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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.
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Çoklar, Ahmet Naci, and Arif Akçay. "Evaluating programming self-efficacy in the context of inquiry skills and problem-solving skills: A perspective from teacher education." World Journal on Educational Technology: Current Issues 10, no. 3 (July 17, 2018): 153–64. http://dx.doi.org/10.18844/wjet.v10i3.3556.
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It is stated that programming skills, which are ever-increasingly becoming crucial nowadays, have an impact on cognitive processes and promote individual’s self-efficacy in different ways. It is noted that students with programming skills have the character of problem solving, inquiry and being able to make decisions, which are all requisites of today’s education system.. The purpose of this research is to examine the programming self-efficacy of Information Technologies and Software teacher candidates, who are trained in the field of programming. In total, 707 students, who are studying in the Department of Computer and Instructional Technologies Education of the Faculty of Education of eight universities in Turkey, participated in this research. The results of the research demonstrate that students’ programming self-efficacy is at medium level, whereas high level is observed for their inquiry and problem-solving skills. Also, inquiry skills have a significant impact on their perceived programming self-efficacy; whereas problem-solving skills has not any impact on it.
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Kim, Myounglang, and Munjung Choi. ""Effects of Self Efficacy for Computer Program to Develop Instructional Materials and Outcome Expectations of Performance on Attitudes toward Computer Technologies"." Journal of Educational Technology 28, no. 4 (December 30, 2012): 641–62. http://dx.doi.org/10.17232/kset.28.4.641.
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A Gilbert, Kristen. "Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals." Journal of Information Technology Education: Innovations in Practice 16 (2017): 127–69. http://dx.doi.org/10.28945/3726.
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Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment.
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BrÅten, Ivar, Helge I. StrØmsØ, and Marit S. Samuelstuen. "The Relationship between Internet-Specific Epistemological Beliefs and Learning within Internet Technologies." Journal of Educational Computing Research 33, no. 2 (September 2005): 141–71. http://dx.doi.org/10.2190/e763-x0ln-6nmf-cb86.
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In a sample of 157 Norwegian political science undergraduates, two dimensions of epistemological beliefs concerning Internet-based knowledge and knowing were identified through factor analysis. The first dimension, general Internet epistemology, ranged from the integrated view that the Internet is an essential source of true, specific facts to doubt about the Internet as a good source of true, factual knowledge. The other dimension, justification for knowing, ranged from the view that Internet-based knowledge claims can be accepted without critical evaluation to the view that knowledge claims encountered on the Internet should be checked against other sources, reason, and prior knowledge. Further, it was found that students' personal epistemology concerning Internet-based knowledge and knowing predicted their self-reports of Internet-search and -communication activities in better and more consistent ways than did Internet self-efficacy beliefs.
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Rosman, Mohamad Rahimi Mohamad, Izzatil Husna Arshad, Mohamad Sayuti Md Saleh, Nurulannisa Abdullah, Faizal Haini Fadzil, and Mohd Zafian Mohd Zawawi. "User Behavioral Intention to Use Online Distance Learning (ODL): The Role of Self-Efficacy and Domain Knowledge." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 18 (September 20, 2021): 4. http://dx.doi.org/10.3991/ijim.v15i18.24539.
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<p class="0abstract"><span lang="EN-US">The rise of novel coronavirus 2019 has shifted the roles of education industry. Face-to-face have become a distant memory; students and educators are now heavily relying on the digital communication. Application such as Google Meet, Webex, Webinar, Stream Yard, Zoom, and many more have become the new norm among educators and students. However, the sudden dependency on the digital technologies raises a question on the user intention to use this new digital technology. Therefore, the objective of this study is to determine the role of self-efficacy and domain knowledge towards user behavioral intention to use online distance learning. An instrument was developed by adopting to previous instruments and was analyze using Statistical Package for Social Science and SmartPLS for inferential analysis. Findings shows that the exogenous variables are capable to explained between 47.8% to 68.1% of the endogenous variables.</span></p>
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Pollard, Tom. "Popular Culture’s AI Fantasies: Killers and Exploiters or Assistants and Companions?" Perspectives on Global Development and Technology 19, no. 1-2 (March 30, 2020): 97–109. http://dx.doi.org/10.1163/15691497-12341543.
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Abstract This article examines popular culture’s depictions of Artificial Intelligence. It begins with Hollywood’s sci-fi robot characters that were often depicted as dangerous and inimical to human existence. It identifies major Hollywood movies that depict artificial intelligence, starting with Stanley Kubrick’s 2001: A Space Odyssey (1968), James Cameron’s The Terminator (1984), Steven Spielberg’s Minority Report (2002), Garth Jennings’ The Hitchhiker’s Guide to the Galaxy (2005), Spike Jonze’s Her (2014), Alex Garland’s Ex Machina (2014), and Toby Hanes’ Brexit (2019). These films illustrate artificial intelligence issues, including self-aware computers, facial recognition, crime prevention, and personal assistants. These technologies are depicted both positively and negatively in popular culture, and their depictions in these films reveals popular culture’s pervasive stereotypes and occasional timely warnings about emerging technology.
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Knight, James F. "Acceptability of Video Games Technology for Medical Emergency Training." International Journal of Gaming and Computer-Mediated Simulations 5, no. 4 (October 2013): 86–99. http://dx.doi.org/10.4018/ijgcms.2013100105.
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Using the technology acceptance model (TAM), this study aimed to investigate the acceptability of video game technologies (serious games) for medical emergency procedure and decision making training. Using the Triage Trainer, a prototype serious game for the triage sieve process, differences between gamers and non-gamers, males and females, and the effects of ratings of computer self efficacy (i.e. computer skill and gaming skill) and attitudes towards computers (i.e. enthusiasm and anxiety) on the acceptance model were also investigated. The results show significant correlations for computer self-efficacy and attitude variables with the perceived ease of use (PEOU), perceived usefulness (PU) and attitudes towards use (ATU) of the game. Multiple regression showed that 52% of the variance in ATU was explained by the PU and PEOU. However, none of the secondary variables (self efficacy or emotions) had a significant effect on the ATU, PU and PEOU over and above each other.
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Sharma, Amit, and Salman Nazir. "Assessing the Technology Self-Efficacy of Maritime Instructors: An Explorative Study." Education Sciences 11, no. 7 (July 12, 2021): 342. http://dx.doi.org/10.3390/educsci11070342.
