Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy

Abstract

It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. However, few have investigated the role of computer self-efficacy in mediating computer anxieties on perceived ease of use. Therefore, in this study we base our contribution on the variables of computer self-efficacy and computer anxieties. These two variables are believed to impact an individual’s use of computers and performance for computer-based tasks. Anxiety has been argued to impact computer-based learning by affecting levels of self-efficacy anchored in social learning and outcome expectation theories. Self-efficacy is determined by levels of anxiety such that reduced anxiety and increased experience improves performance indirectly by increasing levels of self-efficacy. In this study, we investigate the influence of computer anxiety on perceived ease of use and the mediating effect of computer self-efficacy on this relationship, within an e-learning context. A survey methodology approach was used in this study using 18 items for 3 constructs (perceived ease of use, anxiety, and self-efficacy). Survey data from 645 university students were analyzed. The psychometric properties of the items and constructs were validated followed by the assessment of mediation of computer self efficacy. Results from the use of a learning management system indicate that computer self-efficacy plays a significant role in mediating the impact of anxiety on perceived ease of use. This role is observed by computer selfefficacy (1) reducing the strength and significance of the impact of anxiety on perceived ease of use and (2) having a strong and significant relationship with computer anxiety. The findings demonstrate the importance of self-efficacy as a mediator between computer anxiety and perceived ease of use of a learning management system (LMS). With the continuous development of richer and more integrated interfaces, anxieties about learning to use the new interface and executing tasks effectively becomes of primary importance. Limitations and suggestions for future research are elaborated.

Cognitive Loads in a Distance Training for Trainee Teachers

“…No other student characteristics significantly correlated with performance. These findings are consistent with previous research results on prior knowledge (McDonald and Stevenson, 1998;Stiller, 2003Stiller, , 2009Amadieu et al, 2009), intrinsic motivation (Fredericksen et al, 2000;Ali and Franklin, 2001;Aragon et al, 2001;Sankaran and Bui, 2001;Delialioglu, 2005;Waschull, 2005;Yukselturk and Bulut, 2007;Artino, 2008), computer attitude (Stiller, 2009, in press), and computer anxiety (Desai, 2001;Sam et al, 2005;Saadé and Kira, 2009;Hauser et al, 2012). The analyses of attitude toward computers and computer anxiety produced equivalent results, which reflects the redundancy of the measures as shown by the very high correlation between them.…”

“…Conversely, learners free of computer anxiety should experience less working memory load and thus be able to adequately process information and construct knowledge. In the literature, computer anxiety has been reported to directly affect computer self-efficacy, which influences the efficient use of a learning system and learning outcomes (Desai, 2001;Sam et al, 2005;Saadé and Kira, 2009;Hauser et al, 2012). Further evidence also exists that demonstrates the direct effects of computer anxiety on learning, communication, and performance (e.g., Fuller et al, 2006).…”

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

“…The university technology capabilities are up-to-date in many areas, but using video sharing is in early stages of development and was not user-friendly at the time of this study. Furthermore, similar to the study by Rhine and Bryant (2007), there were a wide range of technical skills among the pre-service teachers, and according to Saade and Kira (2009) many students had significant anxiety implementing the technology.…”

Structural Analysis of Anxiety in Online Cooperative Learning

“…One of the major issues is the learners' anxiety in learning online [11]- [16]. Simonson et al defined computer anxiety as -fear or apprehension felt by individuals when they used computers, or when they considered the possibility of computer utilization‖ [16].…”