; Information acquisition; Online research; Decision making; Open source | |||
| Improving the scaffolds of a mobile-assisted Chinese character forming game via a design-based research cycle | | BIBAK | Full-Text | 1783-1793 | |
| Lung-Hsiang Wong; Ivica Boticki; Jizhen Sun; Chee-Kit Looi | |||
| This paper reports on one cycle of a design-based research (DBR) study in
which mCSCL was explored through an iterative process of (re)designing and
testing the collaboration and learning approach with students. A unique
characteristic of our mCSCL approach is the student-led emergent formation of
groups. The mCSCL application assigns each student a component of a Chinese
character and requires them to form groups that can assemble a Chinese
character using the components held by the group members. The enactment of the
learning design in two modes (with and without the digital technology) was
observed, and the actual process of students being scaffolded technologically
or socially to accomplish their task was analyzed. Students were found to favor
the card mode over the phone mode due to the emergent game strategy (social
scaffold) of "trial and error" that they found it comfortable in applying. That
triggered us to examine the scaffolding strategies by conducting another round
of literature review. We explored domain-oriented theories (i.e. in Chinese
character learning) to inform and guide them in deciding how they should
further accommodate or rectify the students' use of the strategy. This cycle of
DBR in Chinese-PP project has effectively reshaped the overall learning model
design. This paper brings to the fore the value of the interplay and iterations
of theories, implementations and reflections, in no fixed order, as advocated
by DBR. Keywords: Mobile Computer-supported Collaborative Learning (mCSCL); Chinese language learning; Design-based research (DBR); User interface design | |||
| Computer-mediated communication and risk-taking behaviour | | BIBAK | Full-Text | 1794-1799 | |
| Lynette Y. Q. Goh; James G. Phillips; Alex Blaszczynski | |||
| In an unregulated environment Internet use is not without risk, and video
has been proposed to influence riskiness and trust behaviour. This experiment
explored the differences in willingness to take risks on events portrayed over
the Internet via a videolink, relative to events occurring in close proximity
(collocated). Thirty-four participants played a roulette game on a computer,
wagering points upon the outcomes of spins of a real roulette wheel. The
amounts, types of bets and the time to place them were analysed. It was found
that confidence (points wagered) did not change, but people went for lower risk
(when more was at stake), or thought more about the risks they took (when more
was at stake) over a videolink. People accepted greater risk on outcomes
occurring in close proximity, than those events portrayed over a videolink.
Variations in perceived risk in response to online versus offline events
probably reflect differences in the potential to influence outcomes. Keywords: Videoconference; Risk; Gambling; Internet; Collaboration | |||
| Parenting style and parental monitoring with information communication technology: A study on Japanese junior high school students and their parents | | BIBAK | Full-Text | 1800-1805 | |
| Michiko Nakayama | |||
| Data were collected from 286 pairs of Japanese junior high school students
and their parents to explore the association between parenting style and the
intention to use monitoring systems incorporating advanced information
technology such as GPS devices and IC cards. Results indicated that a majority
of the participants had not experienced advanced monitoring systems, but more
than half of the parents had some degree of intention to use them. The
relationship between the intention to use monitoring systems and two types of
parenting styles (i.e., responsiveness and control) reported by both parents
and children was investigated. Categorical regression analyses revealed that
parenting style was a predictor of the intention to use monitoring systems,
with parent-reported control being the most significant predictor of parents'
intention to use. Child-reported responsiveness also had a significant positive
effect on child's intention to use, whereas child-reported control did not have
such an effect. It became clear that parenting style was differently affected
the intention to use advanced monitoring systems between parents and children;
the significant predictor of parents' intention to use is their tendency of
control and that of children's to use is their perceived responsiveness. Keywords: Monitoring system; GPS; IC card; Parenting style; Parental monitoring | |||
| The effect of informal social support: Face-to-face versus computer-mediated communication | | BIBAK | Full-Text | 1806-1814 | |
| Joshua Lewandowski; Benjamin D. Rosenberg; M. Jordan Parks; Jason T. Siegel | |||
| Survey data were collected on a military sample to test two main hypotheses
about the impact of face-to-face and computer-mediated social support following
disruptive life events. We tested two main hypotheses: first, as previous
research indicates, the impact of a disruptive life event is partially
dependent upon the amount of social support one receives during the time of the
event (H1). Second, the type of communication used will further impact the
effectiveness of social support in comforting individuals following a negative
life event. Results support both hypotheses, indicating that the buffering role
of social support following a disruptive life event is not only dependent upon
the amount of social support one receives, but is further affected by the type
of communication that participants used to receive support. These findings
provide support for the buffering hypothesis' utility in the realm of
computer-mediated communication, as well as the application of the
cues-filtered-out approach in the mediated social support domain. Keywords: Buffering hypothesis; Computer-mediated communication; Cues-filtered-out; Military; Social support | |||
| The role of trait emotional intelligence in gamers' preferences for play and frequency of gaming | | BIBAK | Full-Text | 1815-1819 | |
| Christothea Herodotou; Maria Kambouri; Niall Winters | |||
| This paper examines the role of trait emotional intelligence (trait EI) in
gamers' preferences for play and frequency of gaming in a sample of 1051 young
adult US/European gamers, who play frequently the online massively multiplayer
game, World of Warcraft (WoW). Trait EI was shown to predict social and
achievement preferences for play as well as frequency of gaming. In particular,
trait EI was positively correlated to a preference for social practices per se
and negatively correlated to a preference for achievement-oriented,
instrumental practices. These findings advocate that gamers' preferences for
play are in accordance with their emotion-related personality characteristics.
Trait EI was also negatively associated with frequency of gaming suggesting
that lower scorers on trait EI are more likely associated with more frequent
game use. Keywords: Trait EI; Preferences for play; Frequency of gaming; Online gaming | |||
| Internet use and online social support among same sex attracted individuals of different ages | | BIBAK | Full-Text | 1820-1827 | |
| L. Baams; K. J. Jonas; S. Utz; H. M. W. Bos; L. van der Vuurst | |||
| The current research addressed age differences in internet use among Same
Sex Attracted (SSA) individuals. In general, online communities are found to be
a source of social support, especially for minority group members. However, it
is unclear whether younger and older SSA people differ in their use of these
communities. The present research examined age differences in use of online
communities, hypothesizing that young SSA people primarily use these for social
interaction and support, whereas older SSA people use online communities to
seek sexual contacts. Study 1 examined age differences in motives to start
using these websites. Study 2 examined age differences in use of online
profiles and online social support. Results of both studies confirmed our
hypotheses. Younger compared to older SSA people are found to receive more
online social support, whereas older SSA use the internet more for sexual
purposes. Our findings provide first time evidence of the relation between
sexual orientation, age and internet use. Keywords: Online communities; Online profiles; Social support; Age differences; Sexual minorities; Coming out | |||
| A picture is worth a thousand words: A content analysis of Facebook profile photographs | | BIBAK | Full-Text | 1828-1833 | |
| Noelle J. Hum; Perrin E. Chamberlin; Brittany L. Hambright; Anne C. Portwood; Amanda C. Schat; Jennifer L. Bevan | |||
| This research examines identity construction and gender roles in social
networking sites by studying and comparing the profile photographs of male and
female Facebook users. Specifically, the number of photos in the profile album
and the content of the main profile picture are studied by coding specific
pictures, and determining if the content and amount of profile pictures differ
significantly by gender. Participants include male and female Facebook users
between the ages of 18 and 23 who are currently enrolled in a college or
university. Profile pictures tended to be inactive, posed, appropriate, and
only including the subject. The content and amount of Facebook profile
photographs also did not significantly vary by gender. Implications of these
findings, as well as suggestions for future research, are discussed. Keywords: Facebook; Profile photographs; Online identity construction; Gender | |||
| Preventing human error: The impact of data entry methods on data accuracy and statistical results | | BIBAK | Full-Text | 1834-1839 | |
| Kimberly A. Barchard; Larry A. Pace | |||
| Human data entry can result in errors that ruin statistical results and
conclusions. A single data entry error can make a moderate correlation turn to
zero and a significant t-test non-significant. Therefore, researchers should
design and use human computer interactions that minimize data entry errors. In
this paper, 195 undergraduates were randomly assigned to three data entry
methods: double entry, visual checking, and single entry. After training in
their assigned method, participants entered 30 data sheets, each containing six
types of data. Visual checking resulted in 2958% more errors than double entry,
and was not significantly better than single entry. These data entry errors
sometimes had terrible effects on coefficient alphas, correlations, and
t-tests. For example, 66% of the visual checking participants produced
incorrect values for coefficient alpha, which was sometimes wrong by more than
.40. Moreover, these data entry errors would be hard to detect: Only 0.06% of
the errors were blank or outside of the allowable range for the variables.
Thus, researchers cannot rely upon histograms and frequency tables to detect
data entry errors. Single entry and visual checking should be replaced with
more effective data entry methods, such as double entry. Keywords: Data entry; Double entry; Visual checking; Outliers; Data cleaning | |||
| Understanding social networking sites adoption in China: A comparison of pre-adoption and post-adoption | | BIBAK | Full-Text | 1840-1848 | |
| Ya Ping Chang; Dong Hong Zhu | |||
| Prior experience is an important determinant factor of individual behavior.
This paper developed a theoretical model to predict the adoption intention of
pre-adopters and post-adopters on social networking sites based on the theory
of planned behavior. Using data from online surveys of netizens in China, the
proposed model was tested in the context of pre-adoption and post-adoption by
using the Partial Least Squares (PLS) technique. Then, multi-groups analysis
was explored to compare the difference between the two groups. The results show
that attitude, subjective norm and perceived behavior control have significant
effect on the adoption intention of pre-adopters and post-adopters, and there
is no significant difference between the two groups. In addition, information,
meeting new people, and conformity motivations have the same significant effect
on both groups. However, entertainment motivation has a significant effect on
pre-adopters but connecting with old friends has none; in contrast, connecting
with old friends has significant effect on post-adopters while entertainment
motivation has no significant effect. Keywords: Social networking sites; Pre-adoption; Post-adoption; Theory of planned behavior | |||
| Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale | | BIBAK | Full-Text | 1849-1856 | |
| Robin Kay | |||
| Web-based learning tools (WBLTs), also known as learning objects, are
online, interactive tools that support the learning of specific concepts by
enhancing, amplifying, and/or guiding the cognitive processes of learners.