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Maritime Education and Training (MET) is an integral part of the global maritime industry, playing an essential role in ensuring that the sector is supplied continuously with a skilled workforce. The successful outcomes of the educational content delivery in MET institutes depend, to a certain extent, on the maritime instructor’s ability to create conducive learning environments utilizing all of the resources available. The self-efficacy of maritime instructors in various facets, most notably their proficiency with the use of technology in classrooms, can lead to the introduction of transformative learning practices. Accurately measuring their self-reported technological proficiency could be the initial step in this direction. This study aimed to measure the self-reported technology proficiency of maritime instructors using an established and validated scale: Technology Proficiency Self-Assessment for the 21st century (TPSA-C21). The scale was administered, using an online survey, to a sample of MET instructors within Europe and the UK, with n = 62 valid responses received. Using descriptive statistics and the evaluation of the measurement model, the study highlighted the perceived level of proficiency of the MET instructors along dimensions such as email, world-wide web use, emerging tools, teaching with technology, integrated applications, and teaching with emerging technologies. The survey also measured the perceived level of technology integration for maritime instructors according to the Concerned-Based Adoption Model–Level of Use (CBAM–LoU) classification. The results indicate a potential area of improvement for maritime instructors with regard to their self-reported proficiency, namely in the dimension of teaching with emerging technology. The implications for the MET domain, the respondent demographics and the future research directions are discussed.
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Hassona, Farida M., Aziza Z. F. Ali, and Shaimaa M. Nageeb. "Nursing Students’ Computer Self-Efficacy and Attitudes toward Its Use in The Health Care Setting: A Comparative Study." Evidence-Based Nursing Research 1, no. 4 (January 10, 2020): 9. http://dx.doi.org/10.47104/ebnrojs3.v1i4.90.
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Context: The use of technology and computers in health care has been reported to improve nurses' decision-making and competencies, which in turn increase the quality of health-care practice.
Aim: of this study is to assess and compare nursing students’ computer self-efficacy and attitudes toward its use in a health care setting in the Faculty of nursing – Benha and Hail Universities.
Methods: A descriptive comparative cross-sectional study design was used to achieve the current study aim. The study conducted in the Faculty of Nursing - Banha University, Egypt, and Faculty of Nursing – Hail University, Kingdom of Saudi Arabia. Quota sampling of 219 students was chosen as follows; 190 students from the Faculty of Nursing - Banha University and 29 students from the Faculty of Nursing – Hail University. A structured self-administered questionnaire covering sociodemographic data, the pretest for attitudes toward computers in healthcare, and computer self-efficacy scales were the tool used to collect the study data.
Results: 33% of nursing students from Benha University were have a realistic view of current computer capabilities in health care. In contrast, 28% of nursing students from Hail had a very positive view of computer use in health care. Nursing students at Hail University have the highest mean score compared to Benha nursing students (79.45±15.85 & 61.2±7.25, respectively) in their attitudes toward computer and computer self-efficacy. Benha nursing students have moderate computer self-efficacy compared with Hail nursing students who have a high computer self-efficacy level. A highly statistically significant relationship was detected between students' attitudes toward computers and computer self-efficacy (p-value=0.000). Also, there was a highly positive, statistically significant correlation between the demographic variables of nursing students and both students’ attitudes toward computers in health care and computer self-efficacy (p-value =0.00).
Conclusion: Nursing students in both universities have a positive attitude toward computer use. A significant difference between the mean scores of the two groups in their attitude toward computer and self-efficacy was detected, with a highly statistically significant correlation between both students’ attitudes and their self-efficacy. Also, a significant relationship revealed between the studied students’ demographics and their attitude and self-efficacy. Future studies are recommended to evaluate existing technologies in terms of acceptance, effectiveness, and efficiency in real-life settings and to examine its effect on patient outcomes. Nurse educators should design training courses and educational programs to enhance computer self-efficacy beliefs among nursing students.
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Shih, Ying-Wei, Ya-Ling Wu, Yi-Shun Wang, and Chiung-Liang Chen. "Investigating the post-adoption stage of Voice over Internet Protocol (VoIP) telephony diffusion." Information Technology & People 30, no. 4 (November 6, 2017): 753–84. http://dx.doi.org/10.1108/itp-02-2016-0032.
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Purpose The purpose of this paper is to investigate the post-adoption stage of Voice over Internet Protocol (VoIP) telephony diffusion, examining usage behavior based on Shih and Venkatesh’s use-diffusion (UD) model. Design/methodology/approach The research model incorporates technology sophistication, complementary technologies, personal innovativeness, self-efficacy, trust propensity, media exposure, subjective norms, and word-of-mouth (WOM) referrals as UD determinants; rate of use and variety of use as usage variables; intense use, specialized use, nonspecialized use, and limited use as UD patterns; and satisfaction and intention to use future-related technologies as UD outcomes. Data used to test the research model were collected using a web-based online questionnaire form; 360 valid responses were obtained. Partial least squares, multinomial logistic regression, and analysis of variance were used to analyze data. Findings The results reveal that variety of use, self-efficacy, propensity to trust, media exposure, subjective norms, and WOM referrals increase rate of use, while complementary technologies, personal innovativeness, self-efficacy, media exposure, and subjective norms widen variety of use; variety of use is essential in predicting UD outcomes; when choosing limited use as the reference category, more than half of the UD determinants are capable of predicting UD patterns; and generally, intense users are more satisfied with VoIP telephony, while limited users have less intention to use future-related technologies. Originality/value The present study focuses on the post-adoption stage, thereby extending the frontiers of research on the diffusion of VoIP telephony. Academics can obtain some evidence of the explanatory power of the UD model in the context of VoIP telephony use, and practitioners can obtain fresh insights into the dynamics of VoIP telephony usage behavior.
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Titrek, Osman, Ceren Çetin, Esra Kaymak, and Merve Melike Kaşikçi. "Academic Motivation and Academic Self-efficacy of Prospective Teachers." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 77. http://dx.doi.org/10.11114/jets.v6i11a.3803.
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The purpose of this study is to examine the relationships between academic self-efficacy perception of prospective teachers and their academic motivation levels. The study was conducted on 322 prospective teachers (226 female and 96 male) who were in 3rd and 4th grades at Faculty of Education in Sakarya University during Spring term of 2017-2018 academic year. Data was collected through “Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted into Turkish by Karagüven (2012) and “Self-perception of Candidate Teachers on Teaching Proficiency Scale” developed by Çakır, Erkuş, and Kılıç (2004). SPSS 23 package program was used to analyze the data; percentage, frequency, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), Tukey HSD and Pearson Correlation test were used in the data analysis. The results of analyses indicated that academic self-efficacy perception levels of the prospective teachers were at desired level. However, their academic motivation levels were at middle level. The result of the analysis revealed that the prospective teachers who were female and taught at 4th grade had higher academic self-efficacy score whereas significant difference was not found in academic motivation levels in terms of gender and grade. On the other hand, there was a significant difference in both academic self-efficacy perception of the prospective teacher and their academic motivation levels in terms of department variables. Prospective teachers enrolled at the department of Preschool and Science Education had higher academic self-efficacy perception than those enrolled at the department of Computer Education and Instructional Technologies, English, Special Education, Social Science and Mathematics. Prospective teachers enrolled at the department of Psychological Counseling and Guidance and Science Education had higher academic motivation levels than English prospective teachers. Further, significant positive correlations were observed between academic motivation and academic self-efficacy of prospective teachers.
