Measuring attitude toward computers among undergraduate college students: The affective domain

Francis, Leslie J.

doi:10.1016/0360-1315(93)90024-d

Cited by 38 publications

(18 citation statements)

References 32 publications

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“…Research ndings vary from no gender differences found (Kay, 1989;Francis, 1993Francis, , 1994, to male students having more positive attitudes toward computers than females (Wilder et al, 1985;Chen, 1986;Collis & Williams, 1987;Shashaani, 1993;Reinen & Plomp, 1997) and female students having more positive attitudes toward computers than males (see Siann et al, 1990;Kay, 1992;Rozell & Gardner, 1999). A possible explanation of the con icting ndings may be differences in de nitions and measures of the term 'attitude' in the research literature (Kay, 1992(Kay, , 1993.…”

Section: Gender Differences In Computer-related Beliefs Attitudes Anmentioning

confidence: 78%

Gender Differences in Computer-related Control Beliefs and Home Computer Use

Sølvberg¹

2002

Scandinavian Journal of Educational Research

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This study explores gender differences in home computer use and control beliefs relative to being able to use computers. Perceived control of computer usage was measured in 152 Grade 8 Norwegian students. One group of students (n 5 58) had no computer training and did not use computers at school. In this group, males were found to have greater perceived control of the computer as well as greater con dence in own success, compared with females. Another group of students (n 5 94) had computer training in school. No gender differences were found in this group. The results are discussed in terms of sex stereotypes and the impact of computer training.

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Section: Gender Differences In Computer-related Beliefs Attitudes Anmentioning

confidence: 78%

Gender Differences in Computer-related Control Beliefs and Home Computer Use

Sølvberg¹

2002

Scandinavian Journal of Educational Research

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“…The main concern for some of the researches is to develop computer attitude scales (Berberoglu & Calikoglu 1993;Francis 1993 ;Jones & Clark 1994;Loyd & Gressard 1984). Identification of components and correlates of computer attitude, and gender differences in terms of attitude toward computers constitute the subject of many studies.…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Design Students Toward Computer Usage in Design

Pektaş

Erkíp

2006

Int J Technol Des Educ

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The success of efforts to integrate technology with design education is largely affected by the attitudes of students toward technology. This paper presents the findings of a research on the attitudes of design students toward the use of computers in design and its correlates. Computer Aided Design (CAD) tools are the most widely used computer applications in design. An instrument was developed and applied for the first time to relate computer attitude to design field through CAD. Interior architecture undergraduates of Bilkent University participated in the survey. As a result, students' attitudes toward the use of computers in design were found to be positive. A significant gender difference in attitudes toward computers was observed with males having more positive attitudes than females. The results also revealed that students' attitude toward computer usage in design was highly related to their general attitude toward computers, but it was not correlated with their perception of instructors' attitude toward the use of computers in design.

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“…This measure contained a post-game qualitative questionnaire with 15 questions loosely based on a combination of already existing questionnaires to measure player engagement [42] [43] and an interview. The 15 items from the questionnaire were arranged for scoring on a five-point Likert scale, ranging from 'agree strongly', through 'agree', 'not certain' and 'disagree', to 'disagree strongly'.…”

Section: Methodsmentioning

confidence: 99%

“…This for example includes "categorising messages so that appropriate next actions can be taken, which relies on interpretive work to make sense of messages" (p. 42) or "crafting responses to engage players in the game" (p.43).…”

Section: Related Workmentioning

confidence: 99%