Relevant bibliographies by topics / Computer anxiety

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Computer anxiety'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Computer anxiety"

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Cohen, Brett A., and Gordon W. Waugh. "Assessing Computer Anxiety." Psychological Reports 65, no. 3 (December 1989): 735–38. http://dx.doi.org/10.2466/pr0.1989.65.3.735.

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A study was conducted to develop a scale for assessing computer anxiety. The scale was administered to 152 psychology students. The responses were then subjected to both item and principal components analysis. Computer anxiety was significantly and negatively correlated –.48 with the total amount of experience individuals had had with computers. Graduate and undergraduate students did not differ significantly in anxiety. When controlling for amount of experience with computers, clinical psychology students reported more anxiety than industrial-organizational psychology students, but men and women did not differ significantly in anxiety.
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Jones, Paul E., and Robert E. Wall. "Components of Computer Anxiety." Journal of Educational Technology Systems 18, no. 2 (December 1989): 161–68. http://dx.doi.org/10.2190/g96k-jgjt-1f30-w6wb.

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This descriptive study employed a multi-group, pre-post design. Analyses were employed to answer the following questions: 1) As a result of the course, “Computers in Society,” are there reductions in students' computer anxiety scores? 2) Is course performance, as indicated by course grades, related to pre and post anxiety scores? 3) Does the amount of experience with computers relate to computer anxiety scores? 4) Are age and/or sex related to computer anxiety scores? Results indicated that computer experience, as indicated by the number of computer courses, is associated with reductions in computer anxiety. Age was significantly related to computer anxiety but a significant relationship between gender and computer anxiety was not found. Also, no significant relationship was found between anxiety and students' academic achievement in the computer course as measured by their course grades.
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Marcoulides, George A. "Measuring Computer Anxiety: The Computer Anxiety Scale." Educational and Psychological Measurement 49, no. 3 (September 1989): 733–39. http://dx.doi.org/10.1177/001316448904900328.

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Marcoulides, George A. "The Relationship between Computer Anxiety and Computer Achievement." Journal of Educational Computing Research 4, no. 2 (May 1988): 151–58. http://dx.doi.org/10.2190/j5n4-24hk-567v-at6e.

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Computers are rapidly being introduced into virtually every work setting. The ability to use computers, therefore, has become a crucial component in the educational process. Computer anxiety, however, may influence student abilities to master computer skills and consequently affect the degree to which computers can effectively be utilized. This study investigates the possible effects of computer anxiety on student achievement in computer skills. The results suggest that computer anxiety is an important predictor of computer achievement. Educational systems that seek to prepare students in the field of computer applications must, therefore, become particularly concerned with creating less stressful environments.
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Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (April 1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.
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McInerney, Valentina, Dennis M. McInerney, and Kenneth E. Sinclair. "Student Teachers, Computer Anxiety and Computer Experience." Journal of Educational Computing Research 11, no. 1 (July 1994): 27–50. http://dx.doi.org/10.2190/94d0-b0af-nlax-7ryr.

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Recent research has demonstrated the debilitating effect of computer anxiety on achievement in computer related learning. As controversy exists over the merits of increasing experience with computers in order to reduce computer anxiety, the effects of increased computing experience on computer anxiety were assessed for students enrolled in a University teacher education course. In addition, other hypothesized correlates of computer anxiety were studied, viz., age, sex, school background, and computer competence. The Computer Anxiety Rating Scale (CARS) was used to measure computer anxiety prior to and at the conclusion of computer training. A control group, not undergoing computer training, was used for comparison purposes. Many of the teacher trainees in this study exhibited a high degree of computer anxiety on a number of key dimensions related to computing. The evidence from this study gives some support to the notion that increased experience leads to a diminution in computer anxiety. However, the high levels of anxiety remaining for some students after treatment suggest that a simplistic belief that increased computer experience alone will reduce computer anxiety is not tenable. The article discusses the issue that initial anxiety and continuing anxiety, after computer training, may be a function of an individual's prior computing experiences, attitudes towards computing, perceptions of self efficacy, and expectations of success associated with computer interaction.
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Dyck, Jennifer L., and Janan Al-Awar Smither. "Computer Anxiety and the Older Adult: Relationships with Computer Experience, Gender, Education and Age." Proceedings of the Human Factors Society Annual Meeting 36, no. 2 (October 1992): 185–89. http://dx.doi.org/10.1177/154193129203600210.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects in the study completed a demographic and computer experience questionnaire, and two computer anxiety scales. Previous research findings indicating a negative relationship between computer anxiety and computer experience was replicated for both young and older adults. Additional findings indicated that older adults were less computer anxious and had less computer experience than younger adults. Furthermore, older subjects indicated more liking for computers than younger subjects. However, while young males liked computers more than young females, no differences between older males and older females were found on the computer liking subscale. Some discrepancies between the two computer anxiety scales suggest further research is needed to validate computer anxiety scales for use with older adults.
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Beckers, J. J., and H. G. Schmidt. "Computer experience and computer anxiety." Computers in Human Behavior 19, no. 6 (November 2003): 785–97. http://dx.doi.org/10.1016/s0747-5632(03)00005-0.