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Javadi, Mohammad Hossain Moshref, Mohsen Allameh, and Arash Zare. "Analysis of Factors Affecting Technology Acceptance by Iranian Movie Producers." International Journal of Human Resource Studies 2, no. 1 (February 23, 2012): 147. http://dx.doi.org/10.5296/ijhrs.v2i1.1360.
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Since investment on cinematic technologies imposes excessive costs on authorities, acceptance of these technologies among its users has an important role in their success and final efficiency. The purpose of this study was to analyze factors influencing on acceptance of technology among Tehran cinematic artists. In this study, at first, by collecting information from the library, determinant variables of usage of new technologies were specified. On this basis, in addition to the variables of model of acceptance of technology, social influence, resistance to change and self- efficacy were studied. In next stage, for surveying the effect of studied components, closed- end 27- items questionnaire was used for collecting data. The measurement tools in this study were the established questionnaire made of a technology acceptance model. The number of sample was determined equal to 211 according to the preliminary study that samples included Tehran cinematic actors. Based on the results, all variables, except for resistance to change and self- efficacy of computer that had meaningful difference less than average, other had meaningful difference more or equal to average. Mean difference of attitude toward usage of technology and of social influence was meaningful in different graduate ranges and mean of other factors shows no meaningful difference in different graduate ranges. All assumptions were confirmed in 5% meaningful level. Keywords: Technology Acceptance Model, Cinema, Social Influence, Resistance to Change, Self- Efficacy.
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Papastergiou, Marina. "Enhancing Physical Education and Sport Science students’ self-efficacy and attitudes regarding Information and Communication Technologies through a computer literacy course." Computers & Education 54, no. 1 (January 2010): 298–308. http://dx.doi.org/10.1016/j.compedu.2009.08.015.
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Arroyo González, Rosario, Eric Fernández-Lancho, and Javier de la Hoz-Ruiz. "Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring." Journal of Information Technology Education: Research 20 (2021): 087–116. http://dx.doi.org/10.28945/4705.
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Aim/Purpose: Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2). Background: Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by providing measures that allow verification of the effects on the real improvement of the learning of communication competences of students and, especially, in the learning of written communication for the purpose of scientific dissemination. In order to do so, this research is based on the Metasociocognitive Written Composition (MWC) model that explains university writing as a complex process in which, metacognitively, cognitive-linguistic competences and socio-cultural experiences interact with motivational factors to achieve outreach objectives within a disciplinary field. This interaction always takes place by applying a specific textual genre. Methodology: For this research, a mixed quasi-experimental research design was proposed, with a control and an experimental group with 50 university students in each group. This design included two repeated measures (pre-test, post-test) for three dependent variables: (i) metacognition of writing; (ii) self-efficacy of argumentative writing; and (iii) structuring of the argumentative essay, in both L1 and L2. Validated instruments were selected and the correlations between the variables described both before and after the application of the ECM, in L1 and L2, as well as their correlations with the didactic-technological procedures integrated in the ECM: written activities, their extension, languages used, Lesson and Forums. Contribution: This article analyses the didactic-technological procedures that may be influencing the improvement in the learning of argumentative writing, both in L1 and L2, with validity and reliability. This enables the establishment of technological strategies for teaching shared in L1 and L2, both real and contrasted. Findings: It can be stated that the ECM creates a shared didactic-technological space in different languages, producing similar effects in L1 and L2, both on writing metacognition and on self-efficacy and argumentative structuring. The ECM enhances the association of writing metacognition with argumentative self-efficacy in L1 and L2. However, these dimensions are not associated with the structuring of argumentative essays, either in L1 or in L2. Furthermore, it is verified that the described variables are associated with the didactic-technological procedures integrated in the ECM in the following ways: (i) the procedure to promote writing metacognition (through the Lesson tool) is associated with argumentative structuring in L2; (ii) the extent of writing activities is associated, only, with argumentative self-efficacy in L1; and (iii) participation in the Forums presents a very low association with all the variables measured. Recommendations for Practitioners: The present study promotes the application of the ECM by introducing changes in the procedures to improve its effectiveness in argumentative writing learning of a scientific nature, in L1 and L2. In this sense, it is proposed: (i) to adapt and implement the genre-based writing instructions methodology to the technological context; (ii) incorporate more collaborative technologies in the construction of the text; and (iii) reduce the number of forums and replace the extensive activities with micro activities. Recommendation for Researchers: Present the ECM in an open mode that allows access to international students and, thus, to be able to validate the instruments in different languages, checking its effects with a diversity of groups. Impact on Society: The results of this research show that it is possible to promote the learning of argumentative writing in L1 and L2 from the first year of university, sharing didactic-technological learning spaces. The potential of ICT to help students manage and acquire better scientific writing skills in different languages and its positive results to meet the needs of students, both in L1 and L2, is especially demonstrated. In short, the procedures, resources, applications, and tools integrated in a didactic process are described, demonstrating their effectiveness, for the development of communicative competences of scientific dissemination. Undoubtedly, this contributes to a quality higher education, so demanded internationally, for the creation of a culture of peace and cooperation that enables sustainable global development. Future Research: Another line of research that is being developed in the future is the adaptation of ECM to the teaching of other genres and educational levels, as well as for the integration of people with functional diversity and immigrants.
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Wan Mohd Isa, Wan Abdul Rahim, Ahmad Iqbal Hakim Suhaimi, Nurulhuda Noordin, and Mohd Sabry Mohd Safiq. "The influence of Islamic culture on information privacy: case of Malaysia’s computer professionals." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 2 (November 1, 2020): 910. http://dx.doi.org/10.11591/ijeecs.v20.i2.pp910-916.
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<p>In today's era of vulnerability and volatility, technologies in an organization evolving faster than the traditional landscape. Thus, sets the stage for trust and privacy concern for all the data that flying around in the database. Research on cultural aspects toward privacy starting to attract more ongoing research effort especially in Islamic religious culture. Islam gives great importance to the fundamental human right to privacy. This study aims to investigate Islamic cultural influences on Malaysia's computer professionals' self-regulatory efficacy towards the protection of personal information privacy by adapting the research frameworks of previous works. Further, data for this research obtained through the survey with computer professionals. Out of 226 respondents, 208 data are valid and usable for this study. Spearman's Rank Order Correlation was used to determine the relationship between culture and Information privacy self-regulatory efficacy dimensions. The findings from this research could provide a better understanding of the subject matter and be used as the basis for future studies.</p>
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Pinamonti, Maria, Alessandro Prada, and Paolo Baggio. "Rule-Based Control Strategy to Increase Photovoltaic Self-Consumption of a Modulating Heat Pump Using Water Storages and Building Mass Activation." Energies 13, no. 23 (November 28, 2020): 6282. http://dx.doi.org/10.3390/en13236282.