Research examining the effectiveness of WBLTs is somewhat limited because
sound, reliable, valid evaluation metrics are sparse, particularly in the K-12
environment. The purpose of the following study was to re-examine the Learning
Object Evaluation Scale for students (LOES-S), originally developed by Kay and
Knaack (2009), to assess three key constructs: learning, design, and
engagement. Over 800 middle and secondary schools students participated in high
quality, pre-designed lessons intended to accentuate the use of WBLTs. Data
collected from the new WBLT Evaluation Scale demonstrated good internal
reliability, construct validity, convergent validity and predictive validity. Keywords: Evaluate; Learning; Design; Scale; Web-based learning tools; Learning object | |||
| Internet use, happiness, social support and introversion: A more fine grained analysis of person variables and internet activity | | BIBAK | Full-Text | 1857-1861 | |
| M. E. Mitchell; J. R. Lebow; R. Uribe; H. Grathouse; W. Shoger | |||
| The Internet is no longer an advanced technology accessible to a select few.
It has become a ubiquitous tool for users ranging from professional programmers
to casual surfers and young children. The exponential increase in time online
has prompted curiosity and speculation about the interaction between this
technology and individual person variables. While general survey data exist
regarding broad patterns of Internet use, less is known about the relationship
between specific usage and individual personality dimensions, mood variables,
or social activity. This study sought to clarify several of these
relationships. One hundred eighty-five undergraduate student volunteers
completed two detailed measures of Internet use across various domains (for
example: work/school, tasks/services, entertainment), as well as measures of
happiness, perceived social support, and introversion. Specific types of
Internet use, including gaming and entertainment usage, were found to predict
perceived social support, introversion and happiness. Use of the Internet for
mischief-related activities (for example: downloading without payment, fraud,
snooping) was associated with lower levels of happiness and social support.
These findings support the utility of and need for specific rather than general
Internet research. Directions for future research clarifying the role of the
Internet in quality of life and interpersonal relations are suggested. Keywords: Internet use; Personality; Happiness; Introversion; Social support | |||
| Rate My Expectations: How online evaluations of professors impact students' perceived control | | BIBAK | Full-Text | 1862-1867 | |
| Neneh Kowai-Bell; Rosanna E. Guadagno; Tannah Little; Najean Preiss; Rachel Hensley | |||
| Ratemyprofessors.com (RMP) is a website on which students can post their
ratings of professors. The site is widely used; however, little research has
examined the effect RMP content has on expectations and approach to the
reviewed class. Two studies examined the hypothesis that Ratemyprofessors.com
can have an impact on students' impressions of professors and directly affect
student perceptions of control over the course outcome and their attitudes
toward taking the course. In Study 1, participants recalled an experience
visiting Ratemyprofessors.com and taking a class from the professor reviewed.
Most participants reported a positive impression, an increase in perceived
control, and a subsequent positive classroom experience that exceeded
expectations. In Study 2, participants read and evaluated either a set of
negative or positive comments about a given professor. Results indicated that
positive comments had a more positive effect on perceived control, grade
expectancy, and attitude toward the class, than did the negative comments.
Thus, these results suggest that content on RMP can impact student expectations
and approach to a potential class. Keywords: Ratemyprofessors.com; Internet; Expectations; Student evaluations of teaching; Perceived control | |||
| E-Learning technologies: A key to Dynamic Capabilities | | BIBAK | Full-Text | 1868-1874 | |
| Reychav Iris; Anand Vikas | |||
| The field of Dynamic Capabilities has evolved very rapidly in recent years.
Enhancing Dynamic Capabilities is considered to be a major tool to achieving a
sustained competitive advantage. However, Dynamic Capabilities are inherently
complex and there is a great deal of research on their various contributing
factors. On a parallel research track, much has been written on the
significance and long-lasting contribution of Knowledge Management and Learning
on competitive advantage. Today's learning in organizations is increasingly
centred around Electronic-Learning (E-Learning). This paper suggests that there
is a solid link between technological tools (E-Learning), management processes
(Knowledge Management) and organizational outcome (Dynamic Capabilities), and
discusses the impact of E-Learning technologies on for-profit organizations as
a means of enhancing Dynamic Capabilities through Knowledge Sharing, both
within and across the organization's boundaries. Managers and knowledge experts
in three leading companies were surveyed. The findings show that firms can
acquire significant Dynamic Capabilities by using E-Learning technologies to
promote Knowledge Sharing. It is further concluded that using E-Learning for
developing channels of Knowledge Sharing across the organization helps to
ensure excellence and competitiveness by increasing much sought-after Dynamic
Capabilities. Keywords: E-Learning; Knowledge Sharing; Dynamic Capabilities | |||
| Reliability and validity of self-reported burnout in college students: A cross randomized comparison of paper-and-pencil vs. online administration | | BIBAK | Full-Text | 1875-1883 | |
| Juliana Alvares Duarte Bonini Campos; Miriane Lucindo Zucoloto; Fernanda Salloume Sampaio Bonafé; Paula Cristina Jordani; João Maroco | |||
| Internet data collection is becoming increasingly popular in all research
fields dealing with human perceptions, behaviors and opinions. Advantages of
internet data collection, when compared to the traditional paper-and-pencil
format, include reduced costs, automatic database creation, and the absence of
researcher-related bias effects, such as availability and complete anonymity.
However, the validity and reliability of internet gathered data must be
established, in comparison to the usual paper-and-pencil accepted formats,
before an inferential analysis can be done. In this study, we compared
questionnaire data gathered from the internet with that from the traditional
paper-and-pencil in a sample of college students. The questionnaires used were
the Maslach Burnout Inventory -- Student Survey (MBI-SS), the Oldenburg Burnout
Inventory (OBI-SS) and the Copenhagen Burnout Inventory (CBI-SS). Data was
gathered through a within-subject cross randomized and counterbalanced design,
on both internet and paper-and-pencil formats. The results showed no
interference in the application order, and a good reliability for both formats.
However, concordance between answers was generally higher in the
paper-and-pencil format than on the internet. The factorial structure was
invariant in the three burnout inventories. Data gathered in this study
supports the Internet as a convenient, user-friendly, comfortable and secure
data gathering method which does not affect the accepted factorial structures
existent in the paper format of the three burnout inventories used. Keywords: Internet questionnaires; Paper-and-pencil questionnaires; Reliability; Validity; Student Burnout | |||
| Core capabilities for practitioners in achieving e-business innovation | | BIBAK | Full-Text | 1884-1891 | |
| Li-Min Lin; Tzyh-Lih Hsia | |||
| The rapid advance of information technology and its penetration into the
core elements of the business model and organizational structures is enabling
profound and significant organizational changes. In such a dynamic environment,
firms must be able to continually evolve their capabilities to facilitate
electronic business (e-business) innovation. Yet, current research pays little
attention to the core capabilities that contribute to e-business innovation in
general. This research seeks to identify the core capabilities that are
necessary for achieving e-business innovation. We propose a tri-core model of
e-business innovation adopted from Swanson (1994), which knits together three
cores: business technology, the business model and the value network. We use
this model initially to specify the functional areas of the capabilities. Based
on data collected through an intensive literature review and an exploratory
Delphi study, thirteen essential capabilities were considered as the keys to
e-business innovation exploitation and exploration. Firms can facilitate their
e-business solutions over time through the successful development of these
capabilities. These findings provide great insights for practitioners and
scholars alike to better understand the core capabilities for achieving
e-business innovation. It can also help practitioners form a template of the
requisite in-house management for identifying knowledge gaps and developing
action plans. Keywords: E-business; E-business innovation; IS innovation; Dynamic capabilities | |||
| 'Migrating to a new virtual world': Exploring MMORPG switching through human migration theory | | BIBAK | Full-Text | 1892-1903 | |
| Avus C. Y. Hou; Ching-Chin Chern; Houn-Gee Chen; Yu-Chen Chen | |||
| Online gaming has become a popular leisure-time activity. In this study, we
enlisted and adapted the Push-Pull-Mooring model, which analyzes human
migratory behavior based on the Demographic Migration Theory, to study the game
switching of gamers. Data was obtained via an empirical survey of 654 online
gamers and then was analyzed using the Structural Equation Modeling (SEM)
technique. The results indicate that the Push-Pull-Mooring model can be
extended to explain the switching intentions of online gamers. The "mooring
effect" appears to have a stronger influence on the player's switching
intention than the "pull effect", while the "push effect" appears to have no
influence at all. We discuss the implications of our findings and offer
possible avenues of exploration for managers of online game providers in order
to help them understand their customers better. Keywords: Online gaming; Switching intention; Migration; Push-Pull-Mooring model | |||
| A generic dynamic control task for behavioral research and education | | BIBAK | Full-Text | 1904-1914 | |
| Cleotilde Gonzalez; Varun Dutt | |||
| Recent research in behavioral sciences presents strong evidence of poor
human understanding for dynamic systems. Computer-based dynamic control tasks
have an important potential for helping behavioral scientists advance research
that investigates reasons for poor understanding and for helping students
understand how dynamic systems work. In this paper, we introduce a simulation
called Dynamic Stocks and Flows (DSF) that portrays the basic building blocks
of dynamic systems: an accumulation; an inflow and outflow determined by an
