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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 UniversityPLEASE 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.
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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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Buchner, Michael S. "Computer fear and anxiety in the United States Army." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28057.
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Johansson, Åhed Fredrik. ""Daglig dator" : Combating computer anxiety through daily online exercises." Thesis, Umeå universitet, Institutionen för informatik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172720.
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It’s well known that the contemporary rapid development of technology has created a digital divide between those who adopt and use the emerging digital services, and those who don’t. The ones who fail to adapt to the new digital society, is at great risk of being completely excluded from it, which strips away both social, health related and economical opportunities. These people are often seniors, and multiple factors weigh in on their non-participation. One of the more common factors are technology relates stress, and in extension, computer anxiety. While there exists literature on how to reduce computer anxiety, it’s often linked to physical training courses that the user can sign up for. The purpose of this study is to explore a completely digital solution, based upon the loose principles identified by Dos Santos and Santana (2018). This is done through the creation and evaluation of a senior-oriented website, that offers the user daily exercises in basic computer management, knowledge, and safety, with the goal of reducing computer anxiety. The results show both that the principles indeed can be used as design guidelines, and that my design has potential, although some adjustments have to be made.
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Gratton, Suzannah. "Evaluation of a Computer-Based CBT package for Exam Anxiety." Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485982.
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Clark, Margot Elizabeth. "Computer anxiety and nursing informatics needs of graduate nursing students." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/2374.
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The impact of technology in today's society affects every aspect of life. This study focused on exploring the extent of computer anxiety among graduate nursing students using the Oetting's computer anxiety scale. Computer and information seeking skills required for both education and advanced nursing practice were also assessed using a survey by Jacobs and dela Cruz. Special emphasis was placed on retrieval of information from large data-bases. The conceptual framework was based on Roy's Adaptation Model.
The sample consisted of 28 students enrolled in a nursing informatics class in a south Florida university. Frequency distribution, and t-tests were used to analyze the data. The results indicate that graduate nursing students have a mild computer anxiety. Perceived informatics needs included Internet use, electronic mail, compiling research, and thesis construction. Results of the study may be used to identify future curriculum content for nursing informatics classes.
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Applebee, Andrelyn C., and n/a. "Attitudes toward computers in the 1990s: a look at gender, age and previous computer experience on computer anxiety, confidence, liking and indifference." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20060206.123119.
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The purpose of this study was to investigate the
relationship between computer attitudes held by tertiary
students and the selected variables of gender, age and
previous computer experience. It was hypothesized that no
statistically significant differences would be found within
the relationships tested. A questionnaire comprising the
Computer Attitude Scale (CAS), demographic and other
questions was administered to the population enrolled in an
introductory computer unit at the University of Canberra,
Australian Capital Territory in Semester 1, 1992. The
results were subjected to t-test and one-way analysis of
variance testing.
Statistically significant findings were noted between both
gender and computer anxiety, and gender and computer
confidence, with female students being more anxious and
male students being more confident. Students with previous
computer experience were found to be significantly less
anxious and more confident with computers.
More research on possible causes of these relationships and
ways of overcoming computer anxiety is needed before the
findings can be fully implemented.
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Burkett, William Henry. "A Study of Computer Aversion Factors And their Effect On An Older Adult Population's Computer Anxiety." NSUWorks, 1993. http://nsuworks.nova.edu/gscis_etd/436.
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The purpose of this study was to examine the relationship between older adults and computer anxiety by identifying specific computer aversion factors and their influence on an older adult population's computer anxiety. The study was undertaken in the county of Palm Beach, Florida in the fall of 1992 and winter of 1993. The study collected and analyzed the responses to Meier's Computer Aversion Survey from 393 adults. Though it was determined that both populations exhibited traits of computer anxiety, the older adult population exhibited a higher level of anxiety on all three factors observed.
Older adults are not computer illiterate because they cannot or will not learn to use computers. The study determined that they are computer illiterate due in part to their lack of an appropriate outcome expectation for computer use. They do not think they can realize a usable outcome from using a computer system, therefore they do not attempt to use them. They have not been shown or convinced of what they could achieve through their use. Furthermore they will continue to miss the advantages of the computer revolution if they are not directly and specifically confronted with the benefits of computer systems. If they do not become computer literate society will have lost the knowledge that they could have provided if they had had the opportunity to meld their years of expertise with the capabilities of the computer revolution.
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Vavrik, John. "State anxiety responses as a function of specific computer interaction events." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26935.
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The purpose of this study was to develop a model of investigating anxiety in human-computer interactions. The model was constructed from three components. Firstly, precursor conditions of anxiety were identified by assimilating several of the accepted theoretical viewpoints of the anxiety concept. Secondly, the computer-human interaction process was examined and typical events in this process were identified. Finally, a connection between the computer-human interaction process and anxiety was proposed by identifying a subset of specific interaction events that were representative of the anxiety inducing conditions. These were termed Computer-Interaction Anxiety (CIA) events. To test the validity of the model an experiment was carried out in which state anxiety data was collected while 31 subjects were engaged in an interactive computer programming session. There was a significant increase in the subjects' state-anxiety level immediately after experiencing typical CIA events.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Hallam, Teresa Alberte. "Sociocultural Influences on Computer Anxiety Among Preservice Teachers: An Exploratory Study." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207847227.
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Price, Wanda Leigh. "The effects of in-service workshops on computer anxiety in elementary teachers." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76475.
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The computer education literature documents computer anxiety as a problem common to classroom teachers without prior computer training. This study was an investigation of the effectiveness of workshops designed to reduce such anxiety.
The treatment comprised of instruction based upon principles derived from the literature was administered to 80 teachers in a Treatment group and 57 teachers in a Quasi-control group. Pre-test measurements included a Computer Background Information survey, Part II of the Minnesota Computer Literacy and Awareness Assessment and the Trait section of the Spielberger State Trait Anxiety Inventory (STAI). Post-test measures were the State section of the State Trait Anxiety Inventory, Part I of the Minnesota Computer Literacy and Awareness Assessment and a LOGO quiz.
Statistical treatment of the data included T-test comparisons between Treatment and Quasi-control groups on tests of computer Knowledge; Chi-square test of independence between groups on descriptive characteristics and a one-way analysis of variance testing the relationship between test anxiety and achievement.
Findings confirm an inverse relationship between computer knowledge and computer anxiety. The workshop treatment derived from the literature on in-service training and computer anxiety was an effective vehicle for increasing teacher knowledge and reducing computer anxiety. Study results show that teachers exposed to the treatment workshops reported an increase in positive attitudes toward computer use. Comparisons of pre- and post-workshop State anxiety measurements yielded evidence of significant computer anxiety reduction.Ed. D.
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Parker, Neil Matthew. "Adolescent Peer-Related Computer-Mediated Communication and Its Relationship to Social Anxiety." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3060.
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Adolescents are adopting computer-mediated communication (CMC) at a higher rate than any other age group, with CMC becoming integral to their social relationships. This is particularly significant given the role peer relationships play in adolescent mental health. The purpose of this quantitative, quasi-experimental study was to explore the relationship between adolescent CMC and social anxiety. The research was guided by Erikson's theory of psychosocial development and Kock's media naturalness theory. This multiwave panel study included a convenience sample of 58 adolescents ages 11 to 18. Surveys were completed on participant's social skills and introversion, and daily data were gathered on CMC, face-to-face communication, and social anxiety. Three regression models were produced from each day's data. Results indicated a modest relationship between daily CMC and social anxiety. Results also indicated CMC users with lower social skills or higher in introversion may be at greater risk for social anxiety. Lower face-to-face communication was also found to be related to increased social anxiety in CMC users. Findings may be useful to researchers seeking to identify specific populations who are at greater risk for negative outcomes in CMC use. Findings may also be useful to clinicians, educators, and parents interested in CMC's role in adolescent mental health or its impact on the quality of adolescent peer relationships.
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Stubbs, David Williams. "An empirical study of computer anxiety and its relationship with self-concept." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36708/1/36708_Digitised%20Thesis.pdf.
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Three large, metropolitan state high schcols situated in upper, middle and low socio-economic areas were surveyed using Loyd and Gressard's (1984) Computer Attitude Scale, the General SelfConcept subscale of the Self-Description Questionnaire II (SDQ II) and ten items from Zung's (1971) Self-rating Anxiety Scale. Demographic data about each participant's age, gender, frequency of computer use and level of computer experience was also obtained.
A full analysis of the data obtained using the Computer Attitude Scale showed that the Computer Attitude Scale was an effective measure of computer anxiety for Australian students. Students who attended the school in the high SES area had greater access to a home computer and used computers more frequently compared to students who attended the high schools in the middle and low SES areas. However, there was no d\fference in the global levels of computer anxiety between the three schools.
The major finding of this study is the identification of general self-concept as the most critical determinant of computer anxiety. The study obtained evidence to support the notion that computer experience is an important predictor of computer anxiety but computer experience is less critical than self-concept.
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Boettner, Linda M. "Computer Anxiety: Its Related Characteristics And Its Relationship to Achievement In Computer Literacy of Slippery Rock University Students." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/417.
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This study was designed to investigate what effects the completion of a computer literacy course had on computer-related anxiety, what factors were correlated with computer anxiety, and what relation computer anxiety had to achievement in computer literacy. The possible correlates of computer anxiety considered in this study were gender, the number of semesters of previous computer experience, the number of university credit hours completed, and cumulative quality point average. Analyses were conducted to identify any differences in computer anxiety levels among groups of subjects with different declared major areas of study.
Slippery Rock University undergraduates (N = 325) who were enrolled in the university's computer literacy course in the 1991 spring semester were surveyed before and after completing the course. Data about the subjects' computer anxiety levels and achievement in computer literacy were collected by means of standardized tests, and the demographic data for the subjects were gathered through a questionnaire and through the university's mainframe computer. Hypotheses were tested at the 0.05 confidence level using either a point biserial correlation coefficient, a Pearson product moment correlation coefficient, a t-test for paired variates, or an analysis of variance. Because the analysis of variance indicated differences among the groups with different major areas of study, the Scheffe test was applied to identify which pairs of groups differed. Of the possible correlates of computer anxiety tested, only gender and the number of university credit hours completed were found to be not significantly related to computer anxiety. The number of semester of previous computer experience was inversely related to computer anxiety, and both cumulative quality point average and achievement in computer literacy were determined to be positively correlated to computer anxiety. Differences in the mean computer anxiety levels of the groups of subjects were identified. Based upon the results of this study, several curricular recommendations were made. Recommendations for future study suggested expanding the study to encompass more semesters and a larger population of subjects.
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Mullan, Michael J. "A Survey of Computer Anxiety Among Secondary English Teachers in St. Johns County." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/153.
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As a result, in part, of computer anxiety, many educators are not utilizing available computer technology, even though its innovations extend to the classroom. Forty-four secondary English teachers from st. Johns County, Florida were given the Computer Attitude Rating Survey (CARS) along with a follow-up questionnaire, to identify anxiety levels and possible correlations with gender, education level, computer experience, and in-service training for this sample. Results indicate that men have less computer anxiety than women, that computer experience and in-service training decrease anxiety, and that Masters degree students have lower anxiety scores than do Baccalaureate degree students. These findings mirror earlier results, and provide directional data for decreasing the computer anxiety of future educators.
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Macaulay, Michael. "Monitoring, treating, and compensating for the effects of anxiety in human-computer interaction." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/32279.
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This thesis investigates the effects of in-application relaxation and memory technique instructions on effectiveness of human–computer interaction (HCI) in a computer-based learning (CBL) set-up. The literature survey identifies a general absence of a clear definition of effectiveness of human–computer interaction, and even more scarcity of direct reference to the connection between effectiveness of human–computer interaction and learning.
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Kiskis, Susan. "Effects of test administrations on general, test, and computer anxiety, and efficacy measures." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/579.
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Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.
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McVay, Richard B. "An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3082/.
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The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.
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Rice, Lindsay Marie. "The moderating role of the five factor model of personality on anxiety following computer-mediated communication." Click here for download, 2007. http://proquest.umi.com/pqdweb?did=1338896941&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Guynes, Jan L. (Jan Lucille). "Impacts of Personality Type and Computer System Response Time on Anxiety and User Response Time." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330969/.
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The purpose of this research was to determine if personality type and system response time have any effect on state anxiety and user response time. The sample for this study consisted of senior and graduate level college students who possessed basic know 1 edge of a text editor. Each test subject was administered the Jenkins Activity Survey to determine scores for Type A versus Type B, speed and impatience, involvement, and competitiveness. The test subjects were randomly assigned to one of three treatment groups (good, variable, and poor system response time). They were required to edit a text file which contained multiple errors. The test subjects were provided hard copies of the file with errors (errors highlighted) and the file as should appear without the errors. The test situation for each test subject was identical, except for changes in system response time. The A-state scale of the State-Trait Anxiety Inventory (STAI) was administered to the test subjects immediately prior to the edit task in order to determine pre-task state anxiety levels. The A-state scale of the STAI was again administered immediately after the edit task in order to determine post-task state anxiety levels. Analysis of variance, analysis of covariance, regression, and two sample t-tests were used to analyze the data collected. All hypotheses were tested at the alpha .05 level. The most significant finding of this study was the positive relationship between state anxiety and system response time. It was originally predicted that the Type A personality would experience a greater increase in state anxiety than the Type B personality. However, that was not found to be true. Both Type A and Type B individuals experience an increase in state anxiety during periods of poor or variable system response time. This study also confirms prior research regarding user and system response time. There is a significant positive relationship between user response time and system response time. Personality type, specifically the Type A personality, contributes toward this relationship.
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Charle, Poza María Isabel. "The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4007.
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Thesis (Ed. D.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains xi, 129 p. : ill. Includes abstract. Includes bibliographical references (p. 97-105).
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Davis-McShan, Melaney Laine. "Impact of Computer-Mediated Communication Duration on Adolescent Social Self-Efficacy, Social Anxiety, and Depression." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/294.
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Research suggests that Internet and cell phone overuse may result in lower levels of social skills and encourage isolation from peers. Less clear is whether the duration of computer-mediated communication (CMC) influences adolescent perception of their social skills competency or emotional health. This research was guided by the social cognitive theory, which suggests that social self-efficacy (SSE), the belief that they have the skills to engage successfully with others in conversation and social activities, develops from mastery experiences that regulate thought, motivation, and action. This quantitative cross-sectional survey design utilized a convenience sample of 49 adolescents ages 11-19, living in Austin County, TX, to examine the impact of CMC duration on adolescent SSE, social anxiety, and depression. Regression analyses indicated CMC duration did not significantly affect SSE, social anxiety, or depression at the p <. 05 level. Computer-mediated communication duration did influence SSE at the p = .07 level, suggesting a trend toward statistical significance. Post hoc analysis revealed a significant interaction at the p < .05 level when CMC restriction severity was tested as a moderator in the CMC duration-SSE relationship. These findings suggest that the interaction between CMC duration and restrictions may influence social self-efficacy. Additional research on the relationship between CMC and adolescent psychosocial health would be helpful, particularly using larger and more generalizable samples. This study may inform the efforts of authority figures to adolescents, specifically, on the ways in which technological changes affect adolescent social development and will help to ensure that adolescents are safe, psychologically healthy, and able to maintain healthy relationships.
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DelBrocco, Matthew V. "A Virtual Haptics Environment for Simulating Anxiety-Inducing Phenomena." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1370462531.
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Jeong, Sooyeon. "Developing a social robotic companion for stress and anxiety mitigation in pediatric hospitals." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100663.
Full textAbstract:
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 115-120).
The potential value of using social robot has started to be explored in the fields of education, eldercare and health management for the past decade. However, there has not been much research in how robots can socially engage in order to reduce negative affects of patients in pediatric context. This thesis introduces the Huggable robot that was made to mitigate stress and anxiety of child patients at a hospital and take a role of social and emotional advocate for them during hospital stay. The mechanism of the hardware and software system is illustrated extensively throughout the thesis, followed by the description of the experimental study design that compares the impact of three different interventions (a plush teddy bear, virtual Huggable on a screen and the robotic Huggable) on child patients' levels of mood, stress and pain. Insights from pilot sessions showed that people were able to bond with the Huggable robot emotionally and socially well and other activities that would help patients build higher self-efficacy for enduring medical procedures are proposed. The recruitment process for potential subjects has begun at the hospital site and the formal experiment will be executed shortly.
by Sooyeon Jeong.
M. Eng.
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Spence, M. Janet (Martha Janet). "A Study of the Changes Over Time in State Anxiety in a Computer-Assisted Instructional Program." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332029/.
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The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.
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Tsai, Meng-jung. "The impact of strategic and cooperative learning on Taiwanese eighth graders' computer achievement, attitudes, and anxiety /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Anderson, Marilyn Joan Whinnerah. "Gender Differences in Computer Attitudes, Interests, and Usage in an Elite High School." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28338.
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A descriptive case study examined the gender differences concerning computer technology (IT) by a convenience sample (N = 180, 76%) of 11 th and 12 th graders at an elite public high school, recently named the "second best high school in America" (Newsweek, 2000), in suburban Northern Virginia. The purpose of the study was to examine the apparent discrepancy in male and female differences in computer use, interests, and attitudes.