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The use of photovoltaic (PV) energy in combination with heat pump systems for heating and cooling of residential buildings can lead to renewable energy self-consumption, reducing the energy required from the grid and the carbon footprint of the building uses. However, energy storage technologies and control strategies are essential to enhance the self-consumption level. This paper proposes and analyzes a new control strategy for the operation of a modulating air-source heat pump, based on the actual PV availability. The solar energy surplus is stored as thermal energy by the use of water tanks and the activation of the thermal capacitance of the building. The efficacy of the control strategy is evaluated considering different rule-based strategies, and different boundary conditions. The effect of climate data, building insulation level and thermal inertia are investigated and compared. The results show the efficacy of the proposed strategy to decrease up to 17% the amount of electricity purchased from the grid and to increase the self-consumption by 22%, considering a high-insulated building in Bolzano, Northern Italy. The thermal mass activation is found effective to increase the self-consumption of the system. Nonetheless, the achievable energy reduction depends largely on the building characteristics and the boundary conditions.
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Ramsin, Araya, and Hayley J Mayall. "Assessing ESL Learners’ Online Learning Self-Efficacy in Thailand: Are They Ready?" Journal of Information Technology Education: Research 18 (2019): 467–79. http://dx.doi.org/10.28945/4452.
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Aim/Purpose: The purpose of this study was to examine whether ESL students in Thailand felt comfortable and confident using online course management tools as indicated by the levels of their online learning self-efficacy. Background: While online learning has become commonplace in most US based universities, some international educational institutions are just now dealing with the enormous task of introducing online learning to their academic communities and working with both faculty and students for successful implementations. In Thailand, there is a national initiative to harness the power of online learning together with other technological innovations to facilitate an increase in learning outcomes and provide additional access to education for students within public educational institutions. Methodology: Online learning self-efficacy data was collected from 856 newly admitted English as a second language (ESL) students at a large public university in Thailand. Participants were provided an email link to an online survey either via a direct email solicitation or a web link posted by their course instructors. The survey consisted of 8 demographic items and 29 self-efficacy items on a 4-point Likert-type scale. Contribution: This paper adds to the body of research on self-efficacy in online learning context by examining the levels of online learning self-efficacy of ESL students in Thailand, where online learning is still not as prevalent as in the United States and many other regions. Findings: Significant correlations were found between online learning self-efficacy levels and demographic characteristics including self-report computer skills, comfort level using the internet, self-reported English proficiency scores, and prior online learning experience. ESL learners participating in this study were found to have high levels of online learning self-efficacy, which indicated a readiness for engagement in online learning courses. Recommendations for Practitioners: As indicated by the results of the study, ESL students who were better at using computers and more comfortable surfing the internet were found to be more confident that they would do well in online learning environments. Therefore, it is recommended that sufficient training should be provided to support this transition by helping students, especially those with lower computer skills and comfort levels using the internet, get started and supporting them along the way. Also, at the very first stage of transitioning into online learning, the institution may first start with partially online courses into which a mixture of both online and face-to-face elements is incorporated. This will allow students to gradually adjust themselves into the new instructional delivery system and technologies that come with it. Once students are well-adjusted and familiar with the new learning environment, and assessment of the effectiveness of the partial integration has been conducted, the institution can consider offering courses that are entirely online. Recommendation for Researchers: Faculty and institution readiness for the adoption of online learning should also be taken into consideration in future work. To address the identified limitations, we recommend that inclusion of participants from across content domain would provide a more representative and generalizable result. Impact on Society: Incorporation of online learning as a standard instructional strategy will improve access to the educational system within Thailand. Assessing student readiness for this non-traditional way of learning may facilitate institutions’ ability to better plan how to effectively incorporate online learning into its curricula. Future Research: This student focused study was a follow-up to a faculty focused study attempting to indicate the level of readiness for this institution to broadly adopt online learning. Future research could be conducted at the organization/institution perspective using appropriate frameworks to address the last element of readiness for online learning adoption that considers the three facets of student, faculty, and institution. After the completion of this phase of affective/attitudinal research and the implementation of online learning within this institution, we recommend moving on to the measure effectiveness of the new instructional methodology.
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Çetin, Özer. "Investigion of religious culture and moral education preservice teachers' self-efficacy perceptions on ınformation and communication technologiesDin kültürü ve ahlak bilgisi öğretmen adaylarının bilgi ve iletişim teknolojilerine yönelik öz-yeterlik algı düzeylerinin incelenmesi." Journal of Human Sciences 14, no. 4 (December 29, 2017): 4753. http://dx.doi.org/10.14687/jhs.v14i4.5081.
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The aim of this research is to investigate the religious culture and moral education(RCME) preservice teachers' self-efficacy perception levels on information and communication technologies(ICT). The relational survey method which determined the relationships between two or more variables was used in the research. Participants were consisted of 104 preservice teachers (including 41 females and 63 males) from fourth grade of RCME department of Islamic Sciences/Divinitiy Faculty, Uşak University. Data were collected by using “Personal Information Form” and the “Self-efficacy Scale on Information and Communication Technologies and analyzed by using SPSS program. The findings revealed that RCME preservice teachers' self-efficacy perception levels on ICT were positive and intermediate (middle) level. It was concluded that there wasn’t significant difference between variable of having own computer and self-efficacy perception levels on ICT but there was significant difference between self-efficacy perceptions on ICT and variable of gender, the frequency of computer and internet use, education technology and material design course achievement level, the frequency of ICT –supported teaching material preparation.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu araştırmanın amacı Din Kültürü ve Ahlak Bilgisi (DİKAB) öğretmen adaylarının Bilgi ve İletişim Teknolojileri (BİT) öz-yeterlik algılarını incelemektir. Araştırmanın modeli, iki ve daha çok sayıda değişkenin aralarındaki ilişkileri belirlemeyi sağlayan ilişkisel tarama modelidir. Çalışma grubunu Uşak Üniversitesi İlahiyat /İslami Bilimler Fakültesi DİKAB bölümü 4.sınıfta öğrenim gören toplam 104 öğretmen adayı oluşturmaktadır. Veriler “Kişisel Bilgi Formu” ve “Bilgi ve İletişim Teknolojileri Yeterlik Ölçeği” ile toplanmıştır. Verilerin analizinde SPSS programı kullanılmıştır. Araştırma sonucunda DİKAB öğretmen adaylarının BİT öz-yeterlik algılarının orta düzeyde olduğu, BİT öz-yeterlik algılarının bilgisayara sahip olma durumuna göre değişmediği buna karşın DİKAB öğretmen adaylarının BİT öz-yeterlik algılarının cinsiyet, bilgisayar ve internet kullanım sıklığı, Öğretim Teknolojileri ve Materyal Tasarımı dersi başarı düzeyi ve BİT destekli öğretim materyali hazırlama deneyimi bakımından anlamlı bir fark oluşturduğu tespit edilmiştir.
