Academic literature on the topic 'Self-efficacy for computer technologies (SCT)'
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Journal articles on the topic "Self-efficacy for computer technologies (SCT)"
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Wirawan, Hillman, and Muhammad Thahir Bandu. "A review of self-efficacy training for international student." International Journal of Information and Learning Technology 33, no. 2 (March 7, 2016): 115–28. http://dx.doi.org/10.1108/ijilt-12-2015-0040.
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Purpose – The purpose of this paper is to consider the implication of self-efficacy training for international students (SETIS). International students faced various transitional challenges which also potentially attenuate their academic performance. Social Cognitive Theory (SCT) is sufficient in explaining this phenomenon as well as suggesting self-efficacy enhancement strategies. Design/methodology/approach – This paper is a speculative viewpoint on the implications of SETIS. The author reviewed relevant literature and systematically constructing the SETIS based on the SCT. The SCT was used to design an appropriate training to help international students cope with transitional challenges which significantly attenuate their academic performance. Findings – The SCT and self-efficacy theory were relevant in designing the training for international students. There are four key elements of the SETIS: goal-setting; effort explanation; modeling; and sharing and evaluation. The implementation of SETIS follows the common rule in conducting effective training including need assessment and post-training evaluation. Information from academic performance record, English as Second Language test score, General Self-efficacy Scale, Students’ Adaptation to College Questionnaire, and Focus Group Discussion is also necessary to justify the need for SETIS. Research limitations/implications – Despite theoretical evidence of the SETIS, further research is necessary to test the effectiveness of this training. Future study in this specific area should focus on examining the effectiveness of the training. Originality/value – This paper addressed important issues in international education. A systematic effort in providing robust and theoretical-based training for international students is necessary. By considering the importance of self-efficacy and academic performance, this paper had begun an initial effort in designing training for international students who are struggling for a transitional challenge. Additionally, this paper provides a practical guideline in implementing SETIS.
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Kinzie, Mable B., Marcia A. B. Delcourt, and Susan M. Powers. "Computer technologies: Attitudes and self-efficacy across undergraduate disciplines." Research in Higher Education 35, no. 6 (November 1994): 745–68. http://dx.doi.org/10.1007/bf02497085.
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Zhang, Yixin, and Sue Espinoza. "Affiliations of Computer Self-Efficacy and Attitudes with Need for Learning Computer Skills." Journal of Educational Computing Research 17, no. 4 (December 1997): 371–83. http://dx.doi.org/10.2190/3gny-apr6-51q8-402n.
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This study investigated relationships concerning computer efficacy, attitudes toward computers, and need for learning computer skills. A total of 296 undergraduate students from a regional state university participated in this study in 1996. Three research questions were measured by Attitudes toward Computer Technologies and Confidence and Desired Knowledge with Computer Technologies. Statistical analyses consisted of simultaneous multiple regression, ANOVA and Tukey's HSD. ANOVA revealed that students from computer classes had more need for learning computing skills than students from a non-computer class. Multiple regression revealed that attitudes toward computers, and computer self-efficacy, were significant predictors of the need for learning computing skills between two groups of students, although students from computer classes demanded a higher level of computing skills than those from a non-computer class.
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Johnson, Richard D., Yuzhu Li, and James H. Dulebohn. "Unsuccessful Performance and Future Computer Self-Efficacy Estimations." Journal of Organizational and End User Computing 28, no. 1 (January 2016): 1–14. http://dx.doi.org/10.4018/joeuc.2016010101.
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Using data from 100 individuals, this study examined the role of performance attributions (stability and locus of causality) and computer self-efficacy (CSE) for spreadsheets and databases in the training context. The results show that both self-efficacy and attributions (locus of causality and stability) for unsuccessful performance on one software package affected future efficacy estimations for both the same software package (spreadsheet) as well as for a related software package (database). These findings extend previous research by illustrating that through the generality of CSE estimations, users' performance on one software package are related to self-efficacy estimations on a different, distally similar, software application. This suggests that trainers and managers cannot overlook the importance of self-efficacy generality in the design of technology training initiatives. Early, unsuccessful experiences for those with limited technology experience can make it more challenging to adapt to, and learn to use, new technologies.
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Ertmer, Peggy A., Elizabeth Evenbeck, Katherine S. Cennamo, and James D. Lehman. "Enhancing self-efficacy for computer technologies through the use of positive classroom experiences." Educational Technology Research and Development 42, no. 3 (September 1994): 45–62. http://dx.doi.org/10.1007/bf02298094.
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Yen, Yung-Shen. "Factors enhancing the posting of negative behavior in social media and its impact on venting negative emotions." Management Decision 54, no. 10 (November 21, 2016): 2462–84. http://dx.doi.org/10.1108/md-11-2015-0526.