environment; and an inflow and outflow determined by a decision maker. In DSF,
decision makers control the accumulation to a goal level by making repeated
inflow and outflow decisions. We provide details of an experiment conducted
with DSF that highlight some problems people face in controlling a dynamic
system with different kinds of environmental inflow and outflow functions. DSF
is flexible enough to represent dynamic systems with continuous or discrete
accumulations, and with real-time or event-driven decision-making. We suggest
that these and other features in DSF make it a good research and educational
tool. Keywords: Dynamic task; Dynamic Stocks and Flows; Slope; Microworld; Behavioral research; Education | |||
| Do millennial undergraduates' views of writing differ when surveyed online versus on paper? | | BIBAK | Full-Text | 1915-1921 | |
| Ayshegul B. Musallam; Diane L. Schallert; Hyunjin Kim | |||
| The purpose of this study was to test whether different survey delivery
conditions made a difference in assessing college students' practices, affect,
and conceptions of academic and nonacademic writing. The delivery conditions
represented combinations of three underlying factors: survey format (online
versus paper-and-pencil), location (classroom, lab, home), and supervision
(proctored or not). Participants (N = 268) were randomly assigned to one of
three conditions: (1) a paper version of the survey administered in classrooms
at scheduled proctored sessions; (2) an online version administered in
scheduled proctored sessions in a computer lab; (3) an online version at a
location and time of the students' choice. The survey had 103 closed-ended and
three open-response questions. Results showed different participation rates
across conditions and more variability in time spent for the "home online"
group. However, there were few differences by condition to substantive
questions regarding the students' practices, conceptions, and affective
responses associated with writing. The only place where responses differed by
condition was in response to the optional open-ended evaluation of the survey. Keywords: Survey formats; Online survey; Electronic medium; Survey delivery; Writing experiences of millennial undergraduates | |||
| Antecedents of computer self-efficacy: A study of the role of personality traits and gender | | BIBAK | Full-Text | 1922-1936 | |
| Huma Saleem; Anne Beaudry; Anne-Marie Croteau | |||
| Empirical evidence suggests that computer self-efficacy plays an important
role in one's acceptance and use of new information technology. Little is
however known about the antecedents of computer self-efficacy. This paper
reports on a study of 143 non-users of a self-checkout library system available
at a large Canadian university which was conducted to investigate the
relationships between stable personality traits and gender with computer
self-efficacy. Results indicate that four of the five stable personality
traits, as measured by the Big-5 factors of personality, contribute to explain
computer self-efficacy. Taking gender into account, results show that the
traits of neuroticism, extraversion, and agreeableness are significantly
related to computer self-efficacy for women but not for men. Implications for
research and practice are discussed. Keywords: Computer self-efficacy; Gender; Personality traits; Big-5 factors of personality; Five-factor model of personality; IT acceptance | |||
| Validity and reliability of the IAT: Measuring gender and ethnic stereotypes | | BIBAK | Full-Text | 1937-1941 | |
| Ali R. Rezaei | |||
| The Implicit Association Test (IAT) was developed in response to reports of
low validity of explicit (self-report) measures of attitudes, stereotypes, and
prejudices. Usually, people are unwilling to report what they think and feel
about other races, groups, and nationalities. The IAT has been written about in
many books, newspapers, journal articles, websites, and has been featured
frequently on radio and television many times; its web site has now reached a
peak of 5 million visits. However, despite this popularity its validity and
particularly its reliability is under question. This article reports on the
validity and reliability of the IAT. Four different experiments were conducted
on 150 students at California State University, Long Beach to investigate the
temporal reliability of IAT. Also students' opinion (trust) about the validity
and reliability of the test was evaluated. The results showed that while there
are numerous reports of moderate validity of the test, its reliability as
measured in this study, particularly for the first time users, is relatively
low. Familiarity with similar tests, however, improves its reliability. Keywords: Assessment; Implicit association; IAT; Reliability; Validity; Stereotypes | |||
| Attentional bias in excessive massively multiplayer online role-playing gamers using a modified Stroop task | | BIBAK | Full-Text | 1942-1947 | |
| Olivia Metcalf; Kristen Pammer | |||
| There is considerable dispute regarding the nature of excessive or
problematic Internet-related behaviour and whether it constitutes a clinical
addiction. Classification of excessive gaming is hindered by a lack of
experimental research investigating behavioural responses from gamers and
comparing these patterns to those found in established addictions. We
investigated whether an attentional bias for gaming-related words existed for
addicted Massively Multiplayer Online Role-Playing Gamers (MMORPGers)
identified using the Addiction-Engagement Questionnaire.
Forty frequent MMORPGers (15 female) and 19 non-MMORPGers (eight female) completed a computerised modified Stroop task comprised of game-related, negative and neutral word lists, Addiction-Engagement Questionnaire, Depression, Anxiety and Stress Scale 21, gaming-related variables. The results indicated that addicted MMORPGers had significantly longer reaction times to negative and MMORPG words compared to neutral words, whereas highly engaged and non-MMORPG participants showed no such bias. The presence of an attentional bias in addicted MMORPGers is comparable with research investigating this behavioural response in established addictions. Keywords: MMORPG; Attentional bias; Stroop; High engagement; Online gaming addiction | |||
| Passively recognising human activities through lifelogging | | BIBAK | Full-Text | 1948-1958 | |
| Aiden R. Doherty; Niamh Caprani; Ciarán Ó Conaire; Vaiva Kalnikaite; Cathal Gurrin; Alan F. Smeaton; Noel E. O'Connor | |||
| Lifelogging is the process of automatically recording aspects of one's life
in digital form. This includes visual lifelogging using wearable cameras such
as the SenseCam and in recent years many interesting applications for this have
emerged and are being actively researched. One of the most interesting of
these, and possibly the most far-reaching, is using visual lifelogs as a memory
prosthesis but there are also applications in job-specific activity recording,
general lifestyle analysis and market analysis.
In this work we describe a technique which allowed us to develop automatic classifiers for visual lifelogs to infer different lifestyle traits or characteristics. Their accuracy was validated on a set of 95 k manually annotated images and through one-on-one interviews with those who gathered the images. These automatic classifiers were then applied to a collection of over 3 million lifelog images collected by 33 individuals sporadically over a period of 3.5 years. From this collection we present a number of anecdotal observations to demonstrate the future potential of lifelogging to capture human behaviour. These anecdotes include: the eating habits of office workers; to the amount of time researchers spend outdoors through the year; to the observation that retired people in our study appear to spend quite a bit of time indoors eating with friends. We believe this work demonstrates the potential of lifelogging techniques to assist behavioural scientists in future. Keywords: Lifelogging; SenseCam; Algorithms; Psychology; Sociology | |||
| The associations between young adults' face-to-face prosocial behaviors and their online prosocial behaviors | | BIBAK | Full-Text | 1959-1962 | |
| Michelle F. Wright; Yan Li | |||
| Drawing on the co-construction theory (Subrahmanyam, Smahel, &
Greenfield, 2006), this study investigated the relationship between online and
face-to-face prosocial behaviors among 493 (345 women) young adults (ages 18-25
years). Findings indicated that face-to-face prosocial behaviors were
positively associated with the engagement in online prosocial behaviors through
social networking sites (e.g., Facebook, Myspace, Twitter), chat programs
(e.g., Google Talk, AOL Instant Messenger, Yahoo Messenger), email, and text
messages, after controlling for gender and time spent using each type of
technology. These findings extend the application of the co-construction theory
to online prosocial behaviors. Furthermore, these findings suggest that the
internet is also a place for positive interactions and call for more research
investigating online prosocial behaviors. Keywords: Online prosocial behavior; Face-to-face prosocial behavior; Electronic technology; Young adult; Emerging adult; Co-construction theory | |||
| To stick or not to stick: The social response theory in the development of continuance intention from organizational cross-level perspective | | BIBA | Full-Text | 1963-1973 | |
| Jyun-Wei Huang; Chieh-Peng Lin | |||
| The rapid growth of online social network sites (SNSs) has raised the research question of why people continue sticking to these sites. This study proposes a social network site stick model based on social response theory to answer this question. This study hypothesizes that group-level social capital (e.g., environmental prompt cues or social cues) positively influences arousal. Group-level social capital includes group-level social interaction, group-level social trust cues, and group-level social shared codes and language. Arousal subsequently induces users to engage in knowledge sharing and social support behaviors, which, in turn, leads to continuance intention. Empirical analysis using a survey of registered users from a popular social network site supports all of these hypothesized effects. Finally, this study discusses the managerial implications and limitations of these findings. | |||
| Effects of self-disclosure on relational intimacy in Facebook | | BIBAK | Full-Text | 1974-1983 | |
| Namkee Park; Borae Jin; Seung-A Annie Jin | |||
| The present study examined the association between self-disclosure and
intimacy in the context of Facebook. As the antecedents of self-disclosure, the
study included the need for affiliation and the motivations for relationship
maintenance and initiation. Using data from an online survey (N = 249),
structural equation modeling analyses revealed that self-disclosure amount and
positivity were positively associated with intimacy, while self-disclosure
honesty and intent were not associated with intimacy. The study also found no
direct association between the need for affiliation and self-disclosure.