The research design included a student questionnaire combining the Computer Attitude Rating Scale (CARS, Heinssen, Glass, & Knight, 1987) and the Attitudes toward Computer Technology (ACT, Delcourt & Kinzie, 1993) with demographic and academic data (GPA, PSAT, and SAT I), and the Strong Interest Inventory (Strong, 1994). Chi-square tests of association for categorical data and t tests for independence of means for metric data were used to analyze the data, which resulted in several statistically significant relationships (p = < .05) and meaningful effect sizes (> .70).
The results were higher mean scores for the Strong Realistic General Occupational Theme (males) and Artistic Theme (females); the Athletic and Mechanical Basic Interest Scales (males) and Music/Drama, Art, Culinary Arts, and Social Service Scales (females), and Risk-Taking Personal Style Scales (males) and Working Style with People (females). Females also had higher GPAs, levels of computer anxiety, resistance to technology, and avoidance of careers and study in computer fields. Females chose Pre-Medicine majors to help others and males chose Computer Science majors to gain financial rewards.
The implications for practice and research included: female technology internships, 9th grade mechanical and technical training, computer anxiety group counseling, cooperative learning and hands on instruction, female-friendly computer and computer science classes, equal access to computers at all grade levels, student-parent information programs concerning the many opportunities and high paying jobs available in computer technology, female orientated computer games, and more non-linear computer programs and activities that encourage females to "have fun" with computers and not view them as machines. A longitudinal study of the current sample and research at other grade levels and locations were recommended.Ph. D.
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Pates, Linda Barnes. "An investigation of communication technology usage, professional development experience, and anxiety among faculty in a community college setting." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06242007-205431.
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Chin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.
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The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students.
A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test.
The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know."
It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Marple, Melinda L. "Technology use in a middle school in 1997 and 2007." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5721.
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Thesis (Ed. D.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains x, 222 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 175-179).
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Young, Ming-yan Charmian, and 楊名殷. "Relationship between internet communication and social anxiety in adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45590448.
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Wei, Quan. "The Effects of Pedagogical Agents on Mathematics Anxiety and Mathematics Learning." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/624.
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The purpose of this study was to investigate the impact of the mathematics anxiety treatment messages in a computer-based environment on ninth-grade students' mathematics anxiety and mathematics learning. The study also examined whether the impact of the treatment messages would be differentiated by learner's gender and by learner's prior mathematics anxiety levels (High vs. Medium vs. Low). Participants were 161 ninth-grade students, who took a required introductory algebra class in a public high school neighboring Utah State University. The learning environment was integrated with a pedagogical agent (animated human-like character) as a tutor. This study employed a pretest and posttest experimental design. Participants' mathematics anxiety was measured at the beginning and at the end of the intervention; participants' mathematics learning was measured before and after each lesson (four lessons in total). The participants were randomly assigned to work with either an agent presenting mathematics anxiety treatment messages (TR) or an agent without presenting the treatment messages (NoTR). Because of student attrition, only 128 students were included for data analysis. The results suggested that mathematics anxiety treatment messages provided by a pedagogical agent had no impact on student mathematics anxiety and mathematics learning. Second, there were no main or interaction effects of the treatment messages and learners' gender on mathematics anxiety and mathematics learning. Third, there were significant interaction effects between treatment messages and learner's prior mathematics anxiety levels only on current mathematics anxiety (p < .05). High-anxious students in the TR condition decreased their anxiety more than those in the NoTR condition. Medium-anxious students in the TR condition increased their anxiety whereas those in the NoTR condition decreased their anxiety. Low-anxious students in the TR condition did not change their anxiety whereas those in the NoTR condition increased their anxiety.
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Lu, Shih-Hua. "A correlational study of computer anxiety, second language writing apprehension and Taiwanese college student experiences with word processing /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1276391211&SrchMode=1&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185306591&clientId=22256.
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Doey, Laura. "Miscommunication Among Children Through Text-Based Media and Its Relation to Social Anxiety." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35766.
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This study examined how social anxiety, gender, and mode of presentation influenced miscommunication and perception of negativity in children’s interpretation of computer-mediated messages. The initial phase of the research involved developing and validating the stimuli for emotion recognition via presentation of various emotionally toned messages. Following preparation of the stimuli, the 98 participants (aged 8-12 years) in the main study were randomly assigned to one of three conditions: audio-visual, audio-only, and text message. The same emotionally toned messages were presented in each of these three conditions. Participants were instructed to select from a list of six emotions (happy, sad, disgusted, angry, surprised, scared) which emotion each message conveyed. Participants then rated how positively or negatively they perceived each sentence, using a 5-point Likert scale that ranged from very negative to very positive. Following the emotion recognition and Likert rating task, participants completed questionnaires that gathered information about social anxiety and attribution bias. Findings revealed that additional nonverbal and paralinguistic, as in the audio-visual or audio-only condition, allowed participants to more accurately identify the emotion being conveyed in the message, compared to the text message condition. This advantage was found for all emotions with the exception of happiness. For happy messages, participants were able to identify the intended emotion at above-chance levels regardless of mode of presentation. When making interpretations about angry messages, a significant three-way interaction was observed between sex, condition and social anxiety. Likert rating analyses revealed that condition, sex, and social anxiety played important roles in the interpretation of both ambiguous and unambiguous emotions, such as surprise and happiness.
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Johnson, Monte J. "Cooperative Learning Vs The Lecture Method of Instruction At The Postsecondary Level: Outcomes Concerning Student's Anxiety, Attitude, And Achievement In Computer Classes." NSUWorks, 1993. http://nsuworks.nova.edu/gscis_etd/965.
Full textAbstract:
Educators, parents, and concerned citizens have always taken a special interest in education and the outcomes thereof.This interest, however, started mushrooming in the 1960s (Keefe, 1987; Sharan, 1990). During this time research centered on various instructional methods. Much of this research tended to use cooperative learning as an instructional method. David and Roger Johnson and Robert Slavin have been very active in cooperative learning research and its implementation. For the most part, cooperative learning research has been directed toward the elementary and secondary levels of education. These studies have shown positive results regarding student achievement, race, and social relationships, mainstreaming, and other positive student reactions.
The major purpose of this study was to investigate cooperative learning as an instructional strategy at the college level. Measurements were made involving achievement, computer anxiety, attitude toward Computer Science, and the relationship between a student's field independent/dependent nature and achievement, Attitude was measured using the Purdue Master Attitude Scale, while anxiety was measured using the Test Attitude Inventory-Worry Scale. Achievement was measured from the scores on written tests, performance tests, and quizzes. Lastly, field independence was calculated from the score that each student obtained on the Group Embedded Figures Test.
The subjects consisted of students enrolled in two general education classes and two database software classes. Anxiety, attitude, and the student's field independent or field dependent nature played no role in a student's overall achievement in any of the classes. The general education students taught via cooperative learning had statistically higher achievements than did the students who were taught using the lecture method of instruction. The achievements of the students in the database classes, were slightly higher in the class taught using cooperative learning. However, the differences in achievement between the two classes could not be substantiated statistically.
The conclusions, findings and recommendations for further research are presented. in summary, cooperative learning helped general education students in overall achievement, while at the same time it did not adversely affect the vast majority of the other students.
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Rassau, Anoushka. "Effects of synchronous chat-based on-line cognitive behavior therapy on study related anxiety and behavior." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1067.
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Very little research is currently available about therapy conducted in chat-based Internet environments. Most of the existing research concerns therapy delivered via email or on-line support groups. For this reason, this review first presents an overview of literature concerning practical issues relevant to Internet-based therapy in general and then presents a review of the research that is available regarding therapy provided in chat-based Internet environments. The literature reviewed in this paper has been obtained from several on-line databases and Internet search engines. The available research on chat-based therapy has produced mainly anecdotal or inconclusive results. There is a need for controlled research that more clearly displays the relationship between an intervention provided in a chat environment and the participants' problems.
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Tobias, Radeke. "The relationship between computer gaming hours and depression or social phobia in adults. An international online survey." Thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-294371.
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Background: In the past decades, there was a worldwide increase in people playing video games. Researchers have started to conduct studies and identified positive and negative associations with video gaming. Comparable studies have been done. Aim: The aim is to analyse, if there is an association between the average hours an adult participant has played computer games per day and depression or social phobia. Methods: Data from 4,936 adults who voluntarily participated in an online survey which was posted in the forum ‘www.reddit.com’ has been analysed. The survey included two verified Scales (CES-D and SPIN). Multiple linear regression was applied to test for significance respectively for each sex and after adjusting for other variables. Results: More than 56% of the participants were above the suggested cut-off scores of the CES-D Scale and more than 44% of the SPIN Scale. Positive associations were found between ‘Computer Gaming Hours’ and the outcomes ‘Depression’ and ‘Social Phobia’ in the total population. After stratifying for gender, no associations were found in all groups in the variable ‘Gender’ towards the outcome ‘Depression’. However, a positive association was found towards the outcome ‘Social Phobia’ for ‘males’ and ‘females’. Conclusions: The findings are not generalizable. Researcher need to investigate the differences between the results of this study compared to other studies, as well as the high prevalence of depression and social phobia among the participants. Additionally, more studies need to investigate, if having a depression or social phobia can lead to increased video gaming hours.
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Sanders, Nicole Marie. "Gender Differences in Computer Frustration Reactions with Online Applications." Xavier University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1422002618.
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Ball, Diane M. "An Empirical Investigation of the Contribution of Computer Self-Efficacy, Computer Anxiety, and Instructors' Experience with the Use of Technology to Their Intention to Use Emerging Educational Technology in Traditional Classrooms." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/401.
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Over the past decade there has been a shift in the emphasis of emerging educational technology from use in online settings to supporting face-to-face and mixed delivery classes. Although emerging educational technology integration in the classroom has increased in recent years, technology acceptance and usage continue to be problematic for educational institutions.
In this predictive study the researcher aimed to predict university instructors' intention to use emerging educational technology in traditional classrooms based on the contribution of computer self-efficacy (CSE), computer anxiety (CA), and experience with the use of technology (EUT), as measured by their contribution to the prediction of behavioral intention (BI). Fifty-six instructors from a small, private university were surveyed to determine their level of CSE, CA, and EUT, and their intention to use emerging educational technology in traditional classrooms. A theoretical model was proposed, and two statistical methods were used to formulate models and test predictive power: Multiple Linear Regression (MLR) and Ordinal Logistic Regression (OLR). It was predicted that CSE, CA, and EUT would have a significant impact on instructors' intention to use emerging educational technology in the classroom. Results showed overall significant models of the three aforementioned factors in predicting instructors' use of emerging educational technology in traditional classrooms. Additionally, results demonstrated that CSE was a significant predictor of the use of emerging educational technology in the classroom, while CA and EUT were not found to be significant predictors.
Two important contributions of this study include I) an investigation of factors that contribute to instructors' acceptance of an emerging educational technology that has been developed specifically to respond to current demands of higher education, and 2) an investigation of key constructs contributing to instructors' intention to use emerging educational technology in the classroom.
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Mobini, Sirous. "Effects of cognitive bias modification and computer-aided cognitive-behaviour therapy on modifying attentional and interpretive biases and anticipatory social anxiety." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/20541/.
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Hands, Katrina. "The effect of the inclusion of a computer-based interviewing system on patient-clinician communication during the subsequent consultation." Thesis, University of Dundee, 2011. https://discovery.dundee.ac.uk/en/studentTheses/f7c0794d-2e0a-4473-9b4f-980a2036fb1a.
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A computer interview has been found to be valuable in eliciting information. This thesis describes the use of a CIS in two different clinical settings (GP surgery and chiropractic clinic), with the aims of aiding recognition of patients with anxiety or depression and enhancing communication between patient and clinician. The Hospital Anxiety and Depression Scale (HADS) was included in the computer interview. 60 patients used the CIS in both settings, 6 GPs and 3 chiropractors were involved in the study. A high level of acceptance of the CIS was found in patients and clinicians in both settings. 99% of patients rated the system as “easy” or “extremely easy to use”. In the GP surgery, 80% of patients felt that they were “possibly” (68.33%) or “definitely” (11.67%) more focussed for the consultation. In the chiropractic clinic, 41.7% of patients said they disclosed new information and 33.3% felt better prepared for the consultation. The CIS aided the recognition of some individuals with anxiety or depression, more so within the chiropractic clinic than in the GP surgery. The information in the interview transcript was considered more useful by the chiropractors than the GPs (85% v 21.67%); this could be partially attributable to the fact that the chiropractors added 15 reassessment questions to the question set, whilst the GPs only added 4, more general, questions. The CIS also helped to highlight communication issues and show trends within the patient populations. Although the CIS was found to be of benefit in both settings, the GPs felt that it was more appropriate for use with specific patient groups. In the chiropractic clinic, the CIS was an effective addition to the periodic patient reassessment process. It would be possible to deliver other, individualised screening interviews using the CIS, delivery of which could be enhanced using handheld devices.