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Purpose Venting negative emotions on social networking sites (SNS) has become a growing phenomenon among dissatisfied customers. Drawing on social cognitive theory (SCT), the purpose of this paper is to explore the effects of personal outcome expectations and computer self-efficacy on the posting of negative behavior and its impact on venting negative emotions on SNS. Design/methodology/approach Structural equation modeling was conducted, and 342 dissatisfied customers in Taiwan made up the sample. Findings This study found that both personal outcome expectations and computer self-efficacy positively affect the posting of negative behavior, which increases the effect of venting negative emotions. Moreover, gender moderates the relationships between the variables in the proposed model. Research limitations/implications A bias may exist because sampling was conducted through an online survey on a specific website. This study extended the SCT model by adding the effect of venting negative emotions to the original model and suggested that researchers take gender into consideration when developing consumer complaint theories. Practical implications This study suggested that service providers need to detect negative statements and take action before these statements lead to switching behavior among dissatisfied customers. Moreover, “webcare” is recommended as an effective tool to counter negative comment effects among those exposed to complaints on SNS. Originality/value This study advanced the understanding of SCT for dissatisfied customers posting negative experiences in the context of SNS.
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Malykhin, Oleksandr Volodymyrovych, and Nataliia Oleksandrivna Aristova. "IMPROVING COMPUTER ENGINEERING AND INFORMATION TECHNOLOGIES UNDERGRADUATE STUDENTS’ TRAINING THROUGH COMBINATION OF FORMAL, NON-FORMAL AND INFORMAL LEARNING." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 208. http://dx.doi.org/10.17770/etr2019vol2.4113.
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The paper analyses benefits of combining formal, non-formal and informal learning in Computer Engineering and Information Technologies undergraduate students’ training. The results of research conducted in the 2017/2018 academic year are shown. A total of 106 students earning BA in Computer Engineering and Information Technologies at National University of Life and Environmental Sciences of Ukraine volunteered to participate in the research. The aim of the research was to investigate the influence of combining formal, non-formal and informal learning on improving Computer Engineering and Information Technologies undergraduate students’ training through the increase in their general self-efficacy. To collect data from 106 computer engineering and information technologies undergraduate students we applied a mixed methods approach implying the combination of qualitative and quantitative methods. The quantitative data were collected using a pre-test and a post-test based on a questionnaire on general self-efficacy. Qualitative methods included classroom observations and interviews with computer engineering and information technologies undergraduate students. The authors compared the results obtained in the experimental and control groups and drew conclusions concerning the positive effects of combining formal, non-formal and informal learning on improving Computer Engineering and Information Technologies undergraduate students’ training through the increase in their general self-efficacy.
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Aslan Efe, Hülya. "THE RELATION BETWEEN SCIENCE STUDENT TEACHERS’ EDUCATIONAL USE OF WEB 2.0 TECHNOLOGIES AND THEIR COMPUTER SELF-EFFICACY." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 142–54. http://dx.doi.org/10.33225/jbse/15.14.142.
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The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers’ self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study involved 146 (F: 70, M: 76) student teachers in a teacher education course at Ziya Gökalp Education Faculty of Dicle University during the 2011-2012 academic year. The data were analysed using means, t-tests, and one-way ANOVAs. The study revealed that student teachers used Facebook the most frequently to communicate, access class material, hold discussions and form academic groups. Student teachers with Internet access at home used Web2.0 technologies more frequently than those without Internet access at home. The frequent use of Web 2.0 by student teachers provides teachers with the possibility for more student-centred learning activities in the classroom. Key words: science student teachers, teacher education, Web 2.0 technologies.
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Tsai, Bor-Yuan, and Jung-Nan Yen. "The Influence of Self-Efficacies on Readers' Intention to Use E-Reading Devices." International Journal of Distance Education Technologies 12, no. 3 (July 2014): 41–61. http://dx.doi.org/10.4018/ijdet.2014070104.
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E-books and e-Reading Devices (E-RDs) markets have been enlarged due to the rapid progress of digital technologies. What are the possible factors to increase readers' willingness to use electronic devices? To improve the predictive value of the original TAM model, this study incorporates three additional constructs to form e-Reading Device Acceptance Mode: reading self-efficacy, computer self-efficacy and perceived enjoyment. This model consists of six constructs and 11 research hypotheses. The research questionnaires were distributed in Taiwan, and the research results showed that reading self-efficacy shows positive influences on readers' intention to use the E-RDs. On the contrary, computer self-efficacy does not show positive influences on perceived usefulness or perceived enjoyment. Moreover, the perceived ease of use of E-RDs does not show significant impacts on readers' intention to use the devices. Explanations of the causes and reasons are given in this paper, and the finding of this research may provide useful references and materials for e-book publishers, e-reading device developers, and researchers for further studies.
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Dong, Tse-Ping, Chia-Liang Hung, and Nai-Chang Cheng. "Enhancing knowledge sharing intention through the satisfactory context of continual service of knowledge management systems." Information Technology & People 29, no. 4 (November 7, 2016): 807–29. http://dx.doi.org/10.1108/itp-09-2014-0195.