Rather, the need for affiliation was associated with the motivations for
relationship maintenance and initiation, which in turn affected self-disclosure
and intimacy. The theoretical implications of the study were discussed. Keywords: Self-disclosure; Intimacy; Need for affiliation; Relational motivations; Facebook | |||
| Evaluation of complex and dynamic safety tasks in human learning using the ACT-R and SOAR skill acquisition theories | | BIBAK | Full-Text | 1984-1995 | |
| Samuel A. Oyewole; Amey M. Farde; Joel M. Haight; Oladapo T. Okareh | |||
| This paper provides a human-centered analytical approach to learning dynamic
and complex tasks using the Adaptive Control of Thought-Rational (ACT-R) and
the State, Operator And Result (SOAR) models by comparing the task times of the
model and the subjects. Twenty-one full time assembly line workers at a local
computer company (14 men and 7 women) from ages 18-32 (Mean = 19.86 years, SD =
0.96 years) were randomly selected for this analysis. The task involved the
placement of printed circuit board (PCB) components on the flow line of the
desktop computer mother board manufacturing process. The overall timed
performance of the subjects indicated that the match between the model and the
subjects was good, resulting in an R2 -- value of 0.94. At the unit task level
performance, and R2 -- value of 0.96 for placing the PCBs on the flow line. For
tasks involving picking and searching of PCBs, the obtained R2 -- value was
0.76 and R2 of 0.68 at the keystroke level. Findings revealed that the model
already started out with a complete strategy of performing the task, whereas
the human participants had to acquire additional learning information during
the trials. Efforts will be made in the future to determine how the performance
of the human subjects could be enhanced to meet or the same level as the model
performance. Keywords: Skill acquisition; ACT-R; SOAR; Cognitive psychology; Declarative knowledge; Procedural knowledge | |||
| Intention to upload video content on the internet: The role of social norms and ego-involvement | | BIBAK | Full-Text | 1996-2004 | |
| Namkee Park; Younbo Jung; Kwan Min Lee | |||
| This study examined the factors that are associated with people's intention
to upload video content online within the framework of the theory of planned
behavior (TPB). Using data from a survey of college students (N = 241),
structural equation modeling analyses revealed that individual descriptive norm
is associated with the intention to upload video content online. In addition,
ego-involvement played an essential role in accounting for both attitude toward
the uploading behavior and the intention to upload. These findings suggest that
integration of the constructs of the TPB, social norms, and ego-involvement can
be a fruitful theoretical endeavor for understanding people's intention to
upload video content online. The theoretical implications and limitations were
discussed. Keywords: Uploading videos; Subjective norm; Descriptive norm; Injunctive norm; Ego-involvement | |||
| Measurement invariance in training evaluation: Old question, new context | | BIBAK | Full-Text | 2005-2010 | |
| J. William Stoughton; Amanda Gissel; Andrew P. Clark; Thomas J. Whelan | |||
| Technological advances that have been put to use by organizations have not
escaped the training domain. With the shift towards computer-mediated surveys,
training evaluations have been converted from traditional paper-and-pencil
formats to Web-based environments. This begs the question as to whether or not
these modalities are equivalent. Accordingly, this study examined the item
functioning of parallel Web-based training evaluations and traditional
paper-and-pencil evaluations of a training intervention. Item response theory
(IRT) analyses revealed few differences between how an individual would respond
to particular items (i.e., differential item functioning) regardless of the
modality employed to complete a training evaluation. This provides evidence for
the equivalence of paper-and-pencil and computer-mediated training evaluations. Keywords: Surveys; Computer-mediated surveys; Training; Training evaluation; Differential item functioning; Item response theory | |||
| Cognitive consequences of making computer-based learning activities more game-like | | BIBAK | Full-Text | 2011-2016 | |
| Krista E. DeLeeuw; Richard E. Mayer | |||
| Some students (base group) played the Circuit Game, a 10-level
computer-based learning activity intended to help students learn how electrical
circuits work. Other students (competition group) played the same game but with
competition features added -- including a score bar showing performance on each
level, the opportunity to earn one ticket per level if a performance criterion
is met, and the opportunity to win a prize based on the number of tickets
earned. On a retention test given after the game, the competition group
remembered significantly more than the base group (d = 0.47). On an embedded
transfer test constituting the final level of the game, the groups did not
differ significantly. However, on the transfer test there was a significant
gender by group interaction in which men performed worse in the competition
group than the base group (d = -0.54) and women performed better in the
competition group than the base group (d = 0.24). Overall, adding game-like
features to a computer-based learning activity caused students to pay attention
to game details but did not motivate students -- particularly men -- to learn
more deeply. Keywords: Computer game; Serious game; Educational game; Competition; Sex differences | |||
| Blog scrubbing: Exploring triggers that change privacy rules | | BIBAK | Full-Text | 2017-2027 | |
| Jeffrey T. Child; Sandra Petronio; Esther A. Agyeman-Budu; David A. Westermann | |||
| An increasing number of individuals of all ages maintain important
interpersonal relationships through blogs. Wide variation exists in how people
disclose and manage their privacy on these blogs, particularly concerning the
choices made about leaving information permanently visible on blogs or
retrieving it sometime after an initial posting. This study applies
Communication Privacy Management (CPM) theory to explore the process of privacy
rule adaptation for blogging by examining situations that have triggered
bloggers to change their privacy rules to enact blog post deletion practices
("blog scrubbing"). Overall, open-ended responses from 356 bloggers were
content analyzed. Chi-square analysis revealed differences in the frequency of
triggers that changed the blogging post privacy rules and the proactive versus
reactive nature of blogging privacy management deletion practices. Bloggers'
critical incidents that activate privacy rule changes demonstrate that
impression management triggers, personal safety identity triggers, relational
triggers, and legal/disciplinary triggers resulted in greater alteration of
individual privacy rules used to protect these bloggers from the privileged
online community of individuals granted access to an individual's blog. Thus,
bloggers essentially "scrubbed" their blog site and adapted their typical
privacy rules with new ones that better protected them from the online
community regarding that particular blogged information. Keywords: Disclosure; Privacy rule adaptations; Blogging; Communication Privacy Management (CPM) theory; Blogging privacy rule triggers | |||
| The effect of an information ethics course on the information ethics values of students -- A Chinese guanxi culture perspective | | BIBAK | Full-Text | 2028-2038 | |
| Christina Ling-hsing Chang | |||
| The development of information technology has a significant influence on
social structure and norms, and also impacts upon human behavior. In order to
achieve stability and social harmony, people need to respect various norms, and
have their rights protected. Students' information ethics values are of
critical and radical importance in achieving this goal. Using qualitative
approach, the present study utilizes Kohlberg's CMD model to measure
improvement in students' "information ethics values" through "technology
mediated learning (TML)" models, and to assess the extent to which it is
influenced by gender and Chinese guanxi culture. We find that while e-learning
improves female students' "respect rules," "privacy," "accessibility" and
"intellectual property" values more than male students, the percentages
relating to "intellectual property" for females in the higher stages remain
lower than for males. Moreover, these results are interpreted from a Chinese
guanxi culture perspective. In light of these results, educators should take
account of such improvements when designing effective teaching methods and
incentives. Keywords: Information ethics values; Kohlberg's CMD model; Technology mediated learning; Chinese guanxi culture | |||
| Realism, idealization, and potential negative impact of 3D virtual relationships | | BIBAK | Full-Text | 2039-2046 | |
| Richard L. Gilbert; Nora A. Murphy; M. Clementina Ávalos | |||
| One hundred and ninety-nine participants, each of whom was currently
involved in an intimate relationship within the 3D virtual world of Second
Life, completed measures assessing whether they (1) viewed their 3D virtual
relationship as an exercise in fantasy or one that had a quality of realism,
and (2) perceived the personality characteristics of their 3D partner in more
positive or idealized terms than a current or recent real life partner.
Additionally, 71 of the 199 participants (36%) who were concurrently involved
in a real life romantic relationship as well as their Second Life relationship
provided data regarding the potential negative impact of Second Life
relationships on co-occurring real life relationships. Results indicated that
(1) the majority of participants viewed their Second Life relationships as real
rather than as a form of game-playing, (2) participants generally reported more
positive or idealized personality traits for their Second Life partners
compared to their real life partners, and (3) a portion of participants in
co-occurring Second Life and real life relationships indicated that their
virtual relationship served as an emotional competitor or potential threat to
their real life relationship, with the potential for detrimental effects rising
as the couple progressively adds non-immersive digital and physical channels of
communication to the original 3D relationship. Keywords: Internet; 3D; Relationships; Virtual worlds; Second Life | |||
| Effect of high-level content organizers on hypertext learning | | BIBAK | Full-Text | 2047-2055 | |
| Zsofia Vörös; Jean-François Rouet; Csaba Pléh | |||
| This study investigates the cognitive abilities involved in hypertext
learning and design approaches that can help users. We examined the effects of
two types of high-level content organizers -- a graphic spatial map and an
alphabetical list -- on readers' memory for hypertext structure. In the control
condition, a simple "home" page with no navigational aid was offered. Subjects
were asked to read the hypertext with the purpose of learning the content, but
in the post test phase they also had to recall the layout of nodes and links.
Memory for links and page places varied as a function of condition. When a
spatial map was available participants reconstructed more accurate formal
structure then in the two other conditions. Participants' memory about page
places was the least accurate in the list condition. Results also indicate that
participants use the content organizer when it is available in order to
orientate during learning from hypertext documents.
Our results prove that a content organizer showing the formal structure can facilitate the spatial mapping process. However, an organizer exposing a different structure than the real one would generate a conflict. Keywords: Navigation; Hypertext learning; Content organizer; Mental map | |||
| Comparison of 3D and 2D menus for cell phones | | BIBAK | Full-Text | 2056-2066 | |
| Kyungdoh Kim; Robert W. Proctor; Gavriel Salvendy | |||
| Few prior studies have directly compared 3D and 2D menus for cell phones.
Because the technology available for cell phone interfaces has changed in
recent years, interface guidelines for cell phones need to be re-evaluated,
especially with regard to the use of 3D interfaces. In the present study, we
first compared performance of tasks for menus with different breadths using
three 3D menus (revolving stage, 3D carousel, and collapsible cylindrical tree)
shown on the small display screen of an iPhone® simulator. Performance was
best with the revolving stage menu, and there was a nonsignificant tendency for
it to be rated as preferred by the participants. Then, we compared the 3D
revolving stage menu to a 2D overview menu, for tasks of different complexity
and menus of different breadths, on an actual iPhone. The 3D menu was preferred
by users at high breadth levels, and the 2D menu showed better performance than
the 3D menu with low memory load. From the results, recommendations for the
design of menus for small displays were developed. Keywords: 3D menu; 2D menu; Revolving stage menu; Memory load; Breadth; iPhone | |||
| A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types | | BIBAK | Full-Text | 2067-2077 | |
| Bostjan Sumak; Marjan Hericko; Maja Pusnik | |||
| Existing literature in the field of e-learning technology acceptance
reflects a significant number of independent studies that primarily investigate
the causal relationships proposed by technology acceptance theory, such as the
technology acceptance model (TAM). To synthesize the existing knowledge in the
field of e-learning technology acceptance, we have conducted a systematic
literature review of 42 independent papers, mostly published in major journals.
Furthermore, in order to view the research context by combining and analyzing
the quantitative results of the reviewed research studies, a meta-analysis of
the causal effect sizes between common TAM-related relationships was conducted.
The main findings of this study, which is the first of its kind, are: (1) TAM
is the most-used acceptance theory in e-learning acceptance research, and (2)
the size of the causal effects between individual TAM-related factors depends
on the type of user and the type of e-learning technology. The results of the
meta-analysis demonstrated a moderating effect for user-related factors and
technology-related factors for several evaluated causal paths. We have gathered
proof that the perceived ease of use and the perceived usefulness tend to be
the factors that can influence the attitudes of users toward using an
e-learning technology in equal measure for different user types and types of
e-learning technology settings. Keywords: E-learning; Acceptance; Meta-analysis; Moderator analysis | |||
| Fostering sharing of unshared knowledge by having access to the collaborators' meta-knowledge structures | | BIBAK | Full-Text | 2078-2087 | |
| Tanja Engelmann; Friedrich W. Hesse | |||
| The present experimental study focuses on two problems occurring in
computer-supported collaborative learning situations: First, it has been
empirically proven that groups discuss mainly shared information, that is,
information already known to all group members, while unshared information,
that is, information known to only one member, is often neglected. However,
such unshared information could be task-relevant. Therefore, taking unshared
information into consideration should be fostered. Second, Wegner's theory of
transactive memory system points out that groups perform better when the group
members are informed about their collaborators' knowledge. However, acquiring
correct knowledge about what others know is difficult. An approach for solving
these two problems is introduced which provides the group members with the
collaborators' meta-knowledge structures by means of digital concept maps. The
study compares 20 triads with spatially distributed group members that had
access to their collaborators' meta-knowledge maps with 20 triads collaborating
without these maps. Results showed, as expected, that the triads having been
provided with such maps started sooner to discuss unshared information, applied
more of their collaborators' unshared information, and processed unshared
information more deeply. Additional results, however, demonstrated in contrast
to Wegner's theory that being informed about the collaborators' meta-knowledge
is not sufficient to increase group performance. Keywords: Computer-supported collaborative problem solving; Knowledge and information awareness; Unshared knowledge; Collaborators' meta-knowledge | |||
| Teenagers in social virtual worlds: Continuous use and purchasing behavior in Habbo Hotel | | BIBAK | Full-Text | 2088-2097 | |
| Matti Mäntymäki; Jari Salo | |||
| Social virtual worlds (SVWs) have become important environments for social
interaction. At the same time, the supply and demand of virtual goods and
services is rapidly increasing. For SVWs to be economically sustainable,
retaining existing users and turning them into consumers are paramount
challenges. This requires an understanding of the underlying reasons why users
continuously engage in SVWs and purchase virtual items. This study builds upon
Technology Acceptance Model, motivational model and theory of network
externalities to examine continuous usage and purchase intention and it
empirically tests the model with data collected from 2481 Habbo users. The
results reveal a strong relationship between continuous usage and purchasing.
