Computer-related Skills Research Articles

Economic shocks and skill acquisition: Evidence from a national online learning platform at the onset of COVID-19

We study how large shocks impact individuals’ skilling decisions using data from a large, government-sponsored, online learning platform in Saudi Arabia. The onset of the COVID-19 pandemic brought about a massive increase in online skilling, and demand shifted towards courses that offered skills, such as telework, likely to be immediately valuable during the pandemic. Consistent with a model where individuals trade off reskilling costs with their expectations of future labor market conditions and their duration of work, we find that shifts into telework courses were largest for older workers. In contrast, younger workers increased enrollments in courses related to new skills, such as general, occupation-specific, and computer-related skills. Using national administrative employment data, we provide descriptive evidence that these investments in skills in early 2020 helped users maintain employment over the course of the pandemic.

Pentingnya Berpikir Komputasional dalam Pembelajaran Matematika

Computational thinking is a way of thinking that refers to the ability to solve problems using the concepts used in computing. These concepts include systematic problem solving, data analysis, algorithms, abstraction, and information representation. The method used in this research is library research. Computational thinking not only helps us acquire computer-related skills, but can also enhance our ability to solve problems in other domains. Several studies have found that computational thinking is beneficial for improving mathematical abilities, reasoning abilities, and creative thinking.

Online Business Challenges Faced by the Junior and Senior High School Student-Entrepreneurs in Philippine School Doha, S.Y. 2021-2022

This study focuses on investigating the Challenges in an Online Business Faced by the Junior and Senior High School Student-Entrepreneurs in Philippine School Doha, S.Y. 2021-2022. Specifically, it describes the (1) products and services the respondents provided in their online business and the (2) challenges in an online business encountered by the respondents. The study utilized the quantitative descriptive research design and made use of a validated self-made survey questionnaire. Twenty (20) Junior and Senior High School student-entrepreneurs were purposely selected as respondents of the study. The challenges in an online business included computer related skills and expertise, developing customer-owner relationship, management of finance and accounting, health and safety repercussions, limitations of business types, and privacy and security concerns. Results of the study showed that the commonly faced challenges are developing customer-owner relationships which pertains to the consumer and entrepreneur interaction which may affect the buying behavior or loyalty of the buyer, and health and safety repercussions which tackles safety measures the entrepreneurs take during production and delivery of goods to the consumer. It is therefore recommended that student-entrepreneurs or future student-entrepreneurs may recognize the challenges that they may encounter while handling an online business in order to have the capacity to adapt to the growing market. Keywords: Student-Entrepreneur; Online Business; Products and Services; Computer related skills and expertise; Developing customer-owner relationship; Management of finance and accounting; Health and safety repercussions; Limitations of business types; Privacy and security concerns

Information Seeking on Covid-19 Pandemic: Care Providers' Experience at the University of Gondar Teaching Hospital, Northwest of Ethiopia.

BackgroundDuring the pandemic, information is inevitable and important, and having knowledge on pertinent information is very crucial for health-care professionals in order to deliver sustainable and quality health services to their clients, and to combat the virus. Therefore, the aim of this study was to assess the health-care providers' information seeking behavior on COVID-19 pandemic.MethodsA descriptive cross-sectional study had conducted among 291 respondents. The participant’s characteristics were presented using frequency and percentage. The association between the independent and dependent variables was explained using chi-squared test.ResultsOut of the 291 respondents, 207 (71.1%) of them had sought information on COVID-19 pandemic. The association between the gender and educational status with the outcome variable was found insignificant. Age (χ2=10.6, P=0.011), respondent’s working unit (χ2=33.7, P<0.001), profession (χ2=12.7, P=0.013), taking computer training (χ2=17.44, P=0.000), computer access at work place (χ2=7.28, P=0.007), internet access at work place (χ2=22.2, P<0.001), and frequency of internet use (χ2=17.63, P<0.001) were found significant with COVID-19 information seeking.ConclusionInformation seeking behavior was positively associated with computer access, computer training, internet access and frequency of use. Therefore, comprehensive package is required to build the capacity of care providers on computer-related skills. Besides, institutions need to have internet and computer access.

