Gender differences in computer-related attitudes and behavior: A meta-analysis

Whitley, Bernard E.

doi:10.1016/s0747-5632(96)00026-x

Cited by 477 publications

(298 citation statements)

References 100 publications

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“…As a result, research (e.g., Luarn and Lin, 2005) suggests that SE of m-banking will be an important knowledge resource for users to adopt m-banking services. For example, Whitley (1997) argued that adult males and boys had higher levels of SE, which seems to be essential in affecting attitudes towards IS use. Because of their lower SE, females tend to demonstrate greater concern for the risk of using online information services and experience anxiety.…”

Section: Self-efficacy Regulatory Support Technology Support Percementioning

confidence: 99%

Mobile banking services adoption in Pakistan: are there gender differences?

Glavee-Geo¹,

Shaikh

Karjaluoto

2017

IJBM

127

119

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Abstract:Purpose -This study provides comprehensive insight into the deciding factors affecting an individual's intention to adopt mobile banking (m-banking) services in Pakistan.Design/methodology/approach -A survey approach was used with a sample of 189 responses from across Pakistan. Multi-group analysis was performed in order to detect gender differences among men and women in the process of adopting m-banking.Findings -The paper found support for the positive effect of perceived behavioral control (PBC) and attitudes (ATT) toward m-banking adoption intentions. Significant differences between men and women were found to affect social norms (SN) on adoption intention, even though the combined sample of men and women was insignificant. The effect of SN on mbanking adoption is stronger for women than for men. Interestingly, our paper provides contradictory findings on the role of PBC on adoption intention. The effect of PBC on mbanking adoption intention was found to be significantly stronger for men than for women.Practical implications -The results present implications of consumer behavior and marketing communication for bank marketing. Although men and women do not differ in their ATT towards m-banking service adoption in general, the succinct nuance between men and women in terms of the influence of SN and PBC with adoption intention calls for a strategic reorientation of how men and women as consumers of m-banking services should be appropriately segmented, targeted and communicated to. The formulation of marketing strategies to target potential consumers and to reinforce the usefulness of m-banking to existing consumers should not be 'one size fits all'. The marketing of m-banking services to segments of men and women should be approached strategically in order to increase adoption rates in developing/emerging economies.Originality/value -This is the first study on m-banking services adoption in Pakistan to examine the role of gender in the innovation adoption process. The differences between the two genders and the insightful results that we found in our study help shed light on the uniqueness of the context. This study is also one of the first to test a combined TAM and TPB model in the context of m-banking adoption in a developing country using a variance-based modeling technique.

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Section: Self-efficacy Regulatory Support Technology Support Percementioning

confidence: 99%

Mobile banking services adoption in Pakistan: are there gender differences?

Glavee-Geo¹,

Shaikh

Karjaluoto

2017

IJBM

127

119

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“…New technologies became an indispensable aspect of learning, work and everyday life. A number of researchers argued that computing should no longer be regarded as a male domain (King, Bond & Blandford, 2002;North & Noyes, 2002;Whitley, 1997). According to them, canonical gender gaps in the educational sector are disappearing and, probably, do not have any practical importance for the future.…”

Section: Introductionmentioning

confidence: 99%

Gender issues in preservice teachers' training: ICT literacy and online learning

Markauskaitė

2006

AJET

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Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general problem solving and technical ICT capabilities; (2) situational and longitudinal sustainability, and (3) transferability of ICT capabilities into a future professional domain. No significant differences were found between females and males for previous experience with ICT. However, males on average worked with computers significantly more hours per week than females. Significant differences between males and females were observed for technical ICT capabilities, and situational and longitudinal sustainability. Males' scores were higher. In the regression analysis, when the impacts of the background and ICT experience variables were controlled, gender failed to be a significant predictor for sustainability scores. However, it remained a significant predictor for some trainee teachers' scores, related to their technical ICT capabilities. Female and male participation in compulsory online learning activities was also compared. No significant differences were observed. IntroductionThe introduction of information and communication technology (ICT) into the educational sector has created new social stereotypes and gender inequalities. Since the invention of computers, ICT related activities have been viewed as a "male domain" (Brosnan & Davidson, 1996;Panteli, Stack & Ramsay, 1999) or "something for boys" (Reinen & Plomp, 1996). In schools, a computer was associated primarily with programming and logical scientific thinking. Thus, old, stereotypic gender differences in attitudes and achievements that previously existed in mathematics and technological disciplines were extrapolated to the new area of ICT. As several research reviews and meta-analyses have summarised, boys were more interested in ICT than girls, were heavier users of computers, had 2 Australasian Journal of Educational Technology, 2006, 22(1) more positive attitudes about computers, and thus outperformed girls in ICT literacy 1 (Reinen & Plomp, 1993Volman & Eck, 2001).During the last two decades, the role of ICT in education changed radically. New technologies became an indispensable aspect of learning, work and everyday life. A number of researchers argued that computing should no longer be regarded as a male domain (King, Bond & Blandford, 2002;North & Noyes, 2002;Whitley, 1997). According to them, canonical gender gaps in the educational sector are disappearing and, probably, do not have any practical importance for the future.However, a number of recent studies have provided evidence that ICT related differences between females and males lessened mainly in access to ICT, and in basic computer skills (Busch, 1995;Rainer, Laosethakul & Astone, 2003 et al., 2001). In addition, female and male students are likely to be different in terms of the types of computer use rather than in all areas of ICT application (...

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“…This could be because girls have less experience on computers and find using one more difficult. Whitley (1997) reports that this is in fact the case, but the difference was not very large in his study. Another explanation could be that girls do not like this kind of game.…”

Section: Discussionmentioning

confidence: 68%

“…Another explanation could be that girls do not like this kind of game. Whitley (1997) found no evidence for the hypothesis that boys like computers better than girls, but it could still be that boys just like this particular game more and that they therefore find less problems. With hindsight it appears that it would have been useful to assess the subjective usability using a questionnaire like SUMI in order to discount this latter possibility.…”

Section: Discussionmentioning

confidence: 82%

A Comparison of Think-aloud, Questionnaires and Interviews for Testing Usability with Children

Donker¹,

Markopoulos

2002

People and Computers XVI - Memorable Yet Invisible

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The paper reports a comparative assessment of 3 usability-testing methods (UTM) involving 45 children aged 8-14 as test-users. The 3 methods were concurrent think-aloud, interview and questionnaire. These 3 UTM 's require different levels of verbalisation from the children that were performing the evaluation. It was hypothesised that the age of the children, their gender, verbal competence and extroversion level would influence which method works best. The results of this study show that the think-aloud protocol helps identify most usability problems and suggests that girls thinking out loud report more usability problems than boys.

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Gender differences in computer-related attitudes and behavior: A meta-analysis

Cited by 477 publications

References 100 publications

Mobile banking services adoption in Pakistan: are there gender differences?

Mobile banking services adoption in Pakistan: are there gender differences?

Gender issues in preservice teachers' training: ICT literacy and online learning

A Comparison of Think-aloud, Questionnaires and Interviews for Testing Usability with Children

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