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Purpose The purpose of this paper is to show how continual enhancement of knowledge management systems (KMSs) enhances knowledge sharing intention. Design/methodology/approach This study integrates information system (IS) success with social cognitive theory (SCT) to explain knowledge sharing intention. Based on a survey of 276 KMS users in Taiwan’s information technology industry, the structural equation model has been applied to examine the influence process from a user satisfactory context to personal cognitive beliefs, and thus knowledge sharing intention. Findings The results indicate that the user satisfactory context stimulated by continual KMS enhancement increases knowledge sharing intention through the mediation of personal cognition of self-efficacy and outcome expectancy. Practical implications The results have empirical implications for learning how to motivate developers’ patience and passion for follow-up improvements to meet user expectations empathically, which has been emphasized for service provision. Originality/value The originality of this research is its explanation of system adoption behavior, which combines the core of IS success with SCT, links user satisfaction to intention to use, and concerns behavior within a specific context.
Dissertations / Theses on the topic "Self-efficacy for computer technologies (SCT)"
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Albion, Peter. "Interactive multimedia problem-based learning for enhancing pre-service teachers' self-efficacy beliefs about teaching with computers: design, development and evaluation." University of Southern Queensland, Faculty of Education, 2000. http://eprints.usq.edu.au/archive/00001393/.
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[Abstract]: Research has suggested that, despite support through policy and resource provision,information and communications technologies (ICTs) have made little impact on the practiceof education and that limited teacher preparation for the use of ICTs represents a partialexplanation. The purpose of this study was to investigate what form of professionaleducation might be effective in preparing pre-service teachers to integrate ICTs into theirteaching. Self-efficacy beliefs about teaching with computers were identified as a potentiallysignificant source of influence on teachers' use of ICTs for teaching. It was proposed thatinteractive multimedia using a problem-based learning design (IMM-PBL) should be aneffective tool for increasing self-efficacy. Principles for the design of IMM-PBL were derivedfrom the relevant literature.An IMM-PBL package was designed and developed for delivery in a web browser formatusing content relevant to the integration of ICTs into teaching. Interviews with and sampleresponses prepared by computer-using teachers provided the basis for ensuring therelevance of content.The completed materials were evaluated in use with a group of 24 final year pre-serviceteachers in a Queensland university. Participants in the trials reported that the materialswere engaging and assisted their learning about integrating computers in their teaching. Astatistically significant increase in self-efficacy for teaching with computers was found forusers who had initially low self-efficacy for teaching with computers.The principles proposed for IMM-PBL design were found to offer a practical basis for thedevelopment of effective learning materials. With further development, IMM-PBL promisesto be a powerful and flexible approach to supporting learning for teachers and otherprofessionals.
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Palmquist, Lena. "Exploring self-efficacy in end-user programming : a feminist approach." Licentiate thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91504.
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Digital services and devices are today more spread than ever, forming a basis for new innovations, even among ordinary people. And yet, producers of such services and devices are mostly men with programming skills. Women's participation in development and design of digital products is thus not yet as influential as that of men. An approach to this situation is to offer web-based environments for end-user development where people with no programming experiences have the opportunity to develop their own smartphone applications. The SATIN project, a collaboration between universities and IT-companies, has taken such an approach, with a focus on supporting female end-users. This project has been serving as a case in this research with the purpose of exploring and understanding end-user programming related to self-efficacy and female strategies. Experiences from being a member of the SATIN project are accounted for as well as results from qualitative observation studies capturing subjects’ reactions to the system. In the first set of observations, 9 subjects tested a mock-up version of the so-called SATIN editor, where the actual app building takes place. Later on a second set of observations with 11 subjects focused on how to support computer self-efficacy and end-user programming strategies that women prefer to a higher degree than men. Observations indicate that the women where as positive to making use of the editor as the men. The test subjects also showed signs of motivation as well as creativity while exploring the system. An observation related to design aspects of the system was that the quality of the components that form the smartphone apps seems to be crucial if the system is expected to truly support strategies that women request. Supporting women's own perceptions of self-efficacy related to developing computer-based systems is challenging, still indications of acceptance and enthusiasm for the system were observed. From a design perspective, using strategies and self-efficacy sources as an evaluation framework in the development process shows potential for improved design, and not only when designing for female users, but for diverse groups of users, hopefully paving the way for a more diverse community of producers of computer-based products.SATIN 2 project
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Sendurur, Polat. "Identification Of Factors Affecting Integration Of Information And Communication Technologies In Basic Education Schools Grades From 4 Through 8." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614401/index.pdf.