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Ozer, Ebru Albayrak, and Ozcan Erkan Akgun. "The Effects of Irrational Beliefs on Academic Motivation and Academic Self-efficacy of Candidate Teachers of Computer and Instructional Technologies Education Department." Procedia - Social and Behavioral Sciences 197 (July 2015): 1287–92. http://dx.doi.org/10.1016/j.sbspro.2015.07.401.
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Toto, Giusi Antonia, and Pierpaolo Limone. "Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19." Computers 10, no. 6 (June 11, 2021): 75. http://dx.doi.org/10.3390/computers10060075.
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The use of digital technology as the only communication and relationship channel in work, school and social contexts is bringing out dynamics that are sometimes in contrast with each other. The purpose of this article is to investigate the impact of digital technology on teachers’ school practices in the context of COVID-19. This impact was studied in relation to the constructs of motivation, perceived stress, sense of self-efficacy and resistance to/acceptance of technologies. This study examined the role played by the massive and coercive use of digital technologies (and the relationship with innovation and change) in predicting motivation and perceived stress among teachers. To this end, the impact of digital technologies on motivation and perceived stress were explored in the sample. A questionnaire consisting of three scales was administered to 688 Italian school teachers of all educational levels (from childhood to upper-secondary school), who completed a socio-demographic section, a section on the scale of the impact of technology and distance learning, a perceived stress scale and items on motivation and professional development. Descriptive and inferential analyses were applied to the data. Key findings indicated that the impact of digital technologies during the pandemic negatively correlates with both perceived stress and motivation. Practical implications were suggested to help teachers develop functional coping styles to cope with technological changes in work and life contexts.
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İnce, Bekir. "Examination of self-efficacy beliefs of preservice Turkish language education teachers on educational internet use." African Educational Research Journal 8, no. 4 (November 26, 2020): 866–75. http://dx.doi.org/10.30918/aerj.84.20.181.
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This study was conducted to examine the self-efficacy belief levels of preservice Turkish language education teachers on educational internet use in terms of various variables. The sample of the study was selected based on the non-random purposive sampling method and 197 preservice Turkish language education teachers who agreed to participate in and answer the questions in the scale generated the sample of the study. The study was conducted as a survey research and the data was collected via “Educational Internet Usage Self-Efficacy Beliefs Scale” which was developed by Akgün et al. (2017) and which consists of 26 items in 5-point-likert scale. The findings of the study present that the self-efficacy belief levels of preservice Turkish language education teachers on educational internet usage do not differ significantly according to the gender, class level and age variables. On the other hand, the self-efficacy belief levels of the preservice Turkish language education teachers on educational internet usage differ significantly according to computer using experience, weekly internet using time period, having an education on educational internet use and perceptions on the level of competence in using FATİH Project technologies within the education. It is highly recommended that similar studies with different and wider samples should be conducted in the future.
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Goumas, Stefanos, Symeon Symeonidis, and Michail Salonidis. "Greek Nursery School Teachers’ Thoughts and Self-Efficacy on using ICT in Relation to Their School Unit Position: The Case of Kavala." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 033–55. http://dx.doi.org/10.28945/3408.
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The purpose of this research is the exploration of the opinions and level of self-efficacy in the usage of Information Communication Technologies (ICTs) of teachers in Greek pre-schools in the learning process and administration of nurseries. By using the term “usage and utilisation of ICTs in the learning process” we mean the utilisation of the capabilities that new technologies offer in an educationally appropriate way so that the learning process yields positive results. By using the term “self-efficacy” we describe the strength of one’s belief in one’s own ability to use the capabilities he or she possess. In this way, the beliefs of the person in his or her ability to use a personal computer constitute the self-efficacy in computer usage. The research sample consists of 128 pre-school teachers that work in the prefecture of Kavala. Kavala’s prefecture is a representative example of an Education Authority since it consists of urban, suburban, and rural areas. The approach that is deemed to be the most appropriate for the exploration of such research questions is content analysis methodology and correlation analysis. The main findings of the study have shown statistically significant differences regarding the opinions and stances of the pre-school teachers for the introduction of the ICTs in the administration and the usage and utilisation of ICTs in the administration and preparation of teaching. Lastly, there were statistically significant differences between the opinions and stances of the pre-school teachers for the usage and utilisation of ICTs in the learning process. Instead, there were no statistically significant differences regarding the level of self-efficacy of the pre-school teachers in the usage and utilisation of the ICTs in the learning process. The research results could be used in the educational field as well as by Greek Ministry of Education, Research and Religious Affairs in order to take any corrective action, after the effort of Greek Ministry of Education, Research and Religious Affairs, to integrate ICT in the learning process with training courses since 2006.
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Βεκύρη, Ιωάννα, and Παρασκευή Σχορετσανίτου. "Aντιλήψεις εκπαιδευτικών της δευτεροβάθμιας για την αξιοποίηση των τεχνολογιών της πληροφορίας και της επικοινωνίας στην εκπαίδευση: Έμφυλες διαστάσεις." Psychology: the Journal of the Hellenic Psychological Society 18, no. 2 (October 15, 2020): 159. http://dx.doi.org/10.12681/psy_hps.23715.
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The present study explored teachers’ role in the gender digital divide by examining their beliefs regarding the educational integration of information and com - munication technologies (ICTs) and their views about ICTs and gender. Partici - pants were 164 secondary education teachers who responded to a survey. Questions focused on teachers’personal and educational ICT use, their computer self-efficacy, their beliefs about the educational uses that of ICTs and their views on issues of gender and information technology. The results showed thatteachers tended to think that boys were more capable in computers and that the study of computing was more appropriate for boys. Female teachers reported lower personal and educational ICT use as well aslower self-efficacy regarding the use of ICTs in the classroom compared to male teachers. However, in female teachers, teaching experience correlated negatively with both self-efficacy and gender stereotypes.This indicates that young female teachers may present a positive role model to their female students as they appear to be more confident to use ICTs in the classroom and to hold non-stereotyped views about gender and technology.
