Gender-based behavioral analysis for end-user development and the ‘RULES’ attributes

Tzafilkou, Katerina; Protogeros, Nicolaos; Karagiannidis, Charalampos; Koumpis, Adamantios

doi:10.1007/s10639-016-9519-4

Cited by 14 publications

(10 citation statements)

References 85 publications

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“…The above finding is in accordance with previous research in Human-Computer Interaction (HCI) and gender, indicating that men and women end-users tend to express different perceptions, behaviour, and attitudes on computer use (Burnett et al, 2016;Grigoreanu et al, 2008;Terzis & Economides, 2012;Tzafilkou et al, 2017).…”

Section: Descriptive Statisticssupporting

confidence: 91%

“…Similarly, teaching experience has been shown to affect the efficiency of ICT integration (Wong & Li, 2008). ICT‐related self‐efficacy has been shown to positively affect the main technology acceptance constructs like perceived usefulness (e.g., Terzis & Economides, 2012; Tzafilkou et al, 2017). Researchers have also shown the relation between trainees' self‐efficacy and their motivation to learn (e.g., Lee et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…Finally, research has revealed several significant gender‐based differences in user attitudes and technology acceptance (e.g., Burnett et al, 2016; Terzis & Economides, 2012, Tzafilkou & Protogeros, 2018; Tzafilkou et al, 2017). Additionally, teachers' attitudes towards technology can affect their perceptions of the usefulness of technology and, its application in teaching practice (Huang & Liaw, 2005).…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra‐ICT)

Perifanou

Tzafilkou

Economides

2022

Euro J of Education

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The aim of this study is to propose a new structural model for how teachers transfer their ICT training (TeTra-ICT), shedding light on the factors that tend to affect their intention to integrate digital technologies in educational How to cite this article: Perifanou, M. A., Tzafilkou, K., & Economides, A. A. (2023). Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra-ICT).

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Section: Descriptive Statisticssupporting

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra‐ICT)

Perifanou

Tzafilkou

Economides

2022

Euro J of Education

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“…This finding agrees with recent reports regarding the digital skills of young adult females and males across Europe (European Commission, 2019b ) although there is contradictory evidence as well (e.g., in He & Zhu, 2017). Moreover, since previous studies (e.g., Burnett et al, 2010 ; Terzis & Economides, 2012 ; Tzafilkou et al, 2016 ) revealed significant gender differences in perception and acceptance towards computer-related tasks, this study results are encouraging to the future of the worldwide endeavor to eliminate the permanently existing gender gap in computing (European Commission, 2018b ). However, similar studies in secondary education students (Hinostroza et al, 2015 ) reveled no gender differences in computer related learning skills.…”

Section: Resultssupporting

confidence: 65%

Development and validation of students’ digital competence scale (SDiCoS)

Tzafilkou

Perifanou

Economides

2022

Int J Educ Technol High Educ

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Towards the transition to blended and remote education, evaluating the levels of students’ digital competence and designing educational programs to advance them is of paramount importance. Existing validated digital competence scales usually ignore either important digital skills needed or new socio-technological innovations. This study proposes and validates a comprehensive digital competence scale for students in higher education. The suggested instrument includes skills of online learning and collaboration, social media, smart and mobile devices, safety, and data protection. The scale was evaluated on a sample of 156 undergraduate and postgraduate students just before and at the beginning of the COVID-19 crisis. The final scale is composed of 28 items and six digital competence components. The evaluation study revealed valid results in terms of model fit criteria, factor loadings, internal validity, and reliability. Individual factors like the students’ field of study, computer experience and age revealed significant associations to the scale components, while gender revealed no significant differences. The suggested scale can be useful to the design of new actions and policies towards remote education and the digital skills’ development of adult learners.

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“…Such results were achieved within a group of young girls demonstrating that our design hypothesis on gameplay and collaboration can be positively exploited: gender imbalance and under-representation have always been major issues affecting the Silicon Valley and the whole tech community in general, making it necessary to come up with new strategies to correct this phenomenon [3,11,28,58]. Engaging young girls in STEM activities means empowering them with the right tools to actively participate and take control of the issues coming up in the future, allowing them to take on a more central role in the science and technology sector.…”

Section: Post-hoc Analysis and Lessons Learntmentioning

confidence: 94%

Fostering computational thinking through collaborative game-based learning

Turchi

Fogli

Malizia

2019

Multimed Tools Appl

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Algorithms are more and more pervading our everyday life: from automatic checkouts in supermarkets and e-banking to booking a flight online. Understanding an algorithmic solution to a problem is a very relevant activity to improve end-users' involvement. To this end, adopting a meta-design approach may help to support end-users to appropriate the design skills necessary for contributing to system design, in new and engaging modalities. By acquiring Computational Thinking (CT) skills (e.g., algorithmic thinking, abstraction), end-users will be able to understand and trust algorithms, while at the same time participate in the design and development of systems evolving in accordance with their needs. In this work, we focus on two different ways of improving CT skills: playfulness and collaboration. We introduce a game-based system, TAPASPlay, to foster CT skills and we report the results of an exploratory study with 18 users; our hypothesis is that learning CT through gameplay is effective and we tested it by involving participants in game sessions providing playful experience and collaborative learning. Keywords Computational thinking • Gameplay • Tangible user interface • Constructionist video games This is an extended and revised version of a paper that was presented at the 2017 Workshop on Games-Human Interaction [19]. This paper significantly expands over the presentation and experimental validation of TAPASPlay.

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Gender-based behavioral analysis for end-user development and the ‘RULES’ attributes

Cited by 14 publications

References 85 publications

Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra‐ICT)

Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra‐ICT)

Development and validation of students’ digital competence scale (SDiCoS)

Fostering computational thinking through collaborative game-based learning

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