The development of a measure of subjective computer experience

Smith, B. Babington; Caputi, Peter; Rawstorne, Patrick

doi:10.1016/j.chb.2004.04.001

Cited by 35 publications

(17 citation statements)

References 38 publications

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“…For example, research has explored affective states and quality of experience (flow) associated with using games, Internet, and multimedia learning applications (Konradt et al 2003;Thatcher et al 2008;Weibel et al 2008). Another example is the development of a scale to measure a construct of subjective computer experience that reflects the thoughts and feelings ascribed to some previous or existing computing event (Smith et al 2007).…”

Section: Literature On Experiences With Technologymentioning

confidence: 99%

A phenomenological approach to experiences with technology: current state, promise, and future directions for research

Cilesiz

2010

Education Tech Research Dev

108

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In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on the construct of experiences with technology and the approaches utilized for its study. To augment this literature, I explain the phenomenological concept of experience and describe its utility for understanding experiences with technology. I propose the theoretical and methodological approach of phenomenology as a framework for developing a research agenda on experiences with technology and for unifying existing lines of research in this area. To illustrate the promise of this approach and to facilitate its application, I describe a research design consistent with the theoretical underpinnings of phenomenology, including methods for collecting and analyzing data as well as ethical and validity considerations specific to this research design. I conclude by identifying several possible research directions utilizing a phenomenological approach in educational technology to incite further research in this area.

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Section: Literature On Experiences With Technologymentioning

confidence: 99%

A phenomenological approach to experiences with technology: current state, promise, and future directions for research

Cilesiz

2010

Education Tech Research Dev

108

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“…Some of the more frequently used terminology in this category include competence (e.g., Corston and Colman 1996;Lowther, Bassoppo-Moyo, and Morrison 1998;National Assessment of Educational Progress 1986;Shih 2006;Spitzberg 2006;Tompkins and Daly 1992), experience (e.g., Ballance and Ballance 1993;Colley and Comber 2003;Correa 2010;Dyck and Smither 1994;Farina et al 1991;Hasan 2003;Hemby 1999;Igbaria and Chakrabarti 1990;Jacko et al 2004;Lee 1986;Marcoulides and Wang 1990;Nückles and Sturz 2006;Okebukola and Woda 1993;Pope-Davis and Twing 1991;Potosky and Bobko 1998;Ramalingam and Wiedenbeck 1998;Richter, Naumann, and Groeben 2000;Rosen and Weil 1995;Smith, Caputi, and Rawstorne 2007;Szajna 1994;Todman and Day 2006;Todman and Drysdale 2004;Todman and Monaghan 1994;Torkzadeh and Koufteros 1994;Wilfong 2006;Williams 1993;Wu andTsai 2007), anduse, usage, or utilization (e.g., Bunz 2002;Bunz 2003;Bunz 2005;Eastin and LaRose 2000;Hargittai 2002a;<...>…”

Section: Usage Experiencementioning

confidence: 99%

7. Computer-mediated communication competence

Bunz¹,

Montez²

2015

Communication Competence

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The chapter reviews the historical development of computer-mediated communication competence research, introducing key figures and terminology. Researchers' variations in both conceptualization and operationalization are discussed and early theoretical models are presented. The chapter continues by reviewing ten related concepts (applied skill; cognitive aspects; communication ability; demographics; emotional and psychological factors; methodology; social context; structural resources; technological context; usage experience) and recent research trends within these broader categories. After discussing the limited theory development work in the area compared to the abundance of methodologicallyoriented contributions, the chapter concludes by making recommendations for future work in the area. These include the need for more consistent terminology, as well as for more theory-based research.

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“…There are validated instruments for the assessment of HCI-related abilities and knowledge (Smith et al 2007; Van Vliet et al 1994). The former instrument measures computer experience, the latter is a questionnaire for assessing computer literacy.…”

Section: Abilitiesmentioning

confidence: 99%

Evaluating embodied conversational agents in multimodal interfaces

et al. 2015

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Based on cross-disciplinary approaches to Embodied Conversational Agents, evaluation methods for such human-computer interfaces are structured and presented. An introductory systematisation of evaluation topics from a conversational perspective is followed by an explanation of social-psychological phenomena studied in interaction with Embodied Conversational Agents, and how these can be used for evaluation purposes. Major evaluation concepts and appropriate assessment instruments -established and new ones -are presented, including questionnaires, annotations and log-files. An exemplary evaluation and guidelines provide hands-on information on planning and preparing such endeavours.

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The development of a measure of subjective computer experience

Cited by 35 publications

References 38 publications

A phenomenological approach to experiences with technology: current state, promise, and future directions for research

A phenomenological approach to experiences with technology: current state, promise, and future directions for research

7. Computer-mediated communication competence

Evaluating embodied conversational agents in multimodal interfaces

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