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Dorotea, Nuno, João Piedade, and Ana Pedro. "Mapping K-12 Computer Science Teacher’s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach." Education Sciences 11, no. 8 (August 18, 2021): 443. http://dx.doi.org/10.3390/educsci11080443.
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This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers’ knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students’ computational thinking skills. The research design was organized into a descriptive and exploratory quantitative approach. The participants were 174 in-service computer science teachers of Portuguese public education. The data was gathered from the participants, through the online application of the Robotics Interest Questionnaire scale (RIQ). Very positive levels of teacher’s knowledge, interest, and self-efficacy to use educational robotics for teaching purposes were reported in the study outcomes. These constructs were underlined in several studies as relevant factors to promote the use of educational robotics and other similar technologies by the teachers. Despite the study limitations and the small context, a set of relevant results was highlighted on computer science in-service teachers’ interest and preparation to use robotics and to support their students in learning activities with these artifacts.
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Durak, Hatice Yildiz. "Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences." Journal of Educational Computing Research 58, no. 3 (August 6, 2019): 539–69. http://dx.doi.org/10.1177/0735633119867766.
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The objective of this study is to construct a model which explains and predicts the relations of university students’ cyberloafing behaviors with demographic and academic variables at computing courses where online social networking sites are utilized for education and is to review whether there is longitudinal effect on these relations in terms of learning experience. This group of the study is composed of 171 university students. In this study, self-description form, two different success tests, and various scales are utilized as data collection tools. For the analysis of the data, structural equation modeling and multiple hierarchical regression analysis are utilized. The results of this study indicate that variables of information technologies usage status, online learning activities usage status, academic self-efficacy, motivation, and cognitive absorption are predictable of cyberloafing behaviors at Time 2 point, and cyberloafing behavior predicts academic success and academic procrastination at Time 2 point. Although the relations between various study variables and cyberloafing are not meaningful at Time 1 point, it is an interesting finding that these relations are statistically meaningful at Time 2 point.
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Mikalef, Patrick, Ilias O. Pappas, and Michail Giannakos. "An integrative adoption model of video-based learning." International Journal of Information and Learning Technology 33, no. 4 (August 1, 2016): 219–35. http://dx.doi.org/10.1108/ijilt-01-2016-0007.
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Purpose – Video-based learning (VBL) is gaining increased attention as an educational means in settings such as the flipped classroom and massive open online courses. The value of VBL has been recognized in a range of contexts due to the ability to extend opportunities for life-long education for all socio-economic levels, removing geographical boundaries while at the same time alleviating time constraints. Yet, despite the advantages featured by VBL and some promising early outcomes regarding its effectiveness, little is known about what influences individuals to adopt VBL systems and technologies. The paper aims to discuss this issue. Design/methodology/approach – Building on behavioral and adoption-acceptance theories as well as on past empirical studies on e-learning, a conceptual model of VBL adoption is proposed. By analyzing survey data from 260 VBL learners, the conceptual model is put to test by means of structural equation modeling. Findings – Outcomes indicate that performance expectancy (PE) and computer self-efficacy (CSEF) have a positive direct effect on behavioral intention to adopt VBL. In addition, effort expectancy (EE) and social influence positively impact PE, while CSEF is found to enhance EE and perceived behavioral control. Originality/value – This study integrates several theoretical perspectives that are applied to adoption of novel information technologies and in addition builds on findings of past empirical research on learning technologies. In effect, the conceptual model along with outcomes provide an integrative perspective of adoption determinants.
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Günbatar, Mustafa Serkan. "Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students." International Journal of Computer Science Education in Schools 4, no. 2 (November 7, 2020): 24–35. http://dx.doi.org/10.21585/ijcses.v4i2.96.
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The purpose of this research is to examine Computer Programming Attitude (CPA), Computer Programming Self-Efficacy (CPSE) and Computational Thinking (CT) skills of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills, both students who took IT&S course and those who did not take have moderate CPSE, but students who took IT&S course have a statistically significantly higher CPSE. In addition, it was observed that both those who took IT&S course and those who did not have moderate CPA and did not differ statistically, and students who took IT&S course had a high level of CT, while those who did not take the course were moderate and statistically different. It was also found that students who took IT&S courses made cumulative progress in terms of CPSE, CPA and CT variables compared to those who did not. The obtained results are discussed within the framework of middle school IT & S course curriculum held in Turkey in 2018.
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Phung, Van Dong, Igor Hawryszkiewycz, Daniel Chandran, and Binh Minh Ha. "Promoting Knowledge Sharing Amongst Academics: A Case Study from Vietnam." Journal of Information & Knowledge Management 18, no. 03 (September 2019): 1950032. http://dx.doi.org/10.1142/s0219649219500321.
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This study aims to examine the influences of environmental and personal factors on knowledge-sharing behaviour (KSB) of academics and whether more influence leads to superior innovative work behaviour (IWB) at the tertiary level in Vietnam. A questionnaire survey was conducted as part of the study, including 320 academic staff at Hanoi University, one of the leading public universities in Vietnam. This study applies the structural equation modelling (SEM) to investigate the research model based on social cognitive theory (SCT). The results show that two environmental factors (subjective norms and trust) and two personal factors (knowledge self-efficacy and enjoyment in helping others) significantly influence KSB. The results also indicate that employee willingness to share knowledge enables the organisation to promote innovative work behaviour. The study context was limited to only one Vietnamese university. It appears that the part of a bigger picture of knowledge sharing (KS) in Vietnamese universities is likely to be lost. However, given the previous studies on knowledge sharing in both developed and developing countries, it could be expected that the results of this study can be taken forward by university leaderships, academic staff and researchers in other contexts as well. A clear understanding of the critical factors that influence KSB towards promoting innovative work behaviour may help university leaders to develop suitable and evolving strategies to address the challenges of knowledge sharing. This study contributes to the growing literature on the relationships among environmental and personal factors and KSB towards promoting innovative work behaviour.
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Sankar, Chetan S., and Howard Clayton. "An Evaluation of Use of Multimedia Case Studies to Improve an Introduction to Information Technology Course." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 25–37. http://dx.doi.org/10.4018/jicte.2010070103.
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For college graduates to be successful in today’s global economy there has been an increasing demand for them to possess business knowledge as well as technical knowledge. To meet the demand, curriculum designers have sought to integrate new technologies, applications, data, and business functions into classrooms so that non-information technology (IT) majors can realize the benefits of IT. This paper discusses the results of research conducted on the use of multimedia case studies to address the curriculum designers’ challenge. The authors have found that students, who are taught using multimedia case studies, perceived a comparatively greater improvement in their higher-order cognitive skills, ease of learning, team working skills, attitude toward information technology, and self-efficacy. This suggests a need for further research into adopting such instructional materials for teaching non-IT majors and for developing other innovative instructional materials.
