Impacts of Personal Characteristics on Computer Attitude and Academic Users Information System Satisfaction

Lim, Kee-Sook

doi:10.1092/hec6-m9cq-exwx-m6ju

Cited by 3 publications

(4 citation statements)

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“…The theories of situated cognition and situated learning (Brown et al 1989) suggest that transfer of learning is most likely when learning and performance contexts are identical and authentic (situated) and when learners are scaffolded and guided about the deep structure of the problem. Doing so can improve learning outcomes (Baker and Leary 1995;Brotman and Moore 2008;CTGV 1990CTGV , 1992aCTGV , b, 1993Dempsey and Van Eck 2003;Durndell et al 1995;Gehring 2001;Koch et al 2008Koch et al -2012Lim 2002;Powell 2015;Van Eck 2006;Van Eck and Dempsey 2002;Van Eck and The AIM Lab 2006) and can make learning more relevant and thus improve attitudes toward the domain (Dempsey and Van Eck 2003;Perkins and Salomon 2012;Van Eck 2006;Van Eck and The AIM Lab 2006).…”

Section: Introductionmentioning

confidence: 99%

Project NEO: A Video Game to Promote STEM Competency for Preservice Elementary Teachers

et al. 2015

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The need for science, technology, engineering, and mathematics majors for our future workforce is growing, yet fewer students are choosing to major in science, technology, engineering, and mathematics areas, and many are underprepared, in part because elementary school preservice teachers are also underprepared. This National Science Foundation-supported project developed and tested the first of several planned modules of a video game based on the Next Generation Science Standards. Results suggest that preservice teachers who play the video game demonstrate improved science content knowledge. The study also found that preservice teachers had positive attitudes toward video games as instructional tools. Implications for preservice teacher education relating to games and science education are discussed.

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Section: Introductionmentioning

confidence: 99%

Project NEO: A Video Game to Promote STEM Competency for Preservice Elementary Teachers

et al. 2015

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“…The success of efforts to integrate technology in learning is largely affected by the attitudes of students toward computers and their use. Many studies have examined the attitude toward computers on different dimensions, such as level of computer literacy, computer experience, computer anxiety, technophobia, and other variables (Abdelhamid, 2002;Anderson & Hornby, 1996;Anthony, Clarke, & Anderson, 2000;Garland & Noyes, 2004;Hignite & Echternacht, 1992;Igbaria & Chakrabarti, 1990;Kinzie, Delcourt, & Powers, 1994;Lim, 2002;Milbrath & Kinzie, 2000;Mitra & Steffensmeier, 2000;Parish & Necessary, 1996;Sam, Othman, & Nordin, 2005;Schumacher & Morahan-Martin, 2001;Seyal, Rahim, & Rahman, 2002;Sigurdson, 1991;Smith, Caputi, & Rawstorne, 2000;Turnipseed & Burns, 1991).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Computer Literacy Course on Students' Attitudes toward Computer Applications

Erlich

Gadot

Shahak

2008

Journal of Educational Technology Systems

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Studies indicate that the use of technologies as teaching aids and tools for self-study is influenced by students' attitudes toward computers and their applications. The purpose of this study is to determine whether taking a Computer Literacy and Applications (CLA) course has an impact on students' attitudes toward computer applications, across various undergraduate disciplines. A Computer Application Attitude (CAA) questionnaire was administered at the beginning and at the end of the semester to social science students enrolled in a CLA course. The study population was divided into two groups according to the students' field of study: quantitative-oriented and qualitative-oriented. A significant difference was found in attitudes before and after the CLA course only in the quantitative group. Based upon the results of this study, it is recommended to offer different computer literacy courses to the different groups to improve students' attitudes toward the use of these applications.

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“…Similarly, since characteristics of faculty members, gender, academic rank, department, age, teaching experience, and computer experience affect faculty members' computer use for instructional purposes, they also need to be investigated. Some personal characteristics such as gender and computer experience might affect computer attitudes that lead to the adoption or rejection of instructional technologies (Lim, 2002;Yildirim, 2000).…”

Section: Demographic Informationmentioning

confidence: 99%

“…Among these demographics, only computer ownership in office, age, and years of computer experience in general were significantly correlated with the level of computer use. Literature also shows these findings as important factors that affect faculty use of technology (Blankenship, 1998;Isleem, 2003;Lim, 2002;Yildirim, 2000;Zakaria, 2001).…”

Section: Demographic Characteristics and Instructional Computer Usementioning

confidence: 99%

Instructional computer use by COE faculty in Turkey: application of diffusion of innovations theory

Şahi̇n

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The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.

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Impacts of Personal Characteristics on Computer Attitude and Academic Users Information System Satisfaction

Cited by 3 publications

References 0 publications

Project NEO: A Video Game to Promote STEM Competency for Preservice Elementary Teachers

Project NEO: A Video Game to Promote STEM Competency for Preservice Elementary Teachers

The Effect of Computer Literacy Course on Students' Attitudes toward Computer Applications

Instructional computer use by COE faculty in Turkey: application of diffusion of innovations theory

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