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The purpose of the study was to identify the factors affecting the information and communication technologies. integration in the basic education schools. Mixed Model Research Design was utilized to find out the factors directly affecting integration of ICT integration in schools of K-8. Three different research methods were use sequentially. In the first step, new curricula used for Math, Social Studies and Science and Technology courses were examined to draw the pattern of ICT use defined by these curricula. In the light of the information gained through examination of curricula, 20 teachers were interviewed to understand whether they can put ICT based activities defined by curricula into practice or not. Simultaneously, they also identified common problems preventing them to integrate educational technology in their lessons and possible solutions to have a better ICT and education relationship. The literature and the information gained through first two step of the study suggested computer self-efficacy of teachers is very important factor within the integration of ICT. To assess teachers'computer self-efficacy, a questionnaire was designed by the researcher and necessary pilot studies were completed to conduct exploratory and confirmatory factor analyses. Final form of the questionnaire was distributed to K-8 schools'
teachers from 12 predefined cities of Turkey according to statistical information provided by EUROSTAT (Statistical Office of European Union). 1025 correctly filled questionnaire forms were returned and the data were analyzed by descriptive and inferential statistics techniques. Result of the study suggested that, Internet is the most vital technology to successfully apply the curricula. Use of Office programs and different educational software also constitute considerable part of the curricula. But teachers indicated that they cannot apply curricular ICT based activities in school setting because of lack of access to technology, literacy, training, time and confidence/self-efficacy. It is also found that, teachers'
age/ and teaching experience negatively contributed to their level of computer self-efficacy when their personal or home computer use was contributing very positively. On the other hand, existing computer training programs were found less effective than expected in terms of ICT integration. Based on these results, some basic improvements and modifications in curricula, training programs, and technology infrastructure of schools were suggested.
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Alvarenga, Cacilda Encarnação Augusto. "Autoeficácia de professores para utilizarem tecnologias de informática no ensino." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251367.
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Orientador: Roberta Gurgel AzziTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-17T20:30:43Z (GMT). No. of bitstreams: 1 Alvarenga_CacildaEncarnacaoAugusto_D.pdf: 1445890 bytes, checksum: 16e83193e235c791fbb0f0120a344a13 (MD5) Previous issue date: 2011
Resumo: O presente estudo teve como objetivos identificar, descrever e analisar: o nível da crença de autoeficácia computacional docente de professores de Ensino Médio; as fontes que os professores mais conseguem perceber que contribuem para a constituição da sua crença; as variáveis pessoais ou contextuais que apresentam relações mais significantes com essa crença; e o perfil do professor com crença de autoeficácia computacional docente mais elevada. Participaram do estudo 253 professores de Ensino Médio de 27 escolas públicas do município de Campinas-SP. A coleta dos dados realizou-se presencialmente nas escolas e envolveu que os participantes respondessem a um questionário de caracterização do participante e a duas escalas do tipo Likert, voltadas para investigar a auto-eficácia computacional docente e suas fontes. Os dados foram estatisticamente analisados utilizando-se de técnicas descritivas e inferenciais. Os resultados apontaram que os professores da amostra apresentam em média uma crença de autoeficácia computacional docente considerada moderada. A experiência vicária foi a fonte que os professores mais perceberam como constituinte da sua crença de autoeficácia para usar tecnologias no ensino, seguida da persuasão social e da experiência direta. Identificaram-se relações significantes entre o construto investigado e variáveis pessoais e contextuais, confirmando-se, portanto, a importância de investigá-las para compreender a crença de autoeficácia computacional docente. Contata-se que o professor com crença mais elevada é o que percebe que tem mais habilidade para usar o computador e se sente mais preparado e motivado para ensinar com tecnologias. O acesso às tecnologias e programas de formação de professores para o seu uso didático podem contribuir para que se sintam com mais habilidade e preparação. Para que se sintam mais motivados, compreende-se que é preciso também repensar as condições oferecidas para o trabalho docente.
Abstract: The purpose of this study was to identify, describe and analyze: the level of teacher computer self-efficacy of high school teachers, the sources that teachers realize that most contribute to build self-efficacy beliefs for teaching with computers; personal or contextual variables which have the most significant relationship with this belief and the profile of teachers with higher computer self-efficacy beliefs for teaching. The study included 253 high school teachers from 27 public schools in the city of Campinas-SP. Data were collected in person at schools and involved participants to answer a profile questionnaire and two Likert scales in order to investigate the teacher computer self-efficacy and its sources. Data were statistically analyzed using descriptive and inferential techniques. The results showed that teachers in the sample have moderate teacher computer self-efficacy belief. The vicarious experience was the most perceived source that contribute to self-efficacy for using technology in teaching, followed by social persuasion and mastery experience. Significant relationship between the investigated construct and personal and contextual variables were identified, confirming thus the importance of investigating them in order to understand the teacher computer self-efficacy. It happens that the teacher with the highest belief is the one who realizes he has the more ability to use the computer and feels more prepared and motivated to teach with technology. Access to technologies and training programs for teachers to use instructional technologies can contribute to raise this awareness or help them feel having more ability and preparation. In order to they feel more motivated, it is also necessary to rethink the job conditions offered to teaching.