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Saeed, Nauman, and Sukunesan Sinnappan. "Adoption of Second Life in Higher Education." International Journal of Virtual and Personal Learning Environments 4, no. 2 (April 2013): 1–18. http://dx.doi.org/10.4018/jvple.2013040101.
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Second Life is a three dimensional multi-user virtual environment within the Web 2.0 suite of applications which has gained wide spread popularity amongst educators in the recent years. However, limited empirical research has been reported on the adoption of Second Life, especially within higher education. The majority of technology adoption studies concentrate on analysing effects of utilitarian variables on adoption of a new technology however one should also focus on the hedonic effects when it comes to the adoption of Web 2.0 technologies which are highly interactive, involving, multi-user and entertaining. In this paper, the authors analyse the effect of utilitarian and hedonic behaviours on adoption of Second Life in a higher education context. To achieve this goal the authors propose an extension to Davis’ Technology Acceptance Model (TAM) by including emotional and imaginative responses as hedonic behaviours and usefulness, ease-of-use and computer self-efficacy as utilitarian behaviours. Empirical evaluation of the proposed model suggests that hedonic behaviours, emotional responses in particular, emerged as the strongest predictors of Second Life adoption. The study findings further suggest that traditional technology acceptance approaches may fall short in being able to explain the usage of today’s highly interactive, multi-user and entertainment-oriented technologies.
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Ha, Ji Yeon, and Hyeyoung Park. "The Acceptability of Technology in Health Care Among Older Korean Adults With Multiple Chronic Conditions." Innovation in Aging 4, Supplement_1 (December 1, 2020): 223. http://dx.doi.org/10.1093/geroni/igaa057.720.
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Abstract Background: Although there are benefits in utilizing ICT in health care, older adults have challenges in employ technologies in their health care management due to the changes in cognitive and physical functions, low motivation to use technology, and low computer/internet literacy (Adebayo et al, 2017; Wildenbos et al, 2018). The purpose of this study is to investigate the acceptance of technology among older Korean adults with multiple chronic conditions and examine factors associating with the acceptance of the technology. Method: The participants were 226 community-dwelling older adults who have more than two chronic conditions. Directed by the senior technology acceptance model (Chen & Chan, 2014), demographics, gerontechnology self-efficacy, gerontechnology anxiety, facilitating conditions, self-reported health conditions, cognitive ability, social relationship, attitude to life and satisfaction, physical functioning, and acceptance of technology were surveyed using a self-reported questionnaire. Findings: Older Korean adults with multiple chronic conditions showed a moderately high technology acceptance score (M = 25.35, SD = 5.28). There were significant differences in the acceptance of technology depending on age (r=-0.241, p<.01), cognitive ability (r=0.225, p<.01), gerontechnology self-efficacy (r=0.323, p<.0001), and facilitating conditions (r=0.288, p<.0001). Conclusion: While older age were associated to the acceptance of technology, gerontechnology self-efficacy which is one’s judgment of their ability to perform a task successfully using gerontechnology and facilitating conditions which are environmental factors that help older adults use gerontechnology easier were positively associated with the acceptance of technology among older Korean adults with multiple chronic conditions.
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Bakaç, Ebru, and Raşit Özen. "Material design self- efficacy belief scale: a validity and reliability studyMateryal tasarımı öz-yeterlik inancı ölçeği: geçerlik ve güvenirlik çalışması." International Journal of Human Sciences 12, no. 2 (August 30, 2015): 461. http://dx.doi.org/10.14687/ijhs.v12i2.3341.
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<p>The aim of this study is to develop a scale which will be used to determine preservice teachers’ material design self-efficacy beliefs. Draft scale consist of 74 items created as a result of the examination of Education Faculty curriculum and Instructional Technologies and Material Design course books were presented to the fifteen measurement and evaluation, computer and instructional technologies and curriculum development field experts opinions. Draft scale is reduced to 53 items according to field experts opinions. The participants of the study were 300 preservice teachers who were studying at Abant Izzet Baysal University in academic year 2013-2014. Participants were selected by using random sampling method. The construct validity of scale was tested by using exploratory and confirmatory factor analysis and a three-factor structure scale which accounts of 48% of total variance was reached. As a result of factor and item analysis, a 25 item-final scale was obtained. The cronbach alpha reliability coefficient of the scale was calculated as 0,92. Those results show that this scale can be used as an appropriate measurement tool to preservice teachers’ material design self-efficacy beliefs.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı öğretmen adaylarının materyal tasarımı öz-yeterlik inanç düzeylerini belirlemek için kullanılacak bir ölçme aracı geliştirmektir. Eğitim Fakültesi öğretim programları ile Öğretim Teknolojileri ve Materyal Tasarımı ders kitaplarının incelenmesi sonucu oluşturulan 74 maddelik taslak ölçme aracı ölçme ve değerlendirme, bilgisayar ve öğretim teknolojileri ile program geliştirme alanlarında çalışan on beş uzmanın görüşüne sunulmuştur. Alan uzmanlarının görüşü sonucu taslak ölçeğin madde sayısı 53 olarak sınırlandırılmıştır. Araştırmanın çalışma grubunu 2013-2014 eğitim–öğretim yılında Abant İzzet Baysal Üniversitesi’nde öğrenim gören ve ÖTMT dersini daha önce almış olan 300 öğretmen adayı oluşturmuştur.<strong> </strong>Katılımcılar tesadüfi örnekleme yöntemi ile belirlenmiştir. Ölçeğin yapı geçerliği açımlayıcı ve doğrulayıcı faktör analizi yapılarak test edilmiş ve toplam varyansın % 48’ini açıklayan üç boyutlu bir yapıya ulaşılmıştır. Faktör analizleri ve madde analizleri sonucunda 25 maddelik nihai ölçek elde edilmiştir. Ölçeğin Cronbach-Alfa güvenirlik katsayısı 0,92 olarak hesaplanmıştır. Elde edilen bu sonuçlar ölçeğin öğretmen adaylarının materyal tasarlamaya yönelik öz-yeterlik inançlarının ölçülmesi için uygun bir ölçme aracı olarak kullanılabileceğini göstermektedir.</p>
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Cox, DN, G. Evans, and HJ Lease. "Predictors of Australian consumers’ intentions to consume conventional and novel sources of long-chain omega-3 fatty acids." Public Health Nutrition 11, no. 1 (January 2008): 8–16. http://dx.doi.org/10.1017/s136898000700016x.