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Crable, Elaine A., James D. Brodzinski, Robert F. Scherer, and Phillip D. Jones. "The Impact of Cognitive Appraisal, Locus of Control, and Level of Exposure on the Computer Anxiety of Novice Computer Users." Journal of Educational Computing Research 10, no. 4 (June 1994): 329–40. http://dx.doi.org/10.2190/k2yh-mmjv-gbbl-yttu.

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With the mass introduction of computers in the workplace researchers have spent considerable time, over the last two decades, investigating methods to effectively integrate this technology into the daily routines of employees at all levels within the organization [1–3]. An exogenous variable, and precursor to introduction of computers, is computer anxiety [4–6]. Computer anxiety is generally defined as an anxious response by the individual to the anticipated or actual contact with computers [7]. This article examined the relationship of cognitive appraisal, locus of control, prior exposure, and computer anxiety. It was hypothesized that an individual's appraisal of a computing situation, whether the person was internally or externally focused, and their prior experience with computers would affect their level of computer anxiety as measured by the Computer Concerns Questionnaire. A stepwise multiple regression was performed and the results indicated that cognitive appraisal and exposure were significant predictors of computer anxiety. The authors conclude that early assessments of a novice user's appraisal of the situation should be used to tailor training programs to the specific individual's needs.
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Okebukola, Peter Akinsola, Willem Sumampouw, and Olugbemiro J. Jegede. "The Experience Factor in Computer Anxiety and Interest." Journal of Educational Technology Systems 20, no. 3 (March 1992): 221–29. http://dx.doi.org/10.2190/hvkf-hwh2-9239-hb4j.

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The shift towards a computerized society is stimulating active research in students' expressed computer anxiety and computer interest. This study examined how experience in computer usage influences the manifestation of computer anxiety and computer interest in high school students. Data collected from 426 students in Western Australia showed a clear gradation in the decline of anxiety level with increase in the number of years of experience. The results further showed that irrespective of experience, the subjects had high scores favoring the items “I think a computer can be very interesting” and “If my family had a home computer, I would probably use it more than any one else.” There was a significant difference in the views of the students on such items as “A computer can be a boring companion,” “People managed before without computers, so computers are not really necessary now,” and “People who like computers are not often sociable.” The educational implications of these and other interesting findings of the study are drawn.
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Dissertations / Theses on the topic "Computer anxiety"

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McInerney, Valentina, University of Western Sydney, and Faculty of Arts and Social Sciences. "Computer anxiety : assessment and treatment." THESIS_FARSS_XXX_McInerney_V.xml, 1997. http://handle.uws.edu.au:8081/1959.7/519.

