Relevant bibliographies by topics / Computer attitude

Contents

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

Academic literature on the topic 'Computer attitude'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Computer attitude"

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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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Proctor, Romina M., and Paul C. Burnett. "Computer Attitude and Classroom Computers." Computers in the Schools 12, no. 3 (November 22, 1996): 33–41. http://dx.doi.org/10.1300/j025v12n03_05.

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Wahidah. "COMPUTER LITERACY AMONG IAIN LHOKSEUMAWE STUDENTS." JL3T ( Journal of Linguistics Literature and Language Teaching) 4, no. 1 (December 31, 2018): 28–42. http://dx.doi.org/10.32505/jl3t.v4i1.749.

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Having certain level in computer literacy is very important to educational setting for students. They should have skill and positive attitudes toward computer to achieve effective teaching and learning process. This study aimedto measure the computing skills, knowledge of IAIN Malikussaleh students about computers, also their attitude toward computers. It is also to determine whether students’ characteristics such as field of study, duration of students’ exposure to computers have significant influence on their computer literacy. From the computation it can be seen that the level of IAIN Malikussaleh students’’ computer skills applied was 4.306 of mean from the highest score of 5 with standard deviation 0.82624 in general. This number indicated that IAIN Malikussaleh students’’ level of computer skill is above average. English and Arabic department students possess quite similar ability or skill in term of computer literacy.The most notable result of this result is the respondents’ attitude toward computer. The respondents who possess good computer skills should have positive attitude toward computer. However, the IAIN Malikussaleh students’ attitude toward computer is average.
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Levin, Tamar, and Claire Gordon. "Effect of Gender and Computer Experience on Attitudes toward Computers." Journal of Educational Computing Research 5, no. 1 (February 1989): 69–88. http://dx.doi.org/10.2190/vepg-500c-2awm-1k15.

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The purpose of this study was to determine the extent to which gender and prior computer exposure (has a computer at home; participated in a computer course; knows how to work with computers) affect students' attitudes toward computers prior to computer instruction in school. An attitude questionnaire including cognitive and affective attitude scales was administered to 222 Israeli pupils in grades 8 through 10 who study in schools where computers have not yet been introduced. The results showed that prior computer exposure (in particular, having a computer at home), had a stronger effect on attitudes toward computers than sex. Pupils owning computers were more motivated to become familiar with computers; felt a stronger need for computers in their lives and had more positive affective attitudes toward computers than pupils who don't have computers at home. Sex differences in affective and cognitive attitudes were also observed where boys had significantly more positive affective attitudes toward computers than girls. They perceived computers as being more “enjoyable,” “special,” “important,” “friendly,” and “cheaper” than girls. Furthermore, boys tended to hold more stereotyped attitudes about who is capable of using computers and had more positive attitudes toward the computer as a medium of instruction than girls.
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Kadijevich, Djordje. "Gender Differences in Computer Attitude among Ninth-Grade Students." Journal of Educational Computing Research 22, no. 2 (March 2000): 145–54. http://dx.doi.org/10.2190/k4u2-pwqg-re8l-uv90.

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A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender differences in computer attitude.
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Kluever, Raymond C., Tony C. M. Lam, Eleanor R. Hoffman, Kathy E. Green, and Dorothy L. Swearingen. "The Computer Attitude Scale: Assessing Changes in Teachers' Attitudes toward Computers." Journal of Educational Computing Research 11, no. 3 (October 1994): 251–61. http://dx.doi.org/10.2190/484t-cpgx-euhg-qw8p.

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Teachers' attitudes toward computers affect their instructional use of computers and likelihood of profiting from training. The reliability, factorial validity, and fit to a unidimensional model of the Computer Attitude Scale (CAS) was investigated. Pretest and posttest results were collected from 265 teachers who participated in training on classroom applications of computer hardware and software. Four factors were identified: computer anxiety, efficiency, liking, and instructional usefulness. Scale reliability was .94 with post-test subscale reliabilities ranging from .70 to .90. Five items did not fit the multidimensional model. The scale is useful as a computer attitude measure but some item revisions might be considered.
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Rotich, Paul K., Richard K. Ronoh, and Joseph M Mubichakani. "Attitude towards Computers among Primary School Teachers in Kenya: A Case of Siongiroi Divison, Bomet County." International Journal Of Engineering And Computer Science 7, no. 02 (February 21, 2018): 23596–605. http://dx.doi.org/10.18535/ijecs/v7i2.13.

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In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers
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Teo, Timothy. "Perceived Importance, Enjoyment, and Anxiety as Correlates of Computer Attitudes." Psychological Reports 100, no. 1 (February 2007): 127–35. http://dx.doi.org/10.2466/pr0.100.1.127-135.

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A sample of 138 students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales: Computer Importance, Computer Enjoyment, and Computer Anxiety. An overall positive attitude towards computers was found. Multivariate analysis of variance revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards computers than female students. Implications for educators include managing the perceptions of students that the computers are useful for learning purposes, in addition to using them for leisure and entertainment.
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Nickell, Gary S., and Paul C. Seado. "The Impact of Attitudes and Experience on Small Business Computer Use." American Journal of Small Business 10, no. 4 (April 1986): 37–48. http://dx.doi.org/10.1177/104225878601000404.

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This study investigates the attitudes of small business owners/managers toward computers and how computers are used in small businesses. A survey of 236 firms revealed that a majority of the respondents are currently using computers. In general, owners/managers have a positive attitude toward computers. Respondents who have taken a computer class, own a microcomputer, or whose businesses are using computers have a more positive attitude toward computers. The most frequent business computer applications were accounting, mailing lists, and storing information. The most frequently reported personal applications were word processing, accounting, and budgeting. Implications for further computerization of small businesses are discussed.
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Brown, Ted, Brett Williams, Shapour Jaberzadeh, Louis Roller, Claire Palermo, Lisa McKenna, Caroline Wright, et al. "Predictors of attitudes to e‐learning of Australian health care students." Journal of Applied Research in Higher Education 2, no. 1 (January 1, 2010): 60–76. http://dx.doi.org/10.1108/17581184201000006.

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Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.
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Dissertations / Theses on the topic "Computer attitude"

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Sokoler, Tomas. "Going Beyond the Desktop Computer with an Attitude." Doctoral thesis, Ronneby : School of Engineering, Blekinge Institute of Technology, 2004. http://www.bth.se/fou/forskinfo.nsf/01f1d3898cbbd490c12568160037fb62/f2afa9921405f467c1256ea600289369!OpenDocument.

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Campbell, Penny Renae. "Effects of Time Spent on Computer-Assisted Instruction on Attitudes of Sixth Grade Students Toward Computers." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332374/.

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The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.
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Anderson, Glenda K. (Glenda Kay). "The Association Between Systematic Exposure to Information About Computers and Attitude Changes Among Students Who Are Non-Computer Majors." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332169/.

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The problem with which this study is concerned is the association between systematic exposure to information about computers and attitude changes to computers among students who are non-computer majors. The experimental design includes a semester length course in introduction to computers at a small community college in Texas. The study has a twofold purpose. The first is to determine the pre-instruction direction and valence of attitudes of non-computer majors towards computers. The second is to determine the post-instruction direction and valence of attitudes of non-computer majors towards computers. A questionnaire was used to measure attitudes of students towards computers as a pre-test and post-test. The test results were encoded for computer statistical analysis. To determine the valence of changes in attitudes, chi-square tests were applied for each statement of the questionnaire with combinations between pre-test and post-test and each of the variables: gender, age, student performance, and instructor. To determine changes of direction in attitudes, a phi coefficient was applied for each statement of the questionnaire. The following conclusions may be drawn from the data collected for this study. 1. Based upon gender, age, student performance, and the variable of instructor, there was a significant difference in the valence of changes in attitudes towards computers. 2. Based upon gender, age, student performance, and the variable of instructor, there was no difference in the direction of change in attitudes towards computers.
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So, Siu-fan Sylvia, and 蘇少芬. "Computer ethics: youth attitude and behavior in digital piracy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29960551.

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Ha, Vida Uyen 1980. "Verification of an attitude control system." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/87408.

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Thesis (M.Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.
Includes bibliographical references (p. 74).
by Vida Uyen Ha.
M.Eng.and S.B.
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Hamm, D. Michael (Don Michael). "The Association Between Computer- Oriented and Non-Computer-Oriented Mathematics Instruction, Student Achievement, and Attitude Towards Mathematics in Introductory Calculus." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332306/.

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The purposes of this study were (a) to develop, implement, and evaluate a computer-oriented instructional program for introductory calculus students, and (b) to explore the association between a computer-oriented calculus instructional program, a non-computer-oriented calculus instructional program, student achievement on three selected calculus topics, and student attitude toward mathematics. An experimental study was conducted with two groups of introductory calculus students during the Spring Semester, 1989. The computer-oriented group consisted of 32 students who were taught using microcomputer calculus software for in-class presentations and homework assignments. The noncomputer-oriented group consisted of 40 students who were taught in a traditional setting with no microcomputer intervention. Each of three experimenter-developed achievement examinations was administered in a pretest/posttest format with the pretest scores being used both as a covariate and in determining the two levels of student prior knowledge of the topic. For attitude toward mathematics, the Aiken-Dreger Revised Math Attitude Scale was administered in a pretest/ posttest format with the pretest scores being used as a covariate. Students were also administered the MAA Calculus Readiness Test to determine two levels of calculus prerequisite skill mastery. An ANCOVA for achievement and attitude toward mathematics was performed by treatment, level, and interaction of treatment and level. Using a .05 level of significance, there was no significant difference in treatments, levels of prior knowledge of topic, nor interaction when achievement was measured by each of the three achievement examination posttests. Furthermore, there was no significant difference between treatments, levels of student prerequisite skill mastery, and interaction when attitude toward mathematics was measured, at the .05 level of significance. It was concluded that the use of the microcomputer in introductory calculus instruction does not significantly effect either student achievement in calculus or student attitude toward mathematics.
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Strydom, Lana. "Pilates for postural stability in computer users." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/867.

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The impact of computer use is evident in every day life (Harrington, Carter, Birrell and Gompertz, 2000:264). Lind (2002:18) explains that global trends continue to show that the most severe work-related health problems that exist amongst computer users are musculoskeletal disorders. As technology has lead to increases in automation, so it has lead to increases in work-related illnesses. Although studies have explored the effects of ergonomics (Thibodeau, 1995:322) in static working positions there has been little evidence supporting a solution in overcoming poor occupational postures. Many health practitioners argue that occupationally caused, or aggravated, musculoskeletal disorders are steadily increasing. Thus, even though computers have improved productivity and made work easier for the population in general, they have adverse effects as well. Designing the proper tools or a setup of the work place is of prime importance for the elimination of chronic diseases attributed to sedentary lifestyles. Regular physical activity had long been regarded as an important component of a healthy lifestyle. This notion has recently been reinforced by scientific evidence linking regular physical activity with a wide array of physical and mental health benefits, synonymous with an improvement in wellness (Pratt, Macera, and Wang, 2000:63). According to Pratt et al. (2000:63) higher direct medical costs associates with physical inactivity. Further cross-sectional epidemiologic studies and controlled experimental investigations conducted by Okura, Nakata and Tanaka (2003:1131) had demonstrated that physically active adults, in contrast to their sedentary counterparts, tend to develop and maintain higher levels of physical fitness. These studies had not only demonstrated the positive results of physical activity, such as an improvement in blood lipid profile, body composition, glucose tolerance and insulin sensitivity, but had also shown that participation in such activity decreased the risk of developing several chronic hypokinetic diseases, including coronary heart disease (CHD), hypertension, non-insulin dependant diabetes mellitus (type II), osteoporosis, colon cancer, anxiety and depression. In addition, low levels of habitual physical activity and the subsequent low levels of physical fitness were associated with a marked increase in all-cause mortality rates. Okura et al. (2003:1131) confirm that effects of exercise intensity on physical fitness and risk factors for coronary Herat disease.
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Ansley, Jane. "Computer interaction : its effect on attitude and performance in older adults." FIU Digital Commons, 1987. http://digitalcommons.fiu.edu/etd/1292.

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This study examined the interaction of age, attitude, and performance within the context of an interactive computer testing experience. Subjects were 13 males and 47 females between the ages of 55 and 82, with a minimum of a high school education. Initial attitudes toward computers, as measured by the Cybernetics Attitude Scale (CAS), demonstrated overall equivalence between these older subjects and previously tested younger subjects. Post-intervention scores on the CAS indicated that attitudes toward computers were unaffected by either a "fun" or a "challenging" computer interaction experience. The differential effects of a computerized vs. a paperand- pencil presentation format of a 20-item, multiple choice vocabulary test were examined. Results indicated no significant differences in the performance of subjects in the two conditions, and no interaction effect between attitude and performance. These findings suggest that the attitudes of older adults towards computers do not affect their computerized testing performance, at least for short term testing of verbal abilities. A further implication is that, under the conditions presented here, older subjects appear to be unaffected by mode of testing. The impact of recent advanced in technology on older adults is discussed.
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Scaccia, Milena. "Numerical algorithms for attitude determination using GPS." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103616.

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Attitude determination involves the estimation of the orientation of a body (usually aircraft or satellite) with respect to a known frame of reference. It has important applicationsin areas spanning navigation and communication. There exist two main approaches for determining attitude using the Global Positioning System (GPS): (1) algorithms which determine attitude via baseline estimates in two frames, and (2) algorithms which solve for attitude by incorporating the attitude parameters directly into the state. For each approach, we propose an algorithm which aims to determine attitude in an efficient and numerically reliable fashion. We present numerical simulations demonstrating the performance of our algorithms and provide a comparison evaluating which approach is better - a result which is not presently clearly documented in the literature.
La détermination de l'attitude est l'estimation de l'orientation dans l'espace d'un véhicule ou d'un satellite par rapport à un repère de référence. Ils existent des applications importantes qui exigent la connaissance de l'attitude, particulièrement dans les domaines de navigation et de communication. La détermination de l'attitude à l'aide de GPS peut être obtenue a partir de deux approches: (1) en déterminant la rotation en utilisant des estimées de lignes de base de deux repères, ou (2) en utilisant des mesures de GPS pour déterminer les paramètres d'attitude directement. Pour chaque approche, on propose un algorithme à but de déterminer l'attitude de manière efficace et numériquement fiable. On présente des simulations démontrant la performance de nos algorithmes. On présente aussi une comparaison évaluant quelle serait la meilleure approche - un résultat qui n'est pas actuellement clairement documenté dans la littérature.
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Harwood, Philip Andrew. "Software development and continual change : a programmer's attitude problem." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/21883.

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Software forms around a requirement. Defining this requirement is often regarded as the hardest part of software engineering. The requirement however has an additional complexity as, once defined, it will change with time. This change of requirement can come either from the user, or from the rapid advances in 'computer' technology. How then can software succeed to continue to remain 'current' both in terms of requirements and technology in this forever changing environment? This thesis examines the issues surrounding 'change' as applied to software and software engineering. Changing requirements are often deemed a 'curse' placed upon software engineers. It has been suggested, however, that the problems associated with change exist only in the attitude of software engineers. This is perhaps understandable considering the training methods and tools available to supposedly 'help' them. The evidence shows that quality of management and experience of personnel involved in development contribute more significantly to the success of a development project than any technical aspect. This unfortunately means that the process is highly susceptible to staff turnover which, if uncontrolled, can lead to pending disaster for the users. This suggests a 'better' system would be developed if 'experience' was maintained at a process level, rather that at an individual level. Conventional methods of software engineering are based upon a defined set of requirements which are determined at the beginning of the software process. This thesis presents an alternative paradigm which requires only a minimal set of requirements at the outset and actively encourages changes and additional requirements, even with a mature software product. The basis of this alternative approach is the fonn of the 'requirements specification' and the capturing and re-use of the 'experience' maintained by the software process itself.
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Books on the topic "Computer attitude"

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Nelson, Kay Yarborough. Voodoo DOS: Tips & trickswith an attitude. 2nd ed. Chapel Hill, NC: Ventana Press, 1993.

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Nelson, Kay Yarborough. Voodoo DOS: Tips & tricks with an attitude. 2nd ed. Chapel Hill, NC: Ventana Press, 1993.

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Nelson, Kay Yarborough. Voodoo DOS: Tips & tricks with an attitude. Chapel Hill, NC: Ventana Press, 1992.

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Nelson, Kay Yarborough. Voodoo Windows: Tips & tricks with an attitude. Chapel Hill, NC: Ventana Press, 1992.

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Nelson, Kay Yarborough. Voodoo Mac: Tips & tricks with an attitude. Chapel Hill, NC: Ventana Press, 1993.

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Nelson, Kay Yarborough. Voodoo WordPerfect for Windows: Tips & tricks with an attitude. Chapel Hill, N.C: Ventana Press, 1992.

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Voodoo OS/2: Tips & tricks with an attitude for versions 2.0 & 2.1. Chapel Hill, NC: Ventana Press, 1993.

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Attitudes, chaos, and the connectionist mind. Oxford, UK: Blackwell, 1994.

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K, Kokula Krishna Hari, ed. Examining Teachers Attitude and Competence Towards Integration of Computer Technology in the Classroom: ICCCEG 2014. Vietnam: Association of Scientists, Developers and Faculties, 2014.

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Caught in the net: How to recognize the signs of Internet addiction--and a winning strategy for recovery. New York: J. Wiley, 1998.

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Book chapters on the topic "Computer attitude"

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Baur, Tobias, Dominik Schiller, and Elisabeth André. "Modeling User’s Social Attitude in a Conversational System." In Human–Computer Interaction Series, 181–99. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31413-6_10.

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Bu, Zhan, Chengcui Zhang, Zhengyou Xia, and Jiandong Wang. "Current Attitude Prediction Model Based on Game Theory." In Lecture Notes in Computer Science, 469–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41154-0_35.

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Richter, David J., Lance Natonski, Xiaxin Shen, and Ricardo A. Calix. "Attitude Control for Fixed-Wing Aircraft Using Q-Learning." In Intelligent Human Computer Interaction, 647–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98404-5_59.

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Kang, Guixia, Yue Ouyang, Da Liu, Huaqing Wang, and Ping Zhang. "Attitude Toward Wireless Applications in Healthcare Industry in China." In Lecture Notes in Computer Science, 883–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_96.

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Gómez, Giovani, and Fernando Ramos. "On the Minimal Cooperative Attitude in Multi-robotics Systems." In Lecture Notes in Computer Science, 182–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/10720076_17.

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Erdbrink, Annebeth, Rens Kortmann, and Alexander Verbraeck. "Reinforcing the Attitude-Behavior Relationship in Persuasive Game Design." In Lecture Notes in Computer Science, 83–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34350-7_9.

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Reyes, Ronaldo C. "Academic Performance and Attitude Toward Computer-Aided Instruction in Chemistry." In Chemistry Education and Sustainability in the Global Age, 257–65. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_22.

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Yu, Peijun, Keqiang Xia, and Jiancheng Li. "Satellite Attitude Determination Using Space Camera and Gyros’ Information." In Communications in Computer and Information Science, 445–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23235-0_57.

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Shi, Zhan, Yonghui Liu, Fengxian Zhao, and Chenxu Liu. "Research on Attitude Control System of Four-Rotor Aircraft." In Communications in Computer and Information Science, 285–96. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3150-4_25.

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Robert, Lionel P. "A Measurement of Attitude Toward Working with Robots (AWRO): A Compare and Contrast Study of AWRO with Negative Attitude Toward Robots (NARS)." In Lecture Notes in Computer Science, 288–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78465-2_22.

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Conference papers on the topic "Computer attitude"

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Yaghmaie, Pegah, Andrea Schiffauerova, and Farideh Yaghmaie. "Development of Iranian Computer Attitude Scale." In InSITE 2012: Informing Science + IT Education Conference. Informing Science Institute, 2012. http://dx.doi.org/10.28945/1677.

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Wang, Xiaoyu, and Xiaofeng He. "Research on Attitude Representations and Attitude Differential Equations." In 2018 International Conference on Computer Modeling, Simulation and Algorithm (CMSA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cmsa-18.2018.42.

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Csernoch, Maria, and Piroska Biro. "First year students' attitude to computer problem solving." In 2017 8th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2017. http://dx.doi.org/10.1109/coginfocom.2017.8268247.

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SCHNURR, JR., R. "The Spartan attitude control system - Ground support computer." In 7th Conference on Sounding Rockets, Balloons and Related Space Systems. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1986. http://dx.doi.org/10.2514/6.1986-2525.

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Coyne, Richard. "Design with Attitude - Postures Intellectuelles." In eCAADe 1998: Computer Craftsmanship in Architectural Education. eCAADe, 1998. http://dx.doi.org/10.52842/conf.ecaade.1998.055.

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Coyne, Richard. "Design with Attitude - Postures Intellectuelles." In eCAADe 1998: Computer Craftsmanship in Architectural Education. eCAADe, 1998. http://dx.doi.org/10.52842/conf.ecaade.1998.055.

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Arif, Thawar. "A Satellite Attitude Control Algorithm." In 2010 Second International Conference on Computer Research and Development. IEEE, 2010. http://dx.doi.org/10.1109/iccrd.2010.154.

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Modi, Jignesh Kumar P. "A study of primary teachers' attitude towards computer literacy." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208607.

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Ping, Chen. "Intelligent Attitude Analysis Algorithm based on Computer Somatosensory Technology." In 2022 6th International Conference on Electronics, Communication and Aerospace Technology (ICECA). IEEE, 2022. http://dx.doi.org/10.1109/iceca55336.2022.10009542.

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SunWei and Wu aiguo. "Attitude control of a helicopter." In 2012 International Conference on Computer Science and Information Processing (CSIP). IEEE, 2012. http://dx.doi.org/10.1109/csip.2012.6308856.

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Reports on the topic "Computer attitude"

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Otondo, Robert F., David G. Allen, James R. Van Scotter, and Mitzi G. Pitts. Impact of Computer-Mediated Communication Media Characteristics on Information Acquisition, Attitude Favorability, and Intentions Toward Joining the Navy. Fort Belvoir, VA: Defense Technical Information Center, December 2002. http://dx.doi.org/10.21236/ada409378.

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Demeuov, Аrman, Zhanna Tilekova, Yerkin Tokpanov, Olena Hanchuk, Natalia Panteleeva, and Iryna Varfolomyeyeva. Use of GIS technology in geographical education. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4619.

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At the present stage, digital information technologies create a new education system focused on the global educational space. In general education schools, in connection with the adoption of the updated program, the section Geoinformatics and cartography provides for the use of developing a map-scheme, modeling and conducting small studies on the topic under study. As a result, digital technology has a place in geographical education. This is due to significant changes in the pedagogical and methodological approach in teaching geography and other disciplines. As a result, the education system has changed, the content of education has been updated, a new approach has appeared, a new attitude to geoinformation technologies in schools. The article discusses the importance of computer technologies in the education system, including the effectiveness and necessity of using geoinformation technologies. The article substantiates the relevance of the use of geoinformation technologies in the teaching of geography.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.

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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1228.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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