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AbstractObjectivesTo elicit predictors of variation in likelihood to purchase foods rich in long-chain omega-3 fatty acids.Design, setting and subjectsResponses from a community sample (n = 220) were elicited using a computer-administered questionnaire based on an adaptation of Protection Motivation Theory including measures of perceived risk and vulnerability to coronary heart disease (CHD). Other measures included health status, body mass index (BMI), perceived risk/benefits of novel technologies and sociodemographics. Descriptions of model products were presented, including farmed fish fed fishmeal (FFFF); farmed fish fed genetically modified (GM) oilseed (FFFGM); bread, milk and supplements containing fish oil (SFO) or GM oilseed. It was hypothesised that perceived vulnerability to CHD would enhance acceptance of GM products (H1). Furthermore, information describing the benefits of LCO3FA, limitations to fish supply and potential alternatives was given to a treatment group (50%) and hypothesised to have a positive effect on the acceptance of GM products (H2).ResultsNo evidence was found to support H1 or H2. FFFF was most likely to be purchased (P < 0.01), followed by SFO and FFFGM. Multivariate regression analysis identified significant (P < 0.05) predictors (standardised β) for likelihood to purchase FFFF: self-efficacy 0.56; behaviour (product) efficacy 0.19; belief that fishmeal is unnatural −0.14 (R2 = 0.44) and for FFFGM: self-efficacy 0.65; perceived severity of CHD 0.15; BMI −0.13; significant other has/had arthritis 0.11; belief that GM oilseed is unnatural 0.11 (R2 = 0.49).ConclusionsSelf-efficacy (confidence to consume) was the most important predictor of likelihood to purchase all products.
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Arroyo González, Rosario, Eric Fernández-Lancho, and Juan Antonio Maldonado Jurado. "Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes." Mathematics 9, no. 17 (September 1, 2021): 2119. http://dx.doi.org/10.3390/math9172119.
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The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing self-regulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.
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Geil, Andrew, Glen Sagers, Aslihan D. Spaulding, and James R. Wolf. "Cyber security on the farm: an assessment of cyber security practices in the United States agriculture industry." International Food and Agribusiness Management Review 21, no. 3 (March 20, 2018): 317–34. http://dx.doi.org/10.22434/ifamr2017.0045.
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The goal of this study was to survey farmers and agribusiness owners about their perceptions of cyber security, and how age, gender, and education might affect those perceptions. Using the Health Belief Model as a framework, the survey measured the constructs of perceived susceptibility, severity, benefits, barriers, self-efficacy and cues to action. In addition to the framework, levels of previous cyber-crime victimization and technology implementation were measured. The results of this survey demonstrated that perceived susceptibility to cyber-attacks and the perceived benefits of protective technology are related to an individual’s choice to implement cyber security technology. Over half of the respondents had been victims of a computer security incident, demonstrating that even individuals working in agriculture can be impacted by computer crime incidents. This project deepens the understanding of how individuals react to known threats, and what motivates them to adopt protection technologies.
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Castiblanco Jimenez, Ivonne Angelica, Laura Cristina Cepeda García, Maria Grazia Violante, Federica Marcolin, and Enrico Vezzetti. "Commonly Used External TAM Variables in e-Learning, Agriculture and Virtual Reality Applications." Future Internet 13, no. 1 (December 31, 2020): 7. http://dx.doi.org/10.3390/fi13010007.
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In recent years information and communication technologies (ICT) have played a significant role in all aspects of modern society and have impacted socioeconomic development in sectors such as education, administration, business, medical care and agriculture. The benefits of such technologies in agriculture can be appreciated only if farmers use them. In order to predict and evaluate the adoption of these new technological tools, the technology acceptance model (TAM) can be a valid aid. This paper identifies the most commonly used external variables in e-learning, agriculture and virtual reality applications for further validation in an e-learning tool designed for EU farmers and agricultural entrepreneurs. Starting from a literature review of the technology acceptance model, the analysis based on Quality Function Deployment (QFD) shows that computer self-efficacy, individual innovativeness, computer anxiety, perceived enjoyment, social norm, content and system quality, experience and facilitating conditions are the most common determinants addressing technology acceptance. Furthermore, findings evidenced that the external variables have a different impact on the two main beliefs of the TAM Model, Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). This study is expected to bring theoretical support for academics when determining the variables to be included in TAM extensions.
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Aharony, Noa. "An exploratory study on factors affecting the adoption of cloud computing by information professionals." Electronic Library 33, no. 2 (April 7, 2015): 308–23. http://dx.doi.org/10.1108/el-09-2013-0163.
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Purpose – The purpose of this study explores what factors may influence information professionals to adopt new technologies, such as cloud computing in their organizations. The objectives of this study are as follows: to what extent does the technology acceptance model (TAM) explain information professionals intentions towards cloud computing, and to what extent do personal characteristics, such as cognitive appraisal and openness to experience, explain information professionals intentions to use cloud computing. Design/methodology/approach – The research was conducted in Israel during the second semester of the 2013 academic year and encompassed two groups of information professionals: librarians and information specialists. Researchers used seven questionnaires to gather the following data: personal details, computer competence, attitudes to cloud computing, behavioural intention, openness to experience, cognitive appraisal and self-efficacy. Findings – The current study found that the behavioural intention to use cloud computing was impacted by several of the TAM variables, personal characteristics and computer competence. Originality/value – The study expands the scope of research about the TAM by applying it to information professionals and cloud computing and highlights the importance of individual traits, such as cognitive appraisal, personal innovativeness, openness to experience and computer competence when considering technology acceptance. Further, the current study proposes that if directors of information organizations assume that novel technologies may improve their organizations’ functioning, they should be familiar with both the TAM and the issue of individual differences. These factors may help them choose the most appropriate workers.
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Eady, Michelle J., Corinne A. Green, and Holly Capocchiano. "Shifting the Delivery but Keeping the Focus: A Reflection on Ensuring Quality Teacher Preparation during a Pandemic." Education Sciences 11, no. 8 (August 3, 2021): 401. http://dx.doi.org/10.3390/educsci11080401.
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There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow.
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Ball, Christopher, Kuo-Ting Huang, Shelia R. Cotten, and R. V. Rikard. "Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides." Games and Culture 15, no. 5 (November 29, 2018): 501–28. http://dx.doi.org/10.1177/1555412018812513.
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Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally underrepresented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students’ comfort with information and communication technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be beneficial for young digitally divided populations as it may provide them with positive enactive experiences with technology.
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Camadan, Fatih, Ilknur Reisoglu, Ömer Faruk Ursavas, and David Mcilroy. "How teachers’ personality affect on their behavioral intention to use tablet PC." International Journal of Information and Learning Technology 35, no. 1 (January 2, 2018): 12–28. http://dx.doi.org/10.1108/ijilt-06-2017-0055.
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Purpose The purpose of this paper is to explore the effects of personality traits on teachers’ technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality.