The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated modelThe Technology Acceptance Model (TAM) -to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas. 3Introduction Educational leaders and governments have for more than a decade promoted the desirability of increased use of ICT in students' experience of study at university. This was one of the emphases in the 1997 Dearing Report in the UK, which recommended that 'all higher education institutions in the UK should have in place overarching communications and information strategies by 1999/2000 ' (Dearing, 1997.With the growth of the Web since then, and particularly the development of highly efficient search engines and social networking tools, entrants to university have increased their personal use of ICT, year on year (Caruso & Kvavik, 2005, Kennedy, Judd, Churchward, Gray and Krause, 2009). The impact of ICT on study and learning practices has generated research seeking to identify both the extent of ICT usage and the effects this is having on student experience at university more broadly (Conole, De Laat, Dillon and Darby, 2006).

A study of part-time student experience of university courses delivered using a range of technologies found that information and communication technology enabled students to move between study and work experience to the benefit of their learning in both contexts. Technology-based study activities enabled students to participate in learning both as a student and as a member of a practice or work context. Given the increasingly pressured lives of all students in higher education and their aspirations for employment after graduation, this suggests that we would benefit from taking their relationship to work and professional practice into account more directly, in deciding how to integrate technology into their study experience. Teacher conceptions of technology as a tool primarily for information delivery and discussion need to expand to recognize that it can be used to construct learning experiences situated in roles, skills and interactive environments that enhance students' ability to make transitions across the boundaries between contexts of study and work.

Artificial turf (AT) is common at all levels of soccer and rugby. Employing an interdisciplinary design this study aimed to examine the extent to which the negative attitude commonly expressed by players concerning AT is based on difference in technique between AT and natural turf (NT), or due to pre-existing biases. Thirty professional soccer and rugby players performed a defined set of movements with masked and normal perception conditions on NT and AT. Two-dimensional kinematic analysis (100 Hz) of characteristics in parallel to a psychological assessment of the impact of cognitive bias for a playing surface was assessed. No significant interaction effects between level of perception and surface type were found. For AT, contact time (CT) was shorter across conditions, while for NT rugby players had longer CT during acceleration/deceleration phases and shorter flight times. Pre-existing negative bias against AT was found during the normal perception trials in the technology acceptance model (Usefulness and Ease of Use) and the general preference questions on how much the athlete would like to play a game on it. The results suggest that opinion was not driven by surface characteristics, but by a cognitive bias, players brought with them to the pitch.

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