Message and Medium: The Role of Social and Individual Factors in Using Computer Mediated Communications

The proliferation of computers and technology has resulted in increased use of computer mediated communications. However, the effective use of technology like bulletin boards and e-mail based communications can only be obtained if we understand how to enhance employee usage. Although human-computer interface has been a topic of considerable studies, most research has been done with students and under controlled conditions. In addition, field research has been limited in its inclusion of both social and individual factors that affect usage. In order to expand this research we report the results of a longitudinal study conducted within an entrepreneurial software company that used an innovative bulletin-board communication system. Our study uses employee survey data to measure social and individual factors that encompass attitudes toward the computer system. In addition, we obtained actual employee usage (copies of all postings to the bulletin board system) for the 12-month period of time following our survey. In addition to reporting the results of our study, we discuss implications of this work for other forms of computer mediated communications

Gender differences in the ICT profile of University students : a quantitative analysis

This study responds to a call for research on how gender differences emerge in young generations of computer users. A large-scale survey involving 1138 university students in Flanders (Belgium) was conducted to examine the relationship between gender, computer access, attitudes, and uses in both learning and everyday activities of university students. The results show that women have a less positive attitude towards computers in general. However, their attitude towards computers for educational purposes does not differ from men’s. In the same way, being female is negatively related to computer use for leisure activities, but no relationship was found between gender and study-related computer use. Based on the results, it could be argued that computer attitudes are context-dependent constructs and that when dealing with gender differences, it is essential to take into account the context-specific nature of computer attitudes and uses

What Europe Knows and Thinks About Algorithms Results of a Representative Survey. Bertelsmann Stiftung eupinions February 2019

We live in an algorithmic world. Day by day, each of us is affected by decisions that algorithms make for and about us – generally without us being aware of or consciously perceiving this. Personalized advertisements in social media, the invitation to a job interview, the assessment of our creditworthiness – in all these cases, algorithms already play a significant role – and their importance is growing, day by day. The algorithmic revolution in our daily lives undoubtedly brings with it great opportunities. Algorithms are masters at handling complexity. They can manage huge amounts of data quickly and efficiently, processing it consistently every time. Where humans reach their cognitive limits, find themselves making decisions influenced by the day’s events or feelings, or let themselves be influenced by existing prejudices, algorithmic systems can be used to benefit society. For example, according to a study by the Expert Council of German Foundations on Integration and Migration, automotive mechatronic engineers with Turkish names must submit about 50 percent more applications than candidates with German names before being invited to an in-person job interview (Schneider, Yemane and Weinmann 2014). If an algorithm were to make this decision, such discrimination could be prevented. However, automated decisions also carry significant risks: Algorithms can reproduce existing societal discrimination and reinforce social inequality, for example, if computers, using historical data as a basis, identify the male gender as a labor-market success factor, and thus systematically discard job applications from woman, as recently took place at Amazon (Nickel 2018)

A New Scale to Measure War Attitudes: Construction and Predictors

Attitudes people have toward war in general have been of recent interest due to the war on terrorism and the war in Iraq. The purpose of this research was to develop a scale to measure war attitudes and to investigate factors that may influence these attitudes. In the first study, a scale was developed that measured war attitudes. Three factors emerging from the War Attitude Scale were labeled ethics of war, support for war, and affect about war. Patriotism-nationalism, authoritarianism, social criticism, belief in war outcomes, support of the president, and gender were found to be significant predictors of war attitudes. In the second study, the scale was administered to a community sample. A confirmatory factor analysis was conducted with three similar factors emerging. Additionally, the community sample results allowed further generalization of the findings. Implications for the construction of the War Attitude Scale and its predictors are discussed

Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK

Investigation of Attitudes Towards Security Behaviors

Cybersecurity attacks have increased as Internet technology has proliferated. Symantec’s 2013 Internet Security Report stated that two out of the top three causes of data breaches in 2012 were attributable to human error (Pelgrin, 2014). This suggests a need to educate end users so that they engage in behaviors that increase their cybersecurity. This study researched how a user’s knowledge affects their engagement in security behaviors. Security behaviors were operationalized into two categories: cyber hygiene and threat response behaviors. A sample of 194 San José State University students were recruited to participate in an observational study. Students completed a card sort, a semantic knowledge quiz, and a survey of their intention to perform security behaviors. A personality inventory was included to see if there would be any effects of personality on security behaviors. Multiple regression was used to see how card sorting and semantic knowledge quiz scores predicted security behaviors, but the results were not significant. Despite this, there was a correlation between cyber hygiene behaviors and threat response behaviors, as well as the Big Five personality traits. The results showed that many of the Big Five personality traits correlated with each other, which is consistent with other studies’ findings. The only personality trait that had a correlation with one of the knowledge measures was neuroticism, in which neuroticism had a negative correlation with the semantic knowledge quiz. Implications for future research are discussed to understand how knowledge, cyber hygiene behaviors, and threat response behaviors relate

Early Determinants of Women in the IT Workforce: A Model of Girls’ Career Choices

Purpose – To develop a testable model for girls’ career choices in technology fields based on past research and hypotheses about the future of the information technology (IT) workforce. Design/Methodology/Approach – Review and assimilation of literature from education, psychology, sociology, computer science, IT, and business in a model that identifies factors that can potentially influence a girl’s choice towards or against IT careers. The factors are categorized into social factors (family, peers, and media), structural factors (computer use, teacher/counselor influence, same sex versus coeducational schools), and individual differences. The impact of culture on these various factors is also explored. Findings – The model indicates that parents, particularly fathers, are the key influencers of girls’ choice of IT careers. Teachers and counselors provide little or no career direction. Hypotheses propose that early access to computers may reduce intimidation with technology and that same-sex education may serve to reduce career bias against IT. Research Limitations/Implications – While the model is multidisciplinary, much of research from which it draws is five to eight years old. Patterns of career choices, availability of technology, increased independence of women and girls, offshore/nearshore outsourcings of IT jobs are just some of the factors that may be insufficiently addressed in this study. Practical Implications – A “Recommendations” section provides some practical steps to increase the involvement of girls in IT-related careers and activities at an early age. The article identifies cultural research as a limitation and ways to address this. Originality/value – The paper is an assimilation of literature from diverse fields and provides a testable model for research on gender and IT

Technology use in everyday life: Implications for designing for older users

This study examines the experience and attitudes of older adults towards technology and how they compare with younger age groups. Two hundred and thirty seven participants completed an extensive questionnaire exploring their daily lifestyle, use of technology, attitudes towards technology, and perceived difficulty of household devices. The main findings from the study were; (1) there was a strong motivation to learn or to continue learning to use computers by the older group; (2) social connectedness influenced how the older group used or would like to use technology and also why some preferred not to use it; and finally (3) there was an age-related increase in perceived difficulty for many household devices, however some devices maintained intergenerational usability. These finding can be used to inform the design of future intergenerational household technologies

Experiencing Poverty in an Online Simulation: Effects on Players’ Beliefs, Attitudes and Behaviors about Poverty

Digital simulations are increasingly used to educate about the causes and effects of poverty, and inspire action to alleviate it. Drawing on research about attributions of poverty, subjective well-being, and relative income, this experimental study assesses the effects of an online poverty simulation (entitled Spent) on participants’ beliefs, attitudes, and actions. Results show that, compared with a control group, Spent players donated marginally more money to a charity serving the poor and expressed higher support for policies benefitting the poor, but were less likely to take immediate political action by signing an online petition to support a higher minimum wage. Spent players also expressed greater subjective well-being than the control group, but this was not associated with increased policy support or donations. Spent players who experienced greater presence (perceived realism of the simulation) had higher levels of empathy, which contributed to attributing poverty to structural causes and support for anti-poverty policies. We draw conclusions for theory about the psychological experience of playing online poverty simulations, and for how they could be designed to stimulate charity and support for anti-poverty policies

Young Children’s Access and Use of Computers in Family Child Care and Child Care Centers

Forty eight family child care providers and 37 center-based providers completed surveys about the availability and use of computers for children in their care. In addition, the providers were asked about their attitudes towards technology and their own computer skills. The impact of setting type on computer placement and rules about their use did not differ very much by setting type. Several factors were associated with the amount of time children were reported to use the computers. Overall, it appears that child care providers had developmentally sensitive guidelines for fostering computer use in both child care settings