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This thesis represents the results of studies designed to investigate computer anxiety among adult learners. The existence, nature and degree of computer anxiety were investigated with a sample of teacher trainees undertaking an introductory computer training course, and the impact of this course on the anxiety and cognitions of the students were studied. Another study focussed on the evaluation of the measure of computer anxiety used in this study with a view to the design of a new computer anxiety treatment. Results showed that computer anxiety is not necessarily dissipated by completing a computer course, and is correlated with gender, computer ownership and previous computer experience. A number of faculties with different student populations were studied, and computer anxiety was high within each. Interviews with computing course coordinators indicated a range of approaches to instructional design, beliefs about the extent and causes of computer anxiety, and ways of alleviating it. Two approaches derived from these interviews formed the basis of the design of this study, with instructional methods as the treatments and levels of computer anxiety and negative cognitions as the aptitudes. The sample comprised two, with the first group receiving traditional instruction while the second group received direct instruction plus metacognitive strategy training in self-questioning within a cooperative learning context. Achievement was significantly enhanced in the second group, and it was felt that metacognitive training was effective as a means of enhancing achievement and positive cognitions.
Doctor of Philosophy (PhD)
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McInerney, V. "Computer anxiety : assessment and treatment /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030624.100303/index.html.

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Cooper-Gaiter, Elizabeth Diane. "Computer Anxiety and Computer Self-Efficacy of Older Adults." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/349.

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Many older adults (aged 55 and older) need training to acquire computer knowledge and skills. Using computers and the Internet could provide access to vital resources for improving older adults' health and maintaining their connections with family and society. This study examined 2 psychological constructs--computer anxiety and computer self-efficacy--that have been shown to impact a person's successful use of computers and related technology. Guided by Bandura's self-efficacy theory, which emphasizes the importance of adult learners being motivated and taking charge of their learning, this study examined the impact of a computer knowledge and skills workshop on older adults' computer anxiety and computer self-efficacy. A concurrent, mixed-methods design was used to collect and analyze survey data and interview transcripts from a convenience sample of African American older adults (N = 11). Mobile technology (i.e., tablet PCs and portable hotspots) was used to access the Internet and e-mail. Data analyses included thematic coding of the interview notes and descriptive statistics to present the survey results. The themes that emerged from the interview data were learning opportunities, positive attitudes, and user-friendly tools and equipment for reducing computer anxiety and constructive attitude changes and learning environments for improving computer self-efficacy. The descriptive statistics indicated favorable changes for computer anxiety with scores averaging a decrease of -26.5% and computer self-efficacy with scores averaging an increase of 62.1%. This study illustrated the feasibility of a low-cost approach for establishing a mobile computer laboratory to help older persons become proficient in their use of computers, the Internet, and related technology.
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Jost, Oliver R. "Computer anxiety, mathematics anxiety and achievement in an adult basic mathematics course." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0024/MQ30487.pdf.

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Embi, Roslani. "Computer Anxiety and Computer Self-Efficacy Among Accounting Educators at Universiti Teknologi MARA, Malaysia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29546.

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This study was designed to determine the levels of computer anxiety, computer self-efficacy, and computer applications usage among members of the Faculty of Accountancy at Universiti Teknologi MARA (UiTM), Malaysia. The importance of the role of technology and information systems in economic development has grown significantly throughout the globe, thus affecting how nations educate students in order to produce a more technologically literate workforce. With the implementation of the smart schools concept in Malaysia, whereby these facilities are equipped with multimedia technology and world-wide networking, educators in higher learning institutions have to prepare themselves for high school graduates who will be technologically literate. While there have been much research in this area conducted in the United States at many different levels, it has never been conducted in Malaysia, specifically with the accounting faculty at UiTM. Therefore, a total of 368 full-time accounting faculty members who were teaching in the 2006/2007 academic year were surveyed, using questionnaires. The questionnaires were focused on obtaining information with regard to participants and computer: (a) anxiety, (b) self-efficacy, (c) and software usage, as well as (d) general information. At the end of the data collection period, 262 responses were received from the population. A test of the nul1 hypothesis revealed no evidence to imply that the respondent groupâ s gender and UiTM location distributions were significantly different from the population distributions based on the same attributes. Together with a high response rate (71%), these findings add credibility to the belief that the sample was representative of the population. This study showed that a majority of the faculty had low levels of computer anxiety and high levels of computer self-efficacy. Statistical analysis showed no significant mean differences between gender and age categories nor was there an interaction between the two said variables related to computer anxiety. However, pertaining to computer self-efficacy, the study found a statistically significant mean difference between age categories. Furthermore, the results from stepwise multiple regressions also indicated that the most efficient model for predicting the level of computer anxiety was composed of a single variable, computer self-efficacy.
Ph. D.
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Gillon, Stephen John. "Computer anxiety and intrinsic motivation to learn among beginning computer users." Thesis, Boston University, 1997. https://hdl.handle.net/2144/31970.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined computer anxiety and motivation to learn in a computer class, using Csikszentmihalyi's Flow Theory, and Heinssen, Glass and Knight's Computer Anxiety Rating Scale (CARS), to explore the root causes of computer anxiety, and to determine anxiety's relationship to the motivation students have to participate in training. The study considered whether computer anxiety was more appropriately a form of trait anxiety, similar to Spielberger's State/Trait Anxiety, or a transitory state of anxiety independent of personality traits. The researcher assessed initial computer anxiety using the CARS, then sampled students' experience in the computer course during every class period using Csikszentmihalyi's Experience Sampling Form. Possible changes in computer anxiety were measured by mid-semester and end of semester administrations of the CARS, and regression analysis of the incidence of the Flow States. Achievement was measured by course grade, then correlated with incidence of the Flow States, and with pre-course CARS score. Csikszentmihalyi's conceptualization described the anxious state actually experienced in the computer laboratory class. The measurement of trait type of anxiety had no correlation with the students' actual experience of anxiety in the course. It was also determined that Csikszentmihalyi's Flow Theory described the psychological states of the students, and the relationship between students' motivation and their experience of anxiety. There was no correlation between the measurement of the students' trait type computer anxiety and their performance in the classroom, but the students' performance was significantly correlated with both the incidence of the Flow state and the Anxiety state. Student interviews complemented the data collection, and provided additional insight into the interactions between the students, their computers, and the computer laboratory environment. The researcher discussed the theoretical implications of the study, which demonstrated the validity of Csikszentmihalyi's Flow Theory, demonstrated the distinction between state and trait anxiety, and added to the growing body of research concerning Flow Theory. The researcher also discussed implications for educational practice, including careful pre-course screening, attention to intermediate educational objectives, and greater student control over the pace of learning.
2031-01-02
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Taylor, Bernard Wayne. "A Study of Anxiety Reducing Teaching Methods and Computer Anxiety among Community College Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277692/.

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The purpose of this study was to evaluate the relationship between anxiety reducing teaching methods and computer anxiety levels and learning gain of students in a college level introductory computer course. Areas examined were the computer anxiety levels of students categorized by selected demographic variables, the learning gain of students categorized by selected demographic variables, and anxiety levels and learning gain of students after completion of the course. Data for the investigation were collected via the Standardized Test of Computer Literacy (STCL) and the Computer Opinion Survey (CAIN), developed by Michael Simonson et al. at Iowa State University. The nonequivalent pretest/posttest control group design was used. The statistical procedure was the t test for independent groups, with the level of significance set at the .05 level. The data analysis was accomplished using the StatPac Gold statistical analysis package for the microcomputer. Based upon the analysis of the data, both hypotheses of the study were rejected. Research hypothesis number one was that students in a class using computer anxiety reducing teaching methods would show a greater reduction in computer anxiety levels than students in a traditional class. Hypothesis number two was that students in a class using computer anxiety reducing methods would show a greater learning gain than students in a traditional class. This research revealed that there was no statistically significant difference in the computer anxiety levels or the learning gain of students between the control group and the experimental group.
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Martin, Brenda L. "Computer Anxiety Among Virginia Cooperative Extension Field Personnel." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30402.

