Commitment to Learning: Effects of Computer Experience, Confidence and Attitudes

Abstract

Based on attitude-behavior theory which suggests that beliefs about an object lead to an attitude toward it, and that attitudes are an important precursor of behavior, this study proposes a causal model relating measures of computerexperience (degree of computer use at home and in school), computer-related attitudes (dispositions concerning the computer as an important, interesting, educational, and stereotypical tool), computer-related confidence (degree of confidence when using a computer), and commitment to computer learning (difference between self-perceived current level of computer-application knowledge and perceived level of desired knowledge). The model hypothesizes that computer experience positively affects perceived computer selfconfidence and computer related attitudes. The model further hypothesizes that computer attitudes and computer confidence reciprocally affect one other in a positive way. and that both positively affect commitment to computer learning. Questionnaires were administered to 309 seventh to twelfth grade students. The theoretical model was tested by structural equation analysis (LISREL). Contrary to prediction, when attitudes were held constant, computer confidence was found to have a negative effect on commitment to learning. All other causal effects, including reciprocity were confirmed. The contribution and relevance of these findings to future educational research are discussed.

Computer Attitudes and Computing Career Perceptions of First Year Computing Students

“…Home computer ownership had a significant positive effect on computer attitudes, specifically less anxiety and more confidence. These findings are supported by other research (Levine & Donitsa-Schmidt, 1997;Shashaani, 1997).…”

The Influence of Trainee Gaming Experience and Computer Self-Efficacy on Learner Outcomes of Videogame-Based Learning Environments

“…Further, research on computer-based training has demonstrated that computer selfefficacy is positively related to prior computer experience (e.g., Cassidy & Eachus, 2002;Dyck & Smither, 1996;Houle, 1996;Levine & Donitsa-Schmidt, 1997). As such, an important question is whether trainees' computer self-efficacy uniquely explains variance in the learner outcomes of a given videogame-based training program beyond that accounted for by videogame experience.…”

“…One may argue that "providing" trainees with greater self-efficacy is more difficult to achieve than influencing trainees' videogame experience levels. However, prior research demonstrates that there is a positive relationship between experience and selfefficacy (Dyck & Smither, 1996;Henderson et al, 1995;Levine & Donitsa-Schmidt, 1997). When instructors are providing additional experiences with a relevant type of videogame, it is also likely that trainees will feel more confident using such games.…”

Into the New Millennium: Why do Students Decide to Study IT?

“…Aman, in his study of high school students in USA found that the most important effect on positive attitude to computers is previous or current experience, not necessarily structured (Aman 1992). Levine also reports that positive computer experiences are a predictor of positive attitudes, and positive attitudes are the best predictor of future behaviour for computer-related activities (Levine and Donitsa-Schmidt 1997). In another study of university business students, Al-Jabri found that the number of computer-using courses affects computer anxiety and liking (Al-Jabri and Al-Khaldi 1997).…”