Resumen: Este estudio tuvo como objetivo identificar, describir y analizar: el nivel de las creencias de auto-eficacia de profesores de enseñanza secundaria para enseñar con ordenadores, las fuentes que los maestros pueden ver que más contribuyen a la formación de las creencias, las variables personales o contextuales que tienen las relaciones más significantes con esa creencia; y el perfil de profesor con creencias superiores. El estudio incluyó a 253 profesores de enseñanza secundaria de 27 escuelas públicas de la ciudad de Campinas-SP. La recolección de datos se llevó a cabo personalmente en las escuelas. Los participantes respondieron a un cuestionario del caracterización del participante y dos escalas de tipo Likert con el fin de investigar la auto-eficacia y sus fuentes. Los datos fueron analizados estadísticamente utilizando técnicas descriptivas y inferenciales. Los resultados mostraron que los profesores de la muestra tienen creencia de autoeficacia para enseñar con ordenadoras considerada moderada.La experiencia vicaria fue la fuente que los maestros señalaran como más componentes de su creencia de la auto-eficacia para el uso de la tecnología en la educación, seguida por la persuasión social y por la experiencia directa. Se identificaron relaciones significantes entre las creencias de auto-eficacia y las variables personales y contextuales. El estudio confirma así la importancia de investigar estas variables para entender la creencia de la auto-eficacia de profesores para utilizar el ordenador en la enseñanza, y muestra que los profesores con mayor creencia son los que se perciben con más capacidad de usar los ordenadores y se sienten más preparados y motivados enseñar con tecnologías. El acceso a las tecnologías y programas de formación para uso didáctico de tecnologías pueden ayudar los profesores a sentirse con más habilidad y preparación. Para que se sientan más motivados, se entiende, que también es necesario repensar las condiciones de trabajo de los profesores.
Doutorado
Psicologia Educacional
Doutor em Educação
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Lamouchi, Elyes. "Statistical physics of constraint satisfaction problems." Thesis, 2020. http://hdl.handle.net/1866/25102.
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La technique des répliques est une technique formidable prenant ses origines de la physique statistique, comme un moyen de calculer l'espérance du logarithme de la constante de normalisation d'une distribution de probabilité à haute dimension. Dans le jargon de physique, cette quantité est connue sous le nom de l’énergie libre, et toutes sortes de quantités utiles, telle que l’entropie, peuvent être obtenue de là par des dérivées. Cependant, ceci est un problème NP-difficile, qu’une bonne partie de statistique computationelle essaye de résoudre, et qui apparaît partout; de la théorie des codes, à la statistique en hautes dimensions, en passant par les problèmes de satisfaction de contraintes. Dans chaque cas, la méthode des répliques, et son extension par (Parisi et al., 1987), se sont prouvées fortes utiles pour illuminer quelques aspects concernant la corrélation des variables de la distribution de Gibbs et la nature fortement nonconvexe de son logarithme negatif. Algorithmiquement, il existe deux principales méthodologies adressant la difficulté de calcul que pose la constante de normalisation:
a). Le point de vue statique: dans cette approche, on reformule le problème en tant que graphe dont les nœuds correspondent aux variables individuelles de la distribution de Gibbs, et dont les arêtes reflètent les dépendances entre celles-ci. Quand le graphe en question est localement un arbre, les procédures de message-passing sont garanties d’approximer arbitrairement bien les probabilités marginales de la distribution de Gibbs et de manière équivalente d'approximer la constante de normalisation. Les prédictions de la physique concernant la disparition des corrélations à longues portées se traduise donc, par le fait que le graphe soit localement un arbre, ainsi permettant l’utilisation des algorithmes locaux de passage de messages. Ceci va être le sujet du chapitre 4.
b). Le point de vue dynamique: dans une direction orthogonale, on peut contourner le problème que pose le calcul de la constante de normalisation, en définissant une chaîne de Markov le long de laquelle, l’échantillonnage converge à celui selon la distribution de Gibbs, tel qu’après un certain nombre d’itérations (sous le nom de temps de relaxation), les échantillons sont garanties d’être approximativement générés selon elle. Afin de discuter des conditions dans lesquelles chacune de ces approches échoue, il est très utile d’être familier avec la méthode de replica symmetry breaking de Parisi.
Cependant, les calculs nécessaires sont assez compliqués, et requièrent des notions qui sont typiquemment étrangères à ceux sans un entrainement en physique statistique.
Ce mémoire a principalement deux objectifs : i) de fournir une introduction a la théorie des répliques, ses prédictions, et ses conséquences algorithmiques pour les problèmes de satisfaction de constraintes, et ii) de donner un survol des méthodes les plus récentes adressant la transition de phase, prédite par la méthode des répliques, dans le cas du problème k−SAT, à partir du point de vu statique et dynamique, et finir en proposant un nouvel algorithme qui prend en considération la transition de phase en question.The replica trick is a powerful analytic technique originating from statistical physics as an attempt to compute the expectation of the logarithm of the normalization constant of a high dimensional probability distribution known as the Gibbs measure. In physics jargon this quantity is known as the free energy, and all kinds of useful quantities, such as the entropy, can be obtained from it using simple derivatives. The computation of this normalization constant is however an NP-hard problem that a large part of computational statistics attempts to deal with, and which shows up everywhere from coding theory, to high dimensional statistics, compressed sensing, protein folding analysis and constraint satisfaction problems. In each of these cases, the replica trick, and its extension by (Parisi et al., 1987), have proven incredibly successful at shedding light on keys aspects relating to the correlation structure of the Gibbs measure and the highly non-convex nature of − log(the Gibbs measure()). Algorithmic speaking, there exists two main methodologies addressing the intractability of the normalization constant: a) Statics: in this approach, one casts the system as a graphical model whose vertices represent individual variables, and whose edges reflect the dependencies between them. When the underlying graph is locally tree-like, local messagepassing procedures are guaranteed to yield near-exact marginal probabilities or equivalently compute Z. The physics predictions of vanishing long range correlation in the Gibbs measure, then translate into the associated graph being locally tree-like, hence permitting the use message passing procedures. This will be the focus of chapter 4. b) Dynamics: in an orthogonal direction, we can altogether bypass the issue of computing the normalization constant, by defining a Markov chain along which sampling converges to the Gibbs measure, such that after a number of iterations known as the relaxation-time, samples are guaranteed to be approximately sampled according to the Gibbs measure. To get into the conditions in which each of the two approaches is likely to fail (strong long range correlation, high energy barriers, etc..), it is very helpful to be familiar with the so-called replica symmetry breaking picture of Parisi. The computations involved are however quite involved, and come with a number of prescriptions and prerequisite notions (s.a. large deviation principles, saddle-point approximations) that are typically foreign to those without a statistical physics background. The purpose of this thesis is then twofold: i) to provide a self-contained introduction to replica theory, its predictions, and its algorithmic implications for constraint satisfaction problems, and ii) to give an account of state of the art methods in addressing the predicted phase transitions in the case of k−SAT, from both the statics and dynamics points of view, and propose a new algorithm takes takes these into consideration.
Book chapters on the topic "Self-efficacy for computer technologies (SCT)"
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Schreder, Günther, Michael Smuc, Karin Siebenhandl, and Eva Mayr. "Age and Computer Self-Efficacy in the Use of Digital Technologies: An Investigation of Prototypes for Public Self-Service Terminals." In Universal Access in Human-Computer Interaction. User and Context Diversity, 221–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39191-0_25.
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Zaunbrecher, Barbara S., Sylvia Kowalewski, and Martina Ziefle. "The Willingness to Adopt Technologies: A Cross-Sectional Study on the Influence of Technical Self-efficacy on Acceptance." In Human-Computer Interaction. Applications and Services, 764–75. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07227-2_73.
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Moon, Jane Dominique, and Mary P. Galea. "Overview of Clinical Decision Support Systems in Healthcare." In Improving Health Management through Clinical Decision Support Systems, 1–27. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9432-3.ch001.
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Clinical Decision Support Systems (CDSS) are software designed to help clinicians to make decisions about patient diagnosis using technical devices such as desktops, laptops and iPads, and mobile devices, to obtain medical information and set up alert systems to monitor medication. A Clinical Decision Support System has been suggested by many as a key to a solution for improving patient safety together with Physician Based Computer Order Entry. This technology could prove to be very important in conditions such as chronic diseases where health outlay is high and where self-efficacy can affect health outcomes. However, the success of CDSS relies on technology, training and ongoing support. This chapter includes a historical overview and practical application of CDSS in medicine, and discusses challenges involved with implementation of such systems. It discusses new frontiers of CDSS and implications of self-management using social computing technologies, in particular in the management of chronic disease.
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Moon, Jane Dominique, and Mary P. Galea. "Overview of Clinical Decision Support Systems in Healthcare." In Medical Imaging, 1501–27. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0571-6.ch064.
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Clinical Decision Support Systems (CDSS) are software designed to help clinicians to make decisions about patient diagnosis using technical devices such as desktops, laptops and iPads, and mobile devices, to obtain medical information and set up alert systems to monitor medication. A Clinical Decision Support System has been suggested by many as a key to a solution for improving patient safety together with Physician Based Computer Order Entry. This technology could prove to be very important in conditions such as chronic diseases where health outlay is high and where self-efficacy can affect health outcomes. However, the success of CDSS relies on technology, training and ongoing support. This chapter includes a historical overview and practical application of CDSS in medicine, and discusses challenges involved with implementation of such systems. It discusses new frontiers of CDSS and implications of self-management using social computing technologies, in particular in the management of chronic disease.
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Adamchuk, Viacheslav, Bradley S. Barker, Gwen Nugent, Neal Grandgenett, Megan Patent-Nygren, Collin Lutz, and Kathy Morgan. "Learning Geospatial Concepts as Part of a Non-Formal Education Robotics Experience." In Geographic Information Systems, 1368–84. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2038-4.ch082.
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In the increasingly modern and technological world, it has become common to use global navigation satellite system (GNSS), such as Global Positioning System (GPS), receivers, and Geographic Information Systems (GIS) in everyday life. GPS-equipped mobile devices and various Web services help users worldwide to determine their locations in real-time and to explore unfamiliar land areas using virtual tools. From the beginning, geospatial technologies have been driven by the need to make efficient use of natural resources. More recently, GPS-equipped autonomous vehicles and aircraft have been under development to facilitate technological processes, such as agricultural operations, transportation, or scouting, with limited or virtual human control. As outdoor robotics relies upon a number of principles related to science, technology, engineering, and mathematics (STEM), using such an instructional context for non-formal education has been promising. As a result, the Geospatial and Robotics Technologies for the 21st Century program discussed in this chapter integrates educational robotics and GPS/GIS technologies to provide educational experiences through summer camps, 4-H clubs, and afterschool programs. The project’s impact was assessed in terms of: a) youth learning of computer programming, mathematics, geospatial and engineering/robotics concepts as well as b) youth attitudes and motivation towards STEM-related disciplines. An increase in robotics, GPS, and GIS learning questionnaire scores and a stronger self-efficacy in relevant STEM areas have been found through a set of project-related assessment instruments.
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Tran, Yune. "Enhancing Preservice Teachers' Confidence and Efficacy in Computer Science." In Advances in Educational Technologies and Instructional Design, 145–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch009.
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The growing demand for digital literacy, computer science (CS), and computational thinking (CT) has taken traction in U.S. schools. The emphasis on teaching these skills in the classroom demands teachers who are prepared to teach such content and skills. However, there has been limited research on preservice teacher self-efficacy for teaching CS to elementary-aged students even though a body of research related to teacher efficacy has supported positive changes in student learning. The purpose of the mixed-method research was to examine over 30 preservice teachers' self-efficacy in teaching CS lessons to elementary-aged students. Findings included improved efficacy, confidence, and positive perceptions about teaching CS from pre-to post-test surveys, focus-group interviews, and written reflections. Three prominent topics emerged from qualitative data and consisted of: (1) lack of familiarity of concepts caused nervousness; (2) peer and content support to ease implementation; (3) developing enthusiasm of the content through multiple exposures.
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Markman, Kris M. "Learning to Work Virtually." In Interpersonal Relations and Social Patterns in Communication Technologies, 220–36. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-827-2.ch012.
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This chapter presents an analysis of interaction in computer-mediated group meetings. Five undergraduate students used a quasi-synchronous chat interface to conduct four virtual team meetings. Using the framework of conversation analysis, I describe how self-initiated self repair of minor errors such as typos was used by team members as a vehicle for group norm development. The norms for typing style (punctuation, correcting typos and spelling mistakes) vary widely across computer-mediated communication (CMC) contexts. I show how the main function of the repair attempts was not to clarify meaning, but rather to help team members, particularly in their first meeting, work out an agreed-upon set of typing conventions for their subsequent interactions, thus contributing to the development of a norm of informality.
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Hasan, Bassam. "Examining the Effects of Computer Self-Efficacy and System Complexity on Technology Acceptance." In End-User Computing, 1074–87. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-945-8.ch078.
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Despite the prevalence of computing in all aspects of society, some computer systems may not be fully accepted by their intended users or become underutilized. Thus, acceptance and use of information technologies remain a paramount issue in information systems (IS) research and practice. Extending previous research by integrating computer self-efficacy and perceived system complexity as external variables to the technology acceptance model (TAM), this study examines the direct and indirect effects of these two factors on system acceptance and use. The results indicated that computer self-efficacy and system complexity had significant direct effects on perceived usefulness and perceived ease of use as well as indirect effects on attitude and behavioral intention. However, the effect of perceived ease of use on attitude was stronger than that of perceived usefulness. In turn, attitude demonstrated a non-significant impact on behavioral intention. These findings highlight several implications for research and practice.
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Levy, Yair, and Theon L. Danet. "Implementation Success Model in Government Agencies." In Advancing the Service Sector with Evolving Technologies, 105–19. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0044-7.ch007.
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A recent presidential directive mandated that all U.S. government agencies establish a centralized identification system. This study investigated the impact of users’ involvement, resistance, and computer self-efficacy on the implementation success of a centralized identification system. Information System (IS) usage was the construct employed to measure IS implementation success. A survey instrument was developed based on existing measures from key IS literature. The results of this study indicated a strong reliability for the measures of all constructs (user involvement, computer self-efficacy, user’s resistance, and IS usage). Factor analysis was conducted using Principal Component Analysis (PCA) with Varimax rotation. Results of the PCA indicate that items of the constructs measured had high validity, while Cronbach’s Alpha for each factor demonstrates high reliability for all constructs measured. Additionally, results of a structural equations modeling analysis using Partial Least Square (PLS) indicate that computer self-efficacy and user involvement had positive significant impact on the implementation success. However, the results also demonstrated that user’s resistance had no significant impact on IS usage, while end user involvement had a strong negative impact on user’s resistance.
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Schladen, Manon Maitland, Yiannis Koumpouros, Elena America Choong, and Justine Lee Belschner. "Interactive Computer Play in the Pursuit of Gait Optimization for Children With Cerebral Palsy." In Assistive Technologies for Assessment and Recovery of Neurological Impairments, 72–97. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7430-0.ch004.
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Exercise therapy delivered through interactive computer play (ICP) has been shown to be effective for improving gross motor skills, and ultimately gait, in children with cerebral palsy (CP). This chapter provides an overview of CP, its impact on, gait and the current physical therapy (PT) standard of care. The history of the home exercise program (HEP) component of standard PT care is described, along with the potential for using ICP to improve HEP. ICP systems are surveyed, and their defining features discussed. The current therapeutic use of ICP is described and directions for further development to enhance therapeutic utility presented. A theoretical framework to support ICP implementation, self-determination theory (SDT), is outlined, and an example of its exploration in a pilot effort is provided. An example of healthcare system barriers to rapid uptake of ICP is presented along with alternative strategies for deployment and recommendations for further research.
Conference papers on the topic "Self-efficacy for computer technologies (SCT)"
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Ivanisenko, Igor, Lyudmyla Kirichenko, and Tamara Radivilova. "Investigation of self-similar properties of additive data traffic." In 2015 Xth International Scientific and Technical Conference "Computer Sciences and Information Technologies" (CSIT). IEEE, 2015. http://dx.doi.org/10.1109/stc-csit.2015.7325459.
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Lemke, Frank. "Self-organizing Inductive Modeling for Probabilistic Electricity Price Forecasting." In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2018. http://dx.doi.org/10.1109/stc-csit.2018.8526706.
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Mashkov, Viktor, Volodymyr Lytvynenko, Jiri Fiser, and Maria Voronenko. "Credibility of System Self-Checking When Tests are Performed Randomly." In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2018. http://dx.doi.org/10.1109/stc-csit.2018.8526754.
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Moroz, Olha. "Software tool for solving inductive modelling tasks based on self-organizing combinatorial-genetic method." In 2019 IEEE 14th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2019. http://dx.doi.org/10.1109/stc-csit.2019.8929742.
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"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.
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"Increasing Intrinsic Motivation of Programming Students: Towards Fix and Play Educational Games." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3996.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are focusing on examining whether allowing the players to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. Background: Traditionally, learning computer programming is considered challenging. Educational games can be used as a tool to motivate students to learn challenging subjects such as programming. Young students are fond of playing digital games. Moreover, they are also interested in creating game applications. Methodology: We created a prototype for a casual game to teach the fundamentals of conditional structures. Casual games, compared to other genres, are easy to learn and play. A number of errors were intentionally included in the game at different stages. Whenever an error is encountered, students have to stop the game and fix the bug before proceeding. In order to fix a bug, a student should understand the underlying program of the game. In this strategy, we believe that the self-esteem of the students will be built as they fix the bugs. This in turn will intrinsically motivate the students to actively engage in learning while playing. Contribution: Learning first programming language is considered very challenging. This research, investigates a novel approach to teach programming using educational games. Findings: A pilot study was conducted using the prototype to evaluate our claim. The outcome of the evaluation is encouraging. Allowing the gamers, who use educational games for learning programming, to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. This paper will describe the problem statement, research methodologies, preliminary results, and future directions of the research. Recommendations for Practitioners: Creating industry level educational games to teach programming will be beneficial to the society. Recommendation for Researchers: Learning first computer programming language is considered challenging. This research investigates a novel approach to teach programming. we focused on examining whether allowing the players to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. We used casual games for investigation. This research may be extended for other genres. Comparing this approach with other approaches such as Algorithm Animation techniques will be another potential research topic. Impact on Society: Today, digital technology plays a key role in our daily lives. Even the kids’ toys are becoming more and more digital and some of which are programmable. The future generations of students should be able to use digital technologies proficiently. In addition, they should also be able to understand and modify the underlying computer programs. Nevertheless, learning computer programming is considered challenging, and beginning students are easily frustrated and become bored. This research investigate a novel approach to alleviate this disenchantment. Future Research: In future, different types of casual games will be developed to learn different topics in computer programming, and a full scale evaluation (including objective evaluation using game scores) will be conducted. This research will follow the principles outlined in the US Department of Education’s Common Guidelines for Education and Research The reliability of the questionnaire will be measured using Cronbach’s alpha. One-way MANOVA will analyze the efficacy of the proposed intervention on the students’ performance, and their intrinsic motivation and flow experience. The sample sizes may be different. A priori analysis will be conducted to verify existence of multivariate outliers, normality condition, and homogeneity of covariance. Power and Effect size analysis will be reported