Effects of User Characteristics on Computer Attitudes Among Undergraduate Business Students

Al‐Jabri, Ibrahim M.; Al-Khaldi, Muhammad A.

doi:10.4018/joeuc.1997040102

Cited by 41 publications

(26 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous research has found that a user's degree of relevant experience moderates a number of relationships within TAM (e.g., Lymperopoulos & Chaniotakis, 2005;Al-Jabri & Al-Khaldi, 1997;Venkatesh et al, 2003;Venkatesh & Bala, 2008). The relationship between behavioural intention and usage was empirically confirmed to be more statistically significant for expert users compared to novice users (Taylor & Todd, 1995a;Venkatesh et al, 2004;Venkatesh & Davis, 2000) and thus experience will have a positive influence on the strength of the relationship between BI and AU.…”

Section: Experiencementioning

confidence: 72%

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Tarhini¹,

Elyas²,

Akour

et al. 2016

HES

View full text Add to dashboard Cite

The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students' acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to include four constructs namely, Quality of work life; Social Norm; Facilitating Conditions and self-efficacy. In addition, Individual differences-namely, age, gender, and experience-are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. A comprehensive understanding of this model will provide valuable insights into the factors that influence the acceptance or resistance of web-based learning system by intended users and offers opportunities for future research in understanding the acceptance of technology. Further, understanding these variables is helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing.

show abstract

Section: Experiencementioning

confidence: 72%

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Tarhini¹,

Elyas²,

Akour

et al. 2016

HES

View full text Add to dashboard Cite

show abstract

“…This change in the relationship is a throwback to the earlier days of computing when research had indicated that men were more positively disposed toward computers than women. 67 Ó 2000, Baywood Publishing Co., Inc.individual's attitude toward the use of computers in teaching with hosts of attitude scales being developed to measure attitude toward technology [2][3][4][5][6][7].While attitude has been measured in many different ways and conceptual links between attitudes and learning have been suggested, the fundamental definition of "computing" has remained somewhat fuzzy too. In most cases, the literature does not acknowledge the variations in the term "computing" [8].…”

mentioning

confidence: 99%

“…individual's attitude toward the use of computers in teaching with hosts of attitude scales being developed to measure attitude toward technology [2][3][4][5][6][7].…”

mentioning

confidence: 99%

Gender and Computer Use in an Academic Institution: Report from a Longitudinal Study

Mitra

Lenzmeier

Steffensmeier

et al. 2000

Journal of Educational Computing Research

View full text Add to dashboard Cite

This article explores the nature of the relationships between gender, categories of computer use, and attitudes toward computers in a computer enriched environment where all students were provided with network access and laptop computers over a four-year period. The results indicate that women were less positive about computers than men, and the use level of computers by women were less frequent than for men. This change in the relationship is a throwback to the earlier days of computing when research had indicated that men were more positively disposed toward computers than women. 67 Ó 2000, Baywood Publishing Co., Inc.individual's attitude toward the use of computers in teaching with hosts of attitude scales being developed to measure attitude toward technology [2][3][4][5][6][7].While attitude has been measured in many different ways and conceptual links between attitudes and learning have been suggested, the fundamental definition of "computing" has remained somewhat fuzzy too. In most cases, the literature does not acknowledge the variations in the term "computing" [8]. Computing, an umbrella term for computer use, was an adequate label while these machines predominately were used for mathematical and word processing tasks, but today computers are used in various facets of life. Some recognition of the difficulty of using the term "computing" is seen in researchers who choose to use "computer use" instead of "computing" when referring to the way in which technology is being mobilized in pedagogy. This shift in language helps to think of the transformation of the computer from machines that strictly are used to compute to those that enable communication. Consequently, researchers were able to consider how the various uses of computers affect attitude toward computers [9, 10]. These researchers began indicating how various ways of using the computer affect a student's attitude toward the machine. While this was a welcome advance in the thinking of the role of computers in education, there was still inadequate discrimination in thinking of what is meant by "computer use" and the various possible uses were not completely defined or categorized.Mitra and Hullet honed in on the variation of computer use among college students and advanced the finding that different categories of use are related to different categories of attitudes [11]. One's attitude may vary when they are using a computer to communicate compared to using it for statistical analysis. With the emergence of laptop campuses-a college or university that requires all students to own and operate a laptop computer-the term "computer use" transforms further. These new environments, where students are submersed in the ubiquitous use of computers, are different from traditional campuses where computer use is dependent on the availability of computer labs. Laptop campuses, according to Mitra and Steffensmeier are computer-enriched environments [12]. Their research reveals that these "enriched environments" create a more positive shift in student's attitudes...

show abstract

“…In general, tools do not carry just this kind of information, but they are often associated with uses and believes mostly determined by practice, including difficulties and problems arising when interacting with them, allowable or denied opportunities, and skills required for a correct usage. These variables can have a substantial influence on the ability in finding out the correct way of using the tool under consideration (Colley et al 1994;McInerney et al 1994;Todman and Monaghan 1994;Conger et al 1995;Goss 1996;Ayersman 1996;Al-Jabri and Al-Khaldi 1997;Bradley and Russell 1997;Mahar et al 1997;Todman 2000;McIlroy et al 2001).…”

mentioning

confidence: 98%

Opinions on computers, and efficacy of a computer-based learning: A pilot study

Penna

Stara

2009

Educ Inf Technol

View full text Add to dashboard Cite

It is commonly believed that positive opinions of students and teachers on the possibilities entailed by computer use would increase the efficacy of computer-based educational processes. In turn, this amounts to postulate a relationship between measures of such opinions and well-defined patterns of interaction with computer-based educational tools. In this regard, this paper reports on an investigation performed in a primary school, designed to test whether expectations and opinions on computers, both of students and teachers, detected through suitable questionnaires, might be related to the effectiveness of computer use within a particular educational context. Our findings, contrarily to what expected, do not appear to support the hypothesis that a positive opinion on computers can lead per se to higher learning efficacy in a computer-based educational environment, as compared with a traditional educational setting

show abstract

Effects of User Characteristics on Computer Attitudes Among Undergraduate Business Students

Cited by 41 publications

References 14 publications

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Gender and Computer Use in an Academic Institution: Report from a Longitudinal Study

Opinions on computers, and efficacy of a computer-based learning: A pilot study

Contact Info

Product

Resources

About