Cognitive interference in computer anxiety

Smith, B. Babington; Caputi, Peter

doi:10.1080/01449290110069392

Cited by 27 publications

(12 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Computer anxiety was sometimes regarded as computer apprehension or computer resistance (Yaghi & Abu‐Saba, 1998) and often characterised by negative thoughts (ie, doubts on one's computer literacy) and negative behaviour (ie, avoid using computer). It has been reported (Smith & Caputi, 2001; Yaghi & Abu‐Saba, 1998) that individuals high in computer anxiety felt less comfortable and were more likely to disengage from the task at hand. As indicated in Table 4, half of interviewees in the current study expressed that the complexity of various functions extremely confused them and that the slow speed of Internet connection frequently made them impatient and uncomfortable.…”

Section: Discussionmentioning

confidence: 99%

Which do students prefer to evaluate their essays: Peers or computer program

Lai

2010

Brit J Educational Tech

View full text Add to dashboard Cite

The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) (MY Access) and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted their draft to MY Access, received feedback from this automated grading system and then made some revision. In addition to the AWE, they also had peer revision in writing class. Three issues, including how writers used the feedback from these two kinds of evaluation, what progress they made in writing and how they perceived these two kinds of evaluation, are discussed. Results showed that EFL learners in Taiwan generally opted for PE over AWE. These findings raise several relevant issues, including social learning, feedback strategies, computer anxiety and cultural impact.

show abstract

Section: Discussionmentioning

confidence: 99%

Which do students prefer to evaluate their essays: Peers or computer program

Lai

2010

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…The computer-anxiety trait manifests itself as a heightened state of anxiety across a variety of situations involving computerized technologies. That is, individuals high in the computer-anxiety trait are more vulnerable to stress, tension, and apprehension when interacting with computers and are thus more likely to experience anxiety state reactions than individuals who are low in the computer-anxiety trait (Smith & Caputi, 2001). 2…”

Section: Computer Anxietymentioning

confidence: 99%

Computer Anxiety and Students' Preferred Feedback Methods in EFL Writing

Matsumura

Hann

2004

The Modern Language Journal

View full text Add to dashboard Cite

Computer-mediated instruction plays a significant role in foreign language education. The incorporation of computer technology into the classroom has also been accompanied by an increasing number of students who experience anxiety when interacting with computers. This study examined the effects of computer anxiety on students' choice of feedback methods and academic performance in English as a foreign language (EFL) writing. The study included 207 university-level Japanese students in EFL writing classes, who received both face-to-face teacher feedback and online teacher and peer feedback while revising an essay writing assignment. The students were free to choose their preferred feedback method. The results of multiple regression analysis revealed that the students' choices of feedback method varied as a function of the level of their computer anxiety and that providing the choice of using or not using computers helped both high-and low-anxiety students improve their essay writing. The findings reveal the importance of recognizing computer anxiety and creating a learning environment in which students who are highly computer anxious are not disadvantaged.

show abstract

“…It has also been stated in the literature that users who have less computer and technology experience have more computer anxiety (Weil and Rosen 1995;Yaghi and Abu-Saba, 1998;Smith and Caputi, 2001). In Weil and Rosen's (1995, p. 121) study,…”

Section: Review Of the Literaturementioning

confidence: 99%

Factors that influence the use of library resources by faculty members

2006

View full text Add to dashboard Cite

Purpose -To examine the use of library resources, focusing on e-sources, by the members of the faculty of a higher educational institute in Thessaloniki, Greece; to reveal the factors which influence the effective use of sources for academic duties; and to provide reliable information to both the administration and the library of the institute, with the aim of the improvement of library services. Design/methodology/approach -A census survey, using a structured questionnaire, among the faculty of the Technological Educational Institute of Thessaloniki was conducted to examine the frequency of use of resources, mainly e-sources, and to reveal the impact of demographic or academic situational characteristics, the assumed positive influence of academic productivity, perceived usefulness of resources and access to e-sources on the use of e-sources as well as the assumed negative influence of barriers and computer anxiety on the use of e-sources. Findings -The great majority of the faculty of TEI uses printed sources more than e-sources, but they also use e-sources quite frequently. Use is mostly of books, websites and printed journals. It was also found that the use of e-sources is higher in the School of Business Administration and Economics among those who hold a PhD degree and among younger members of the faculty. Also, the results indicated that the use of e-sources is positively influenced by the respondents' perceived usefulness of resources, the convenience of access to the sources and their academic productivity. The examination of the computer anxiety rating scale (CARS) provided evidence that the less anxious the faculty feel about PCs, the more frequent users they become. Research limitations/implications -Further research is needed to measure how faculty interact with information, what kind of electronic sources they prefer, what search strategies they use, as well as whether their information needs are satisfied. This research needs to be duplicated to other universities in Greece to determine whether the results can be generalized for Greek academic faculty. Practical implications -University administrations need to improve library facilities, to include more workstations for access to electronic sources, as well as to improve the marketing and communication of these e-sources. Originality/value -This research tries to fill a gap in the literature, which has underemphasized so far the need for assessing and measuring the use of library resources in Greek academic libraries and the examination of the factors that influence this use.

show abstract

Cognitive interference in computer anxiety

Cited by 27 publications

References 28 publications

Which do students prefer to evaluate their essays: Peers or computer program

Which do students prefer to evaluate their essays: Peers or computer program

Computer Anxiety and Students' Preferred Feedback Methods in EFL Writing

Factors that influence the use of library resources by faculty members

Contact Info

Product

Resources

About