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Extension professionals must have easy access to and knowledge of emerging technologies to deliver programs more efficiently and effectively. With the increasing use of computer technology comes an increasing number of individuals who have computer anxiety. This study examined selected variables as predictors of computer anxiety. Data were collected from 402 Virginia Cooperative Extension field personnel. The personnel included Agricultural and Natural Resources agents, Family and Consumer Sciences agents, 4-H agents, technicians, and secretaries. A modified version of Oetting's 1983 Computer Anxiety Scale (COMPAS) was used to determine the computer anxiety levels. For this instrument, an internal consistency reliability of Cronbach's alpha r = .95 resulted from this study. The survey results were analyzed using the Statistical Package for the Social Sciences (SPSS). The overall mean score for the respondents to this study was 101.68, on a 200 point scale, which was interpreted using the COMPAS manual to indicate that only 20% of the Virginia Cooperative Extension personnel were "anxious" or "very anxious." Regression analysis indicated that time per day using a computer, years with Extension, and age were the significant variables related to anxiety. Increased computer use reduced but did not entirely eliminate computer anxiety. A profile of a respondent who was relaxed about computer use included being age 20 to 29, a secretary, and using a computer more than two hours per day. A person anxious about computer use was middle aged (40 and over), a technician, and used the computer less than two hours per day. The results indicated that the more a respondent used the computer per day the less anxious they were. A large number of personnel used the computer to compile and produce educational material and to communicate with colleagues. The Virginia Cooperative Extension administration should direct their attention regarding computer training to respondents who are 40 years of age and older and are technicians. To reduce computer anxiety, personnel should be provided with in-service training emphasizing computer applications. Additional research could identify why technicians have higher levels of computer anxiety. Further study could identify other variables that may be related to computer anxiety.
Ph. D.
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Tseng, Hsu-Min. "Computer anxiety and computerised assessment of mood change." Thesis, University of Edinburgh, 1995. http://hdl.handle.net/1842/20847.

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This thesis examines the extent to which Human-Computer Interaction (HCI) factors influence the equivalence of computer-based testing (CBT) and conventional paper-&-pencil (P&P) questionnaires in the context of mood measurement. The assessment of mood discussed in this dissertation deal largely with variation in the affective state at a fixed moment or over a short period in time. This approach permits one to characterise what dimensions of feeling there are, the degree to which they are interrelated with each other, and allows an orderly search for individual characteristics associated with affective ratings. Over 200 women volunteered to take either a CBT or a P&P version of mood assessment to test the hypothesis that accuracy of disclosure on sensitive issues is greater with a computer interaction. The CBT version showed heightened negative mood with respect to the phases of the menstrual cycle compared to the P&P administration. Heightened negative mood in CBT did not correlate with individual tendency to respond in a socially desirable way, nor familiarity with computer use. The influence of item presentation factors on affective ratings was examined, by employing a card administration of mood assessment which simulated the CBT format as closely as possible in terms of item presentation and time-to-completion. Despite controlling for the above, psychometric differences in affective ratings were found between the two modalities. Item presentation format alone therefore does not account for the non-equivalence result.
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Kwon, Remi Jounghuem. "Anxiety activating virtual environments for investigating social phobias." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3915/.

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Social phobia has become one of the commonest manifestations of fear in any society. This fear is often accompanied by major depression or social disabilities. With the awareness that fear can be aggravated in social situations, virtual reality researchers and psychologists have investigated the feasibility of a virtual reality system as a psychotherapeutic intervention to combat social phobia. Virtual reality technology has rapidly improved over the past few years, making for better interactions. Nevertheless, the field of virtual reality exposure therapy for social phobia is still in its infancy and various issues have yet to be resolved or event uncovered. The key concept of virtual reality exposure therapy in the treatment of social phobia is based on its characteristic of perceptual illusion - the sense of presence - as an anxiety-activating system, instead of conventional imaginal or in-vivo exposure techniques. Therefore, in order to provoke a significant level of anxiety in virtual environments, it is very important to understand the impact of perceptual presence factors in virtual reality exposure therapy. Hence, this research mainly aims to investigate all the aspects of the correlation between anxiety and the components of the virtual environment in a computer-generated social simulation. By understanding this, this thesis aims to provide a framework for the construction of effective virtual reality exposure therapy for social phobia care which enables anxiety stimuli to be controlled in a gradual manner as a conventional clinical approach. This thesis presents a series of experimental studies that have been conducted with a common theme: the function of 3D inhabitants and visual apparatus in anxiety-activating virtual social simulation, a job-interview. However, each study is conducted using different research objectives. The experimental results are presented in this thesis, with psycho-physiological approach, revealing a variation of the distribution of participants' anxiety states across various VR conditions. The overall conclusion of this research is that an appropriate realism of VR stimuli is essential in sustaining the state of anxiety over the course of VR exposure. The high fidelity of virtual environment generally provoke a greater degree of anxiety, but this research also shows that aspects of VR fidelity is more related to the mental representation of individuals to the context of the stressful situation rather than any technology that is being used.
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Books on the topic "Computer anxiety"

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Kelly, Jacqueline. The computer anxiety reduction programme. [S.l: The author], 1994.

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Miclea, Mircea, and Éva Kállay. The computer-mediated therapy of anxiety. Cluj-Napoca: Editura ASCR, 2011.

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The Sachertorte algorithm and other antidotes to computer anxiety. New York, NY: Viking, 1985.

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The Sachertorte algorithm and other antidotes to computer anxiety. New York: Penguin Books, 1986.

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Rafferty, Shauna. The assessment of computer anxiety and computer attitudes in a learning disabled population. (s.l: The Author), 1998.

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Buchner, Michael S. Computer fear and anxiety in the United States Army. Monterey, Calif: Naval Postgraduate School, 1991.

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Howard, Geoffry S. Computer anxiety and the use of microcomputers in management. Ann Arbor, Mich: UMI Research Press, 1986.

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Cassady, Jerrell C. Anxiety in schools: The causes, consequences, and solutions for academic anxieties. New York: Peter Lang, 2010.

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Condon, Karen Patricia. Investigation into levels of computer anxiety within an unemployed population. (s.l: The Author), 1998.

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Namlu, Ayşen Gürcan. Bilgisayar kaygısı: Üniversite öǧrencileri üzerinde bir çalışma. Eskişehir: Ankara Üniversitesi, 2002.

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Book chapters on the topic "Computer anxiety"

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Day, Donald, and Päivi Mäkirinne-Crofts. "Computer Anxiety and the Human-Computer Interface." In People and Computers XII, 85–100. London: Springer London, 1997. http://dx.doi.org/10.1007/978-1-4471-3601-9_6.

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Jones, Kathryn Elizabeth, Fernando Loizides, Parisa Eslambolchilar, Ilona Johnson, Shannu Bhatia, Owen Crawford, McClaine Beirne, Raj Chand, Laura Vuilleumier, and Idunah Araneta. "Reducing Anxiety for Dental Visits." In Human-Computer Interaction – INTERACT 2019, 659–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29390-1_57.

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Copeman, Matthew, and Jonathan Freeman. "Social Anxiety Strategies Through Gaming." In Lecture Notes in Computer Science, 309–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05637-6_19.

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Kalwar, Santosh Kumar, Kari Heikkinen, and Jari Porras. "Internet Anxiety: Myth or Reality?" In Human-Computer Interaction. Towards Intelligent and Implicit Interaction, 431–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39342-6_47.

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Luís, Diogo, Salviano F. P. Soares, and Gonçalo Carnaz. "Anxiety Monitoring System: A Preliminary Approach." In Communications in Computer and Information Science, 160–71. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-23236-7_12.

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Kalwar, Santosh Kumar, and Kari Heikkinen. "Study of Human Anxiety on the Internet." In Human-Computer Interaction. New Trends, 69–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02574-7_8.

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Vilar, Elisângela, Paulo Noriega, Tânia Borges, Francisco Rebelo, and Sara Ramos. "Can an Environmental Feature Influence Interview Anxiety?" In Lecture Notes in Computer Science, 351–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49757-6_25.

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Jebali, Adel. "Does CMC Reduce Foreign Language Classroom Anxiety?" In Lecture Notes in Computer Science, 277–87. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07485-6_28.

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Ohsuga, Mieko, and Haruya Koba. "Development of VR Exposure Therapy Support System for Social Anxiety Utilizing Anxiety Levels Estimated by Physiological Indices." In Lecture Notes in Computer Science, 130–41. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-17902-0_10.

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Nurhayati, Dina Anika Marhayani, Chih-Hung Chang, and Marja Naaranoja. "Math Anxiety Analysis in Indonesian Elementary School." In Communications in Computer and Information Science, 292–301. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20798-4_25.

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Conference papers on the topic "Computer anxiety"

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Shah, Maimunah Mohd, Roshidi Hassan, and Roslani Embi. "Computer anxiety: Research results." In 2011 IEEE Colloquium on Humanities, Science and Engineering (CHUSER). IEEE, 2011. http://dx.doi.org/10.1109/chuser.2011.6163757.

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2

dos Santos, Thiago Donizetti, and Vagner Figueredo de Santana. "Computer Anxiety and Interaction." In W4A '18: The Internet of Accessible Things. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3192714.3192825.

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3

Saade, Raafat, and Dennis Kira. "Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3386.

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Abstract:
It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. However, few have investigated the role of computer self-efficacy in mediating computer anxieties on perceived ease of use. Therefore, in this study we base our contribution on the variables of computer self-efficacy and computer anxieties. These two variables are believed to impact an individual’s use of computers and performance for computer-based tasks. Anxiety has been argued to impact computer-based learning by affecting levels of self-efficacy anchored in social learning and outcome expectation theories. Self-efficacy is determined by levels of anxiety such that reduced anxiety and increased experience improves performance indirectly by increasing levels of self-efficacy. In this study, we investigate the influence of computer anxiety on perceived ease of use and the mediating effect of computer self-efficacy on this relationship, within an e-learning context. A survey methodology approach was used in this study using 18 items for 3 constructs (perceived ease of use, anxiety, and self-efficacy). Survey data from 645 university students were analyzed. The psychometric properties of the items and constructs were validated followed by the assessment of mediation of computer self efficacy. Results from the use of a learning management system indicate that computer self-efficacy plays a significant role in mediating the impact of anxiety on perceived ease of use. This role is observed by computer selfefficacy (1) reducing the strength and significance of the impact of anxiety on perceived ease of use and (2) having a strong and significant relationship with computer anxiety. The findings demonstrate the importance of self-efficacy as a mediator between computer anxiety and perceived ease of use of a learning management system (LMS). With the continuous development of richer and more integrated interfaces, anxieties about learning to use the new interface and executing tasks effectively becomes of primary importance. Limitations and suggestions for future research are elaborated.
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George Saadé, Raafat, Fassil Nebebe, and Dennis Kira. "Characterising Computer Experience and Anxieties Differences Between Middle Eastern and Western Students in eLearning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2225.

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Computer anxiety especially in first-year university students is common and continues to be a significant issue as it manifests itself in a number of negative emotions with significant detrimental impact to students. This is especially true in the context where students use computers for course work – online learning. Research work addressing the effect of computer/Internet experience on anxiety as it differs across cultures is relatively scarce. In this study, we investigate online learning anxiety and how it is impacted by computer and the internet experience, across two cultures – Middle Eastern and Wester. A survey methodology approach was used for the capture of data and analysis. We found that Anxiety using computers for learning still exists in today’s time across both cultures, however the type of anxiety differs between them. At the same time computer/Internet experience was found to impact anxiety in English student group while amount of computer usage was found to influence anxiety in the ME group. Conclusions, limitations and recommendations for furture research are provided.
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Shah, Maimunah Mohd, Roshidi Hassan, and Roslani Embi. "Technology acceptance and computer anxiety." In 2012 International Conference on Innovation Management and Technology Research (ICIMTR). IEEE, 2012. http://dx.doi.org/10.1109/icimtr.2012.6236408.

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Ayar Şentürk, Hayat. "An Evolutionary Perspective: From Computers To Anxiety Of Computer Users." In Joint Conference ISMC 2018-ICLTIBM 2018 - 14th International Strategic Management Conference & 8th International Conference on Leadership, Technology, Innovation and Business Management. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.02.69.

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7

dos Santos, Thiago Donizetti, and Vagner Figueredo de Santana. "Gaze Interaction and People with Computer Anxiety." In IHC '21: XX Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3472301.3484319.

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8

Ruth, Stephen R., Ella P. Gardner, and Barry Render. "Examining the problems of computer-based anxiety." In the 15th annual conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/322917.322970.

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9

Peng, Hao. "Exploration on Anxiety in Computer-aided Interpretation." In 2022 2nd Asia Conference on Information Engineering (ACIE). IEEE, 2022. http://dx.doi.org/10.1109/acie55485.2022.00026.

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10

Yang, Hye-Ryeon, Ji-Eun Park, Sangsup Choi, Jin-Hun Sohn, and Jong-Min Lee. "EEG asymmetry and anxiety." In 2013 International Winter Workshop on Brain-Computer Interface (BCI). IEEE, 2013. http://dx.doi.org/10.1109/iww-bci.2013.6506628.

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