Gender roles, computer attitudes, and dyadic computer interaction performance in college students

Williams, Sue; Ogletree, Shirley Matile; Woodburn, William; Raffeld, Paul

doi:10.1007/bf00289325

Cited by 54 publications

(33 citation statements)

References 27 publications

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“…This conclusion contributes to the conflicting research about inherent gender bias in computer use. Our research contradicts Scott and Rockwell's (1997) conclusion that women are less likely to adopt new technologies, as well as Williams et al's (1993) conclusion that males tend to score higher ''on measures of aptitude and attitudes'' than females. It also confounds existing research suggesting that females experience higher levels of computer anxiety than males (e.g., Chua et al, 1999;McIlroy et al, 2001;Schottenbauer et al, 2004).…”

Section: Discussioncontrasting

confidence: 78%

“…More specifically, several studies report that women experience more computer anxiety than men (e.g., Chua, Chen, & Wong, 1999;McIlroy, Bunting, Tierney, & Gordon, 2001;Schottenbauer, Rodriguez, Glass, & Arnkoff, 2004;Williams, Ogletree, Woodburn, & Raffeld, 1993). Others indicate no significant differences with regard to gender (e.g., Honeyman & White, 1987;Howard & Smith, 1986;Scott & Rockwell, 1997).…”

mentioning

confidence: 94%

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Textbook Technology Supplements: What Are They Good For?

Sellnow¹,

Child²,

Ahlfeldt³

2005

Communication Education

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Technology supplements to college textbooks, such as self-guided quizzes and exercises available over the Internet, have become commonplace. The current study examined student perceptions regarding the utility of technology supplements that accompanied a public speaking fundamentals textbook. At semester's end, students reported the supplements to be less useful than they had expected. The supplements were perceived to be more useful by females than by males. The supplements were reported to be more useful when they were required than when they were not. Students perceived technology supplements to be most helpful as study aids and speech preparation tools, but only when they worked properly, were required, and were related directly to course objectives. Instructors are ultimately responsible for ensuring that technology supplements function properly for their students.

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Section: Discussioncontrasting

confidence: 78%

mentioning

confidence: 94%

Textbook Technology Supplements: What Are They Good For?

Sellnow¹,

Child²,

Ahlfeldt³

2005

Communication Education

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“…The literature indicates that the masculinization of technology has widely taken place within Western cultures (Bem, 1993;Chivers, 1987;Hawkins, 1985). It is generally perceived that computers are more appropriate for males than females and males are more proficient in using computers than females (Colley, Gale, and Harris, 1994;Rosen, Sears, and Weil, 1987;Williams, Ogletree, Woodburn, and Raffeld, 1993). Thus, through the pathway of technology masculinization, the male students from the United Kingdom did not perceive higher computer anxiety.…”

Section: Diverse Cultural Pathways Of Interacting With Computersmentioning

confidence: 81%

How children and adults learn to use computers: A developmental approach

Yan

Fischer

2004

New Directions for Child and Adolescent Development

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What is the relation between information technology and human development? This is one of the big questions for contemporary developmental scientists. An enormous research literature has documented how information technologies shape human development cognitively (Papert, 1980(Papert, , 1993, socially (Turkle, 1984(Turkle, , 1995, and physically (Harwin and Haynes, 1992). However, how human beings, particularly ordinary children and adults, master information technology cognitively (understanding the Internet, for example), socially (such as building social network), and physically (for example, learning to use a mouse) has not yet been studied adequately and systematically. As a result, dynamic reciprocal interactions between information technology and human development have been often oversimplified as a static one-way process in which information technology controls human beings. While computer scientists are designing human-centered computers that adapt to people rather than the other way around (Dertouzos, 2001), developmental research will soon fall far behind the technological advances if the research continues to focus on how technology affects people rather than on how people interact with technology.We thank Joshua Smith and Heping Hao for their feedback on the early version of this chapter

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“…Furthermore, these effects have been demonstrated in a variety of environments and across age groups (Williams, Ogletree, Woodburn, & Raffeld, 1993).…”

Section: Factors Impacting Subgroup Cross-mode Invariancementioning

confidence: 99%