Further, the results demonstrate the importance of the presence of other users
in predicting the purchase behavior in the SVW. Continuous SVW usage in turn is
predicted directly by perceived enjoyment and usefulness while the effect of
attitude is marginal. Finally, perceived network externalities exert a
significant influence of perceived enjoyment and usefulness of the SVW but do
not have a direct effect on the continuous usage. Keywords: Virtual worlds; Social virtual worlds; Network externalities; Virtual purchasing behavior; Continuous usage | |||
| Providing assistance to older users of dynamic Web content | | BIBAK | Full-Text | 2098-2107 | |
| Darren Lunn; Simon Harper | |||
| The much vaunted Web 2.0 sees once static pages evolving into hybrid
applications. Content that was once simple to surf is now becoming increasingly
complicated due to the many updating components "dotted" throughout the page.
In previous studies, we have shown that unlike younger users, older users have
more varied interaction patterns when using dynamic content. In addition, some
older users are not aware of what to expect when interacting with dynamic
content and show signs of hesitancy when completing tasks. Therefore, a tool
was developed to assist older users as they interacted with these kinds of
pages. The tool used simple language and video demonstrations to explain how
the dynamic content operated and what users could expect to happen as they were
interacting with it. We found that: older users tend to deny the need for
assistance technology even when non-subjective measures suggest they do use it;
technology assists but cannot replace initial human training; Assistance Tools
are seen as a 'security blanket' in case things go wrong; and that the actual
needs of users are not that well understood by those users. Keywords: Assistance; Dynamic content; Older users; Web widgets | |||
| Computer based assessment: Gender differences in perceptions and acceptance | | BIBAK | Full-Text | 2108-2122 | |
| Vasileios Terzis; Anastasios A. Economides | |||
| This study identifies the constructs that affect male and female students'
behavioural intention to use a computer based assessment (CBA). It extends the
Computer Based Assessment Acceptance Model (CBAAM) (Terzis & Economides,
2011) by taking into consideration the genders. An appropriate survey
questionnaire was completed by 56 male and 117 female students. Results
indicate that both genders are more likely to use the CBA if it is playful and
its content is clear and relative to the course. Men are also motivated by
their perceptions regarding how much useful the CBA is. Also, their attitude
towards the CBA is influenced by their social environment. On the other side,
women are more likely to use the CBA if it is easy to use and stimulates their
efforts for better final exam preparation. The CBAAM incorporating genders
explains approximately 50% of the variance of behavioural intention for each
gender. These findings are useful for researchers and practitioners in order to
understand better the different constructs that affect each gender regarding
the acceptance of a CBA system. Keywords: Computer Based Assessment Acceptance Model; Perceived Ease of Use; Perceived Playfulness; Perceived Usefulness; Gender differences | |||
| Interactive gaming reduces experimental pain with or without a head mounted display | | BIBAK | Full-Text | 2123-2128 | |
| Nakia S. Gordon; Junaid Merchant; Catherine Zanbaka; Larry F. Hodges; Paula Goolkasian | |||
| While virtual reality environments have been shown to reduce pain, the
precise mechanism that produces the pain attenuating effect has not been
established. It has been suggested that it may be the ability to command
attentional resources with the use of head mounted displays (HMDs) or the
interactivity of the environment. Two experiments compared participants' pain
ratings to high and low levels of electrical stimulation while engaging in
interactive gaming with an HMD. In the first, gaming with the HMD was compared
to a positive emotion induction condition; and in the second experiment the HMD
was compared to a condition in which the game was projected onto a wall.
Interactive gaming significantly reduced numerical ratings of painful stimuli
when compared to the baseline and affect condition. However, when the two
gaming conditions were directly compared, they equally reduced participants'
pain ratings. These data are consistent with past research showing that
interactive gaming can attenuate experimentally induced pain and its effects
are comparable whether presented in a head mounted display or projected on a
wall. Keywords: Analgesia; Gaming; Head mounted display; Electrical stimulation; Virtual reality; Emotion | |||
| Effects of IS characteristics on e-business success factors of small- and medium-sized enterprises | | BIBAK | Full-Text | 2129-2140 | |
| Li-Min Chang; She-I Chang; Chin-Tsang Ho; David C. Yen; Mei-Chen Chiang | |||
| The current research presents a theoretically sound model of the effects of
the characteristics of information systems (IS) on the perception of end-users
regarding computer self-efficacy and outcome expectations. The relationships
among factors of small- and medium-sized enterprises in Taiwan are examined
based on the IS success model and social cognitive theory. A mail survey was
conducted, generating 284 usable responses with a total response rate of
51.64%. Structural equation modeling was employed to assess the relationships
among related constructs. Data analysis shows that (1) no direct links exist
between computer self-efficacy and either information quality or service
quality, although certain effects are observable on system quality; (2) the
relationships between outcome expectations and both system quality and service
quality are significant; however, the relationship with information quality is
insignificant; and (3) outcome expectations mediate the effects of computer
self-efficacy on end-user satisfaction. The implications of the results are
provided, and directions for future research are discussed in the study. Keywords: Social cognitive theory; Information systems success model; Structural equation modeling; Small- and medium-sized enterprises | |||
| The interaction effects of familiarity, breadth and media usage on web browsing experience | | BIBAK | Full-Text | 2141-2152 | |
| Jengchung Victor Chen; Chinho Lin; David C. Yen; Kyaw-Phyo Linn | |||
| Web technology is changing rapidly every day and the internet has become a
lifestyle for people all over the world. The power of the web has changed the
way people communicate and do business. With the advance of the internet era, a
successful website becomes a critical factor for the success of most
businesses. Website design is not only about the look of the website. There are
many other factors to consider. A well-designed site can induce users to engage
in the website, help them find what they are looking for, and understand where
exactly they are on the website. This study investigates the user's perception
disorientation, engagement, and intent to use a website in the future by
manipulating these three basic factors into eight different experimental
conditions. With 2 × 2 × 2 experimental design with content
familiarity, site breadth, and media richness in website systems, this study
suggests that both the main effects and the interaction effects of the
experiment factors are significant. This implies that one or more factors can
compensate for the weakness of other factors. Furthermore different people have
preferences for different factors; therefore website design should not solely
focus on a single factor, but should address all of these factors in accordance
with the objective of the business. Keywords: Disorientation; Engagement; Intention to use; Familiarity; Navigation; Website design | |||
| A study on the goal value for massively multiplayer online role-playing games players | | BIBAK | Full-Text | 2153-2160 | |
| Yu-Ling Lin; Hong-Wen Lin | |||
| This study examines the goal of value sought by players of the massively
multiplayer online role playing games (MMORPGs). We drew on the Means-end
Chains (MECs) model frequently used in marketing as a theoretical basis. Soft
laddering method was also adopted as a tool for in-depth interviews. Content
analysis was used to analyze the "Attributes-Consequences-Values" for MMORPGs
players, then converted into a hierarchical value map (HVM). The study found
that role-playing, interface design, multiplayer gaming, independent play,
popularity and virtual pets were the order of game attributes users took into
consideration when playing MMORPGs. The consequences benefits for the users
were, in order, enhanced interaction, more fun, enhanced efficiency, fantasy
fulfillment, winning, novelty, more insurance, increased wealth and stress
relief. The value targets sought by players were concluded to be fun and
enjoyment in life, sense of accomplishment, warm relationships with others,
sense of belonging and security in order of importance. Keywords: Means-end Chains; MMORPGs; Goal value; Product benefits | |||
| The mediator role of self-disclosure and moderator roles of gender and social anxiety in the relationship between Chinese adolescents' online communication and their real-world social relationships | | BIBAK | Full-Text | 2161-2168 | |
| Jin-Liang Wang; Linda A. Jackson; Da-Jun Zhang | |||
| Based on theory and previous research, we examined relationships among
gender, social anxiety, self-disclosure, quality of real-world friendships and
online communication by Chinese adolescent Internet users. Results indicated
that online communication and self-disclosure are not related to quality of
friendship, and online communication is positively related to self-disclosure.
For adolescent boys and adolescents with high social anxiety, online
communication can explain more variance in users' self-disclosure, indicating
that gender and social anxiety moderate the relationship between online
communication and online self-disclosure. Keywords: Adolescence; Online communication; Quality of friendship; Social anxiety; Self-disclosure; Gender | |||
| Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of 'active' and 'silent' secondary school students | | BIBAK | Full-Text | 2169-2177 | |
| Christa S. C. Asterhan; Tammy Eisenmann | |||
| Even though the advantages of online discussions over face-to-face
discussion formats have been extensively discussed and investigated, the
blending of synchronous online discussion tools in co-located classroom
settings has been considered with far less intensity. In this paper, we report
on secondary school students' experiences and preferences concerning two
different discussion formats for critical debate in co-located classroom
settings: face-to-face and synchronous, computer-mediated communication (CMC).
Data was collected with the help of self-report questionnaires (N = 70) and
structured interviews (N = 4). A differentiation was made between students that
define themselves as active participants in face-to-face classroom discussions
and those who usually remain silent in these settings. The findings highlight
several potential advantages of the computer-mediated discussion format,
especially in terms of the social-interactive and managerial aspects of
classroom discussions. Comparisons between the two groups show that 'silent'
students welcome the introduction of CMC with enthusiasm, whereas 'active'
students do not show a clear preference. Practical implications as well as new
directions for further research are discussed. Keywords: Classroom discussions; Computer-mediated communication; Face-to-face communication; Classroom dialogue; Argumentation; Individual differences | |||
| Exploring the value of purchasing online game items | | BIBAK | Full-Text | 2178-2185 | |
| Bong-Won Park; Kun Chang Lee | |||
| The aims of this paper are to: (1) modify the theory of consumption values
in order to investigate online game users' perceived value of purchasable game
items, and (2) develop a new construct -- the "integrated value of purchasing
game items" -- based on the modified theory of consumption values. We found
that the enjoyment, character competency, visual authority, and monetary values
are appropriate for describing how online game users perceive the value of game
items. Utilizing second order analysis, the "integrated value of purchasing
game items" was developed. To show the validity of the new construct, we
developed a research model and tested it using the results of 327 valid
questionnaires. Results revealed that the new construct is statistically
significant in affecting users' intention to purchase game items. Keywords: Game item; Consumption value; Free-to-play game; Character identification; Purchase intention | |||
| A comparative study of four input devices for desktop virtual walkthroughs | | BIBAK | Full-Text | 2186-2191 | |
| J.-F. Lapointe; P. Savard; N. G. Vinson | |||
| This paper presents the results of an experiment measuring the effect of
four different input devices on overall task performance for desktop virtual
walkthroughs. The input devices tested are: a keyboard, a mouse, a joystick and
a gamepad. The results indicate that the participants completed the tasks in
significantly less time and distance travelled with the mouse than with the
three other input devices. The use of the mouse also significantly reduced the
number of collisions, while the use of the gamepad resulted in significantly
more collisions. Keywords: Virtual walkthroughs; Input devices; Desktop virtual environments; Control devices; Navigation; Travel | |||
| Employee job attitudes and organizational characteristics as predictors of cyberloafing | | BIBAK | Full-Text | 2192-2199 | |
| Benjamín Liberman; Gwendolyn Seidman; Katelyn Y. A. McKenna; Laura E. Buffardi | |||
| Cyberloafing is the personal use of the Internet by employees while at work.
The purpose of this study is to examine whether employee job attitudes,
organizational characteristics, attitudes towards cyberloafing, and other
non-Internet loafing behaviors serve as antecedents to cyberloafing behaviors.
We hypothesize that the employee job attitudes of job involvement and intrinsic
involvement are related to cyberloafing. In addition, we hypothesize that
organizational characteristics including the perceived cyberloafing of one's
coworkers and managerial support for internet usage are related to
cyberloafing. We also hypothesize that attitudes towards cyberloafing and the
extent to which employees participate in non-Internet loafing behaviors (e.g.,
talking with coworkers, running personal errands) will both be related to
cyberloafing. One hundred and forty-three working professional from a variety
of industries were surveyed regarding their Internet usage at work. As
hypothesized, the employee job attitudes of job involvement and intrinsic
involvement were negatively related to cyberloafing. Also as predicted, the
organizational characteristics of the perceived cyberloafing of one's coworkers
and managerial support for internet usage were positively related to
cyberloafing. Finally, results showed that attitudes towards cyberloafing and
participation in non-Internet loafing behaviors were positively related to
cyberloafing. Implications for both organizations and employees are discussed. Keywords: Cyberloafing; Computer mediated communication; Internet; Organizations; Job attitudes; Production deviance | |||
| Media multitasking and the effectiveness of combining online and radio advertising | | BIBAK | Full-Text | 2200-2206 | |
| Hilde A. M. Voorveld | |||
| Research on the effectiveness of cross-media campaigns has shown that
combining online advertising with advertising in offline media can result in
more positive consumer responses than using only one medium. However, when
using computers, people increasingly engage in more than one media activity at
a time (i.e. media multitasking), which might influence how consumers respond
to advertisements they encounter in these media. Therefore, this paper
investigates advertising effects during media multitasking. More specifically,
the paper gives insight into the effectiveness of simultaneous exposure to
online and radio advertising, because simultaneously surfing the internet and
listening to the radio is a common media multitasking combination. Results of
an experimental study with 111 participants showed that combining online and
radio advertising resulted in more positive affective and behavioral responses
than using only one medium. However, media multitasking seemed to have a
negative influence on the recall and recognition of auditory information as
combining media did not result in superior cognitive responses compared to
using online ads alone. Keywords: Online advertising; Banner; Radio; Media multitasking; Cross-media | |||
| Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices | | BIBAK | Full-Text | 2207-2214 | |
| Dong-Hee Shin; Youn-Joo Shin; Hyunseung Choo; Khisu Beom | |||
| This study aims at understanding the fundamental factors influencing users'
intentions to continually use smartphones as a ubiquitous learning (u-learning)
tool. This study examines consumers' experiences with smartphone learning in
order to investigate the areas of its development as a u-learning application.
In this paper, the modified unified theory of acceptance and usage technology
(UTAUT) model is used with constructs from expectation-confirmation theory
(ECT). While the findings confirm the significant roles of users' cognitive
perceptions, the findings also shed light on the possibility of the smartphone
serving as an enabler of u-learning. Users may want to use the smartphone as a
telecommunication tool, as well as a u-learning application. The proposed model
brings together extant research on smartphones and provides an important
cluster of antecedents to eventual technology acceptance via constructs of
continuance intention to use and actual usage of u-learning. The empirical
findings demonstrate that employing perceived usability and perceived quality
would be a worthwhile extension of the UTAUT/ECT in the smartphone learning
context, as both were found to be influential in predicting smartphone users'
attitudes and behavioral intentions. Practical implications for industry can be
drawn from these findings in terms of strategies and new models for u-learning
and beyond. Keywords: Smartphone; u-learning; u-campus; Expectation confirmation theory; Continuance intention; UTAUT | |||
| Antecedents of an experienced sense of virtual community | | BIBAK | Full-Text | 2215-2223 | |
| Lisbeth Tonteri; Miia Kosonen; Hanna-Kaisa Ellonen; Anssi Tarkiainen | |||
| Sense of virtual community (SOVC) reflects the feeling that individual
members have of belonging to an online social group. Yet there is a lack of
investigation focusing on its individual-level antecedents. We argue that in
order to enhance understanding of how SOVC develops we first need to
distinguish between the individual expectations, actions, and the resulting
community-related feelings. Drawing upon the uses and gratifications approach,
we explore the community members' expected benefits, their linkages with
different types of community participation and consequently with the
experienced SOVC. We tested the hypotheses on a sample of 395 members of a
virtual community hosted by a Finnish business newspaper. The findings suggest
that both forms of participation -- reading and posting messages -- have a
positive impact on SOVC, but the expected benefits differ. Participation by
reading messages is mainly driven by the expectation of cognitive benefits,
while posting messages seems to be largely driven by the anticipation of both
social and personal integrative benefits. Our study contributes by providing a
refined SOVC conceptualization and operationalization for virtual-community
research, and by opening up the individual-level actions that build up a sense
of virtual community. Keywords: Virtual community; Participation; Sense of virtual community; Uses and gratifications; Approach | |||
| The role of social motivations in e-learning: How do they affect usage and success of ICT interactive tools? | | BIBAK | Full-Text | 2224-2232 | |
| Blanca Hernandez; Teresa Montaner; F. Javier Sese; Pilar Urquizu | |||
| There is an increasing interest among educational institutions and private
organizations to understand the role of ICT interactive tools (e.g. forums,
blogs, chats, blackboards, newsgroups) in the successful implementation of an
e-learning system. In this study, we offer a social perspective in the study of
e-learning, and posit that individuals' actions are socially embedded.
Therefore, we attempt to identify social motivations that underlie learners'
attitudes and usage behavior of ICT interactive tools. We propose a
comprehensive conceptual framework that identifies two groups of social
motivations: (1) anticipated reciprocal relationships and (2) anticipated
extrinsic rewards. The empirical test of the framework in a university setting
reveals that both types of social motivations significantly influence learners'
attitudes. Specifically, social influence and altruism, both of which relate to
reciprocal relationships, and recognition by the instructor, which refers to
extrinsic rewards and personal benefits, exert a strong positive effect on
attitudes toward and usage of ICT interactive tools. The usage leads to
improved intentions to continue using these technologies in the future. Keywords: Social motivations; ICT interactive tools; e-Learning; Knowledge | |||
| I trust not therefore it must be risky: Determinants of the perceived risks of disclosing personal data for e-government transactions | | BIBAK | Full-Text | 2233-2242 | |
| Ardion Beldad; Menno de Jong; Michaël Steehouder | |||
| Although it is plausible to assume that the risks of disclosing personal
data online are inexorably more prevalent in transactions with commercial
organizations than with government organizations, such risks can also thrive in
exchanges with the latter. While it is argued that risk perceptions necessitate
trust, several studies have also noted that trust in an interaction or an
exchange partner could significantly contribute to the reduction of the
perceptions of the risks involved in an interaction or an exchange. An
Internet-based survey with 208 Internet users from three Dutch cities was
conducted to collect the necessary data to test the research hypotheses.
Results of the online survey reveal that Dutch Internet users' trust in a
government organization's ability to protect citizens' personal data and users'
assessment of the sensitivity of personal data disclosed for e-government
transactions are related to the perceived risks of disclosing such data
negatively and positively, respectively. Keywords: Online risks; Online trust; Information privacy; Personal data protection; e-government transactions | |||
| The links that bind: Uncovering novel motivations for linking on Facebook | | BIBAK | Full-Text | 2243-2248 | |
| Kanghui Baek; Avery Holton; Dustin Harp; Carolyn Yaschur | |||
| Given the increasing uptake of the social network site Facebook, mass
communication researchers have begun focusing on what drives people to use the
site and what kinds of information they interact with. Perhaps because of the
relative novelty of Facebook, little research has scratched beneath the surface
to explore why people engage in certain functions the site offers. Attention to
these engagements and the motivations behind them could help improve current
mass communication approaches, especially in critical industries such as news
media, where traditional models are struggling to evolve. This study explored
user motivations for engaging in link-sharing through Facebook, uncovering
motives that extend beyond those of previous research. The findings also
consider the influence of those motivations on linking frequency, and link
content, introducing motivations that add to current viewpoints of social
network sites as information hubs. It also provides new media researchers and
practitioners with novel insight into an increasingly important Facebook
behavior. Keywords: Motivation; Sharing links; Facebook; Social network sites; Uses and gratifications; Computer-mediated-communication | |||
| A semantic analysis approach for assessing professionalism using free-form text entered online | | BIBAK | Full-Text | 2249-2262 | |
| Roger Blake; Oscar Gutierrez | |||
| This paper presents the results of an experimental study to measure
professionalism for the purpose of assessing a professional development
program. Soft skills such as professionalism are increasingly recognized as
important, yet measuring and assessing these skills, typically best acquired
experientially, has remained challenging. Following established research, we
conceptualize professionalism as a construct with the dimensions of autonomy,
commitment, belief in public service, self-regulation, and the use of a
professional organization as a major referent. We demonstrate how these
dimensions can be expressed and the professionalism of free-form text responses
measured. These responses are reflections submitted online by participants in a
professional development program for undergraduate business majors known as the
Management Achievement Program (MAP). Latent semantic analysis is employed to
measure the professionalism of these responses and to assess MAP along each of
the five dimensions. The method demonstrated in this paper has several
advantages over existing methods for assessment, which can be costly, require
considerable time and training, and are often tied to subjective
interpretation. The method demonstrated here is suitable for replication that
leads to continuous improvement by "closing the loop." Keywords: Professionalism; Computerized learning assessment; Learning outcomes; Latent semantic analysis (LSA) | |||
| Error analysis of task performance with laptop in vibration environment | | BIBAK | Full-Text | 2263-2270 | |
| Ramasamy Narayanamoorthy; V. Huzur Saran | |||
| The present study investigates influences of vibration directions, vibration
magnitudes, object sizes, object distances and angles of approach on producing
errors while performing pointing and clicking activity on a laptop monitor
similar to passengers working on moving trains. Attempts made outside the
boundary of an object while performing the activity is registered as an error.
The number of errors produced under different exposure conditions is computed.
Higher vibration magnitudes, smaller size of the objects, and diagonal angular
movements are found to create more errors and affected accuracy of the activity
and hence showed difficulties to perform the activity. Keywords: Error analysis; Pointing and clicking; Mouse; Whole body vibration; Activity comfort; Object selection task | |||
| Conceptualizing personal web usage in work contexts: A preliminary framework | | BIBAK | Full-Text | 2271-2283 | |
| Sunny Jung Kim; Sahara Byrne | |||
| As the internet became the primary method of task-related communication
within organizations, a social phenomenon was born: internet users going online
for non-work-related purposes when supposedly working. However, there is little
consensus on how to conceptualize this broad range of phenomena. Not only do
many conceptual terms exist in the literature without clear distinctions, but
also the degree to which specific behaviors belong under each concept remains
unclear. In this article, we analyze each broad concept on specific dimensions
found in the literature, including formal definitions, causes, and outcomes. We
then provide a typology integrating this knowledge. Based on an empirical
investigation of this typology, an initial framework of personal web usage in
work contexts is proposed. Keywords: Personal web usage in work contexts; Cyberloafing; Problematic internet use; Non-work-related internet uses; Internet addiction; Internet deviant behaviors | |||
| Teaching presence and regulation in an electronic portfolio | | BIBAK | Full-Text | 2284-2291 | |
| M. Eulalia Torras; Rosa Mayordomo | |||
| Teaching presence provides conceptual coherence to construct, operationalise
and interpret the regulation of online learning environments. Electronic
portfolios contribute to the regulatory process moving from an internalisation
to an external regulation. The aim of this research is to analyse the
relationship between the techno-pedagogical design of an electronic portfolio
(Transfolio), the teaching presence focused on the use of the tool and the
student regulation processes. This study analyses the online teaching-learning
processes supported by Transfolio of two post-graduate courses by focusing on
the techno-pedagogical support and on the regulation process. The nature of our
research objectives leads us to use a mixed methodology based on a naturalistic
observation, content analysis and comparative statistics. Results show that the
teaching-learning process is characterised by the patterns of co-regulation and
self-regulation. Also, results show the importance of the techno-pedagogical
support provided by the teacher, not only in regard to the nature of this
instructional support but also concerning how it is presented to the student
and the importance that is attributed to it in the teaching-learning process,
that is, what it is that assistance is offered in. Keywords: Teaching presence; Online teacher and learning processes; e-Learning; Self-regulation; Instructional support; Electronic portfolios | |||
| Social and attitudinal determinants of viral marketing dynamics | | BIBAK | Full-Text | 2292-2300 | |
| Carmen Camarero; Rebeca San José | |||
| At this time of uncertainty, viral marketing is emerging as one of the most
intriguing communication strategies, due to low cost and the results it
obtains. However, the success of this kind of practice depends on a range of
factors including what we explore and refer to in the present research as the
individual's "viral dynamics". We thus propose a causal model in which viral
dynamics is determined by the individual's social capital and prior attitudes.
Based on a survey of young adults, the authors test the effects of structural
and relational capital as well as attitudes on viral dynamics. The results
evidence that the individual's connectedness in the email network does not
impact viral dynamics, whereas the individual's integration and relationship
with the network and the attitudes towards viral messages prove critical to the
individual involved in the receiving-forwarding process. Keywords: Viral marketing; Viral dynamics; Individuals' social network; Social capital; Email marketing; WOM | |||
| Learning demand and job autonomy of IT personnel: Impact on turnover intention | | BIBAK | Full-Text | 2301-2307 | |
| Sheng-Pao Shih; James J. Jiang; Gary Klein; Eric Wang | |||
| Information technology jobs require a significant amount of learning to
maintain currency and perform expected activities, more so than in many other
professions. The sheer volume of learning can increase work exhaustion, with a
negative effect on turnover. However, jobs can be designed to provide a large
amount of autonomy over pace and process in the hands of the IT employee.
According to job demand and control models, the ability of an employee to pace
oneself and make task decisions can lessen negative impacts. From another
perspective, IT employees differ in their desires to learn as part of personal
and career growth. Thus, negative effects of learning demand should be lessened
by the IT employee's motivation to learn, and motivation is a crucial
antecedent in turnover models. A model based on the job demand-control model
establishes and tests these relationships and finds them to hold in a sample of
306 IT employees. Work exhaustion is reduced by instilling job autonomy in the
presence of learning demands and motivation, which then lessens turnover
intentions of the IT workers. Keywords: Information technology personnel; Learning demand; Job control; Job autonomy; Learning motivation; Work exhaustion | |||
| Examining users' preferences towards vertical graphical toolbars in simple search and point tasks | | BIBAK | Full-Text | 2308-2321 | |
| Rafal Michalski | |||
| The main purpose of this study was to investigate the nature of preferences
and their relation to the objective measures in simple direct manipulation
tasks involving both the cognitive process as well as the visually guided
pointing activities. The conducted experiment was concerned with the graphical
structures resembling toolbars widely used in graphical interfaces. The
influence of the graphical panel location, panel configuration as well as the
target size on the user task efficiency and subjects' preferences were
examined. The participants were requested to express their attitudes towards
the tested panels before and after the efficiency examination. This subjective
evaluation was carried out within the framework of Analytic Hierarchy Process
(AHP; Saaty, 1977, 1980). The subjective results that were obtained showed
significant differences in the subjects' preferences towards examined panels
before and after completing the tasks. It seems that the users are able to
comparatively quickly change their minds after gaining some experience with the
investigated stimuli. Additionally, the applied cluster analysis revealed that
the subjects were not homogenous in their opinions, and they formed groups
having similar preference structures. Keywords: Human-computer interaction; Change in preferences; Subjective evaluation; Graphical toolbars; Analytic hierarchy process | |||
| Facebook as a toolkit: A uses and gratification approach to unbundling feature use | | BIBAK | Full-Text | 2322-2329 | |
| Andrew D. Smock; Nicole B. Ellison; Cliff Lampe; Donghee Yvette Wohn | |||
| Research on social network sites (SNSs) typically employ measures that treat
SNS use as homogenous although the user-base, user practices, and feature sets
of these tools are increasingly diverse. Using a uses and gratifications
approach, we address this problem by reconceptualizing SNSs as collections of
features. Survey data collected from undergraduate students at a large
Midwestern university (n = 267) revealed that users' motivations for using
Facebook predict their use of different features, such as status updates and
Wall posts, but features that share similar capabilities do not necessarily
share underlying motivations for use. When these results are contrasted against
models employing a more unidimensional measure of Facebook use, we find
differences between motivations for both general Facebook use and use of
specific features of the site. This suggests that unidimensional measures of
SNS use obfuscate motivations for using specific features. Theoretical and
methodological implications of these findings and this approach are discussed. Keywords: Uses and gratifications; Social network sites; Facebook; Communication technology | |||
| Team shared mental model as a contributing factor to team performance and students' course satisfaction in blended courses | | BIBAK | Full-Text | 2330-2338 | |
| Tristan E. Johnson; Ercan Top; Erman Yukselturk | |||
| The purpose of the study was to examine how team shared mental model (SMM),
team performance, and students' course satisfaction change over time and how
Team-SMM affects team performance and students' course satisfaction.
Forty-eight preservice teachers from two undergraduate blended courses
participated in this study. The data were obtained via two online
questionnaires (shared mental model instrument and Course Satisfaction Scale)
administered throughout Spring 2010. Data analysis was conducted using repeated
measures ANOVA and multiple linear regression techniques. Results indicated
that Team-SMM and students' course satisfaction changed slightly over time but
the change was not statistically significant. Team performance increased
significantly over the courses. Additionally, attitudes towards teammates and
task were closely linked with effective team performance and students
satisfaction. In the early stage of the courses, general team knowledge,
resource, and environment explained a significant amount of variance in
students' course satisfaction. Keywords: Team shared mental model; Team performance; Course satisfaction; Blended learning | |||
| The change in user and IT dynamics: Blogs as IT-enabled virtual self-presentation | | BIBAK | Full-Text | 2339-2351 | |
| Jinyoung Min; Heeseok Lee | |||
| Using the blogosphere as an enabling IT environment, this paper investigates
how self-concept influences virtual self-presentation behavior and the use of
IT artifacts. Self-presentation theory is adapted from the social psychology
literature to develop a theoretical research model of virtual
self-presentation. We tested the research model and hypotheses with data
collected from 312 bloggers. Structural equation analysis of this data reveals
a nomological net of self-concept leading to IT-enabled virtual
self-presentation and the use of IT artifacts. Our findings provide a new
perspective of users as heterogeneous individuals who have various
self-concepts that change the sequence and dynamics among users, IT artifacts,
and tasks. In contrast to traditional systems, in the social context of virtual
self-presentation, users are the primary and essential drivers who determine
vaguely defined tasks and systems. Keywords: Self-presentation theory; Self-concept; Virtual self-presentation; IT artifacts; Blogs | |||
| The effects of collective MMORPG (Massively Multiplayer Online Role-Playing Games) play on gamers' online and offline social capital | | BIBAK | Full-Text | 2352-2363 | |
| Zhi-Jin Zhong | |||
| This study examines the impact of collective MMORPG play on gamers' social
capital in both the virtual world and the real world. Collective MMORPG play is
conceptualized as the frequency of joint gaming actions and gamers' assessment
of the experience in MMORPG guilds and groups. Social capital at the individual
level refers to the resources and support provided by bonding and bridging
social networks; collective-level social capital refers to people's civic
engagement. A two-wave online survey was conducted to collect data from 232
Chinese MMORPG players.
Two structural equation models were developed to test whether collective play influences offline social capital via the mediation of online social capital; the results did not demonstrate the existence of mediation effects. Specifically, collective play positively influences gamers' online bonding social capital, online bridging social capital and online civic engagement. The effect of collective play on offline bonding and bridging social capital is not significant; the effect of online bonding/bridging social capital on offline bonding/bridging social capital is not significant either. The study finds a significantly positive impact of collective play on offline civic engagement. The effect of online civic engagement on offline civic engagement is not significant. In contrast with collective play, the time of gaming is found to negatively influence online and offline social capital. This study contributes to the knowledge of social capital because it tests the effects of new media on online and offline social capital in the Chinese culture. In addition, this study provides empirical evidence for the positive effects of online games and highlights the social experience in MMORPG play and how it influences gamers' social networks and collective participation. Keywords: Online games; Social capital; Social networks; Civic engagement | |||
| m-Brand loyalty and post-adoption variations for the mobile data services: Gender differences | | BIBAK | Full-Text | 2364-2371 | |
| Ya-Ching Lee | |||
| This paper uses the value brand model in an attempt to determine the factors
affecting post-adoption intentions through brand loyalty for the mobile data
services. Data were collected online from 1266 respondents. The structural
equation modeling was used to test the research model. The results show that
post-adoption intentions are directly influenced by intangible attributes.
Product deliverables and intangible attributes indirectly affect post-adoption
intentions via m-brand loyalty. However, the results of current research do not
show any effects of price on post-adoption intentions. The results also show
genders differences in post-adoption intentions. Practical suggestions are
provided. This paper advances our knowledge of post-adoption variations in
business-consumer contexts and mobile business from the perspectives of
utilitarian and non-utilitarian values of the mobile data services. This paper
also contributes to the theory of post-adoption by offering across-gender
examination. Keywords: m-Brand loyalty; Intangible attributes; Product deliverables; Mobile data services; Post-adoption intentions | |||
| Mediating roles of self-presentation desire in online game community commitment and trust behavior of Massive Multiplayer Online Role-Playing Games | | BIBAK | Full-Text | 2372-2379 | |
| Seung-bae Park; Namho Chung | |||
| Massive Multiplayer Online Role-Playing Games (MMORPGs), which allow
simultaneous participation of several gamers, have attracted a great deal of
attention recently. Since MMORPGs can be categorized as a type of online
community, the behavior of MMORPGs users needs to be considered as the general
behavior in online communities. However, previous studies of online communities
did not pay enough attention to MMORPGs, in which users can express themselves
by interacting actively through games and game avatars. Understanding the
characteristics of MMORPGs as online game communities where users communicate
and interact will allow games to be vitalized and users to be immersed in games
in a more positive way. Hence, using self-presentation theory and social
identity theory, this study examined the factors influencing self-presentation
desire and the mediating role of self-presentation desire examined in terms of
trust of and commitments to online game communities. The results showed that
the interactivity in the spaces of MMORPGs had the biggest impacts on
self-presentation desire; personal innovativeness and game design quality also
was influential. The results also indicated that self-presentation desire
caused trust of online games and eventually led to even stronger commitments to
gamers. Keywords: Self-presentation desire; Design quality; Interactivity; Personal innovativeness; Trust; Community commitment | |||
| Social evaluations of embodied agents and avatars | | BIBAK | Full-Text | 2380-2385 | |
| Rosanna E. Guadagno; Kimberly R. Swinth; Jim Blascovich | |||
| The purpose of this study was to examine social evaluations (i.e.,
perceptions of empathy and positivity) following peoples' interactions with
digital human representations. Female research participants engaged in a 3-min
interaction while immersed in a 3-D immersive virtual environment with a "peer
counselor." Participants were led to believe that the peer counselor was either
an embodied agent (i.e., computer algorithm) or an avatar (i.e., another
person). During the interaction, the peer counselor either smiled or not. As
predicted, a digitally-rendered smile was found to affect participants' social
evaluations. However, these effects were moderated by participants' beliefs
about their interaction partner. Specifically, smiles enhanced social
evaluations of embodied agents but degraded them for avatars. Although these
results are consistent with other findings concerning the communicative realism
of embodied agents and avatars they uniquely demonstrate that people's beliefs
alone, rather than actual differences in virtual representations, can impact
social evaluations. Keywords: Social interaction; Embodied agents; Avatars; Facial expressions; Collaborative virtual environments; Nonverbal behavior | |||
| Does online psychological test administration facilitate faking? | | BIBAK | Full-Text | 2386-2391 | |
| Rachel Grieve; Hidee Tania de Groot | |||
| This study examined for the first time the effect of delivery mode on faking
good and faking bad in psychological testing. Participants (N = 223) completed
questionnaires either online or in pen-and-paper format in a mixed experimental
design. After completing measures of personality (HEXACO-60, Ashton & Lee,
2009) and depression (DASS-21, Lovibond & Lovibond, 1995) under standard
instructions, participants then faked the personality measure as if applying
for a job, and faked the depression measure as if experiencing severe
depression. Equivalence of internet and pen-and paper-administration on faking
was then measured between groups. As predicted, participants were able to fake
good on the HEXACO-60 and to fake bad on the DASS-21. Also as predicted, there
were no significant differences in faked scores as a function of test
administration mode. Further, examination of effect sizes confirmed that the
influence of test administration mode was small. It was concluded that online
and pen-and paper presentation are largely equivalent when an individual is
faking responses in psychological testing. Given the advantages of online
assessment and the importance of valid psychological testing, future research
should investigate whether the current findings can be generalised to other
faking and malingering scenarios and to other psychological measures. Keywords: Online assessment; Internet testing; Faking; Malingering; Psychological testing; Equivalence | |||
| Computer skills instruction for pre-service teachers: A comparison of three instructional approaches | | BIBAK | Full-Text | 2392-2400 | |
| Joyce Hwee Ling Koh | |||
| The computer self-efficacy of teachers contributes positively to their
technology integration self-efficacy. Many studies have examined instructional
strategies that foster computer self-efficacy but not their corresponding
impact on teachers' technology integration self-efficacy. This study
investigated the instructional strategies used for pre-service teacher computer
skills instruction and their corresponding impact on teacher computer
self-efficacy and technology integration self-efficacy. Using a multiple
case-study approach, video recordings were made of the class sessions of three
participating instructors throughout a semester. Content analysis of these
video recordings found the instructors using three approaches of computer
skills instruction: Extensive behavioral modeling, targeted behavioral
modeling, and independent problem-solving. Analysis of pre and post-study
student survey responses also found that the three instructional approaches
raised their perceived computer self-efficacy. However, the effect sizes were
largest when the independent problem-solving approach was used. This approach
was also found to have had better motivational effects on students than the
extensive behavioral modeling approach. On the other hand, computer skills
instruction increased students' technology integration self-efficacy only when
instructors modeled teaching-related examples and provided students with
multiple mastery experiences of technology integration practices. The
applications of the three computer skills instructional approaches for teacher
education are discussed. Keywords: Computer skills instruction; Computer self-efficacy; Teacher education; Technology integration | |||
| Ethical decision-making in the Internet context: Development and test of an initial model based on moral philosophy | | BIBAK | Full-Text | 2401-2409 | |
| Cheolho Yoon | |||
| This paper proposes an ethical decision-making model in the Internet context
based on moral theories and then empirically tests the model. The model posits
that five moral philosophy variables -- justice, relativism, egoism,
deontology, and utilitarianism -- affect ethical judgment; ethical judgment, in
turn, affects behavioral intentions. To empirically test the model, four
scenarios, real-life situations containing an ethical dilemma on the Internet,
were developed and empirically analyzed by structural equation modeling with
data from 111 university students.
The results showed the five moral philosophy variables affected ethical judgment, each having different effects according to the particular ethical situation. Also, justice, utilitarianism, and ethical judgment were found to influence behavioral intentions in ethical dilemma situations on the Internet. Keywords: Internet ethics; Moral philosophy; Justice; Egoism; Deontology; Utilitarianism | |||
| Using eye-tracking technology to investigate the redundant effect of multimedia web pages on viewers' cognitive processes | | BIBAK | Full-Text | 2410-2417 | |
| Han-Chin Liu; Meng-Lung Lai; Hsueh-Hua Chuang | |||
| This study utilized eye-tracking technology to determine the impact of
redundant onscreen text information on viewers' cognitive processes with
respect to multimedia information. Sixteen college students participated in the
study and their eye-movement data and self-reported cognitive load ratings were
collected as they viewed three web pages into which different forms of verbal
explanations of thunderstorm systems were integrated. A repeated measure design
was utilized to support the research purposes. The eye-tracking data showed
that viewers relied on text information as the main information resource for
determining meaning. Students' cognitive load reports reflected a redundant
effect from the on screen text on their cognitive load level when both onscreen
and narrative verbal messages were presented. However, eye-movement data
revealed that viewers spent less time on the onscreen text when there was a
narrative message presenting the same information. When the pictorial
information was accompanied by both onscreen and narrative formats of verbal
information, viewers seemed to be able to filter out redundant information.
Additionally, replacing onscreen text with a voice-over seemed to globally
orient viewers' eye fixations toward the illustration. Discussions on results
and suggestions for future studies are provided in this paper. Keywords: Eye-tracking technology; Cognitive load; Multimedia learning; Redundant effect | |||