The relationship between differences in students\u2019 computer and information literacy and response times: an analysis of IEA-ICILS data

BackgroundDue to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019). Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf). Educational systems play a key role in the mediation of these skills (Eickelmann. Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer, 2018). However, previous studies have shown differences in students’ computer and information literacy (CIL). Although various approaches have been used to explain these differences, process data, such as response times, have never been taken into consideration. Based on data from the IEA-study ICILS 2013 of the Czech Republic, Denmark and Germany, this secondary analysis examines to what extent response times can be used as an explanatory approach for differences in CIL also within different groups of students according to student background characteristics (gender, socioeconomic background and immigrant background).MethodsFirst, two processing profiles using a latent profile analysis (Oberski, D. (2016). Mixture Models: Latent Profile and Latent Class Analysis. In J. Robertson & M. Kaptein (Eds.), Modern Statistical Methods for HCI (pp. 275–287). Switzerland: Springer. https://doi.org/10.1007/978-3-319-26633-6) based on response times are determined—a fast and a slow processing profile. To detect how these profiles are related to students’ CIL, also in conjunction with students’ background characteristics (socioeconomic and immigrant background), descriptive statistics are used.ResultsThe results show that in the Czech Republic and Germany, students belonging to the fast processing profile have on average significantly higher CIL than students allocated to the slow processing profile. In Denmark, there are no significant differences. Concerning the student background characteristics in the Czech Republic, there are significant negative time-on-task effects for all groups except for students with an immigrant background and students with a high parental occupational status. There are no significant differences in Denmark. For Germany, a significant negative time-on-task effect can be found among girls. However, the other examined indicators for Germany are ambiguous.ConclusionsThe results show that process data can be used to explain differences in students’ CIL: In the Czech Republic and Germany, there is a correlation between response times and CIL (significant negative time-on-task effect). Further analysis should also consider other aspects of CIL (e.g. reading literacy). What becomes clear, however, is that when interpreting and explaining differences in competence, data should also be included that relates to the completion process during testing.

Measurement of older adults’ performance in digital technology-mediated occupations and management of digital technology

Introduction Supporting older adults’ digital engagement requires an understanding of how occupational performance and technology use are related, as well as having a range of methods that can assist occupational therapists while observing occupational performance and management of technology. The study objectives were to investigate how older adults’ ability to perform digital technology-mediated occupations and ability to manage digital technology could be measured and to examine the association between these two abilities. Method Twenty-five older adults were observed performing digital technology-mediated occupations and managing digital technologies, and were scored on two instruments: the Assessment of Computer-Related Skills and the Management of Everyday Technology Assessment. FACETS was used to generate respective multifaceted Rasch measurement models for scores on the instruments. The Spearman correlation test was used to investigate correlation between person ability measures from respective Rasch models of the instruments. Results The results include item, occupation, and technology difficulty estimates, as well as person ability measures that could illustrate older adults’ ability to perform occupations and to manage technology. There is also a strong positive correlation between these abilities. Conclusion Insight into an older person’s ability to manage technology can provide information about his or her ability to perform digital technology-mediated occupations and vice versa.

Development and validation of computer induced distress and factors influencing technostress among ICT users

The increased use of information computer technology (ICT) across the Nigerian workplace have engendered the high incident of Techno stress or Computer Induced Distress (CID) in the work space. However, proper conceptualization and measurement of this phenomenon have not been done in the Nigerian context based on the review literature. This study develops and investigate the incidence of CID, and influence of expertise and education on CID among ICT users in organisations. The study is a cross sectional survey research design. Three hundred and ninty-eighty (398) employees working in ICT related activities were selected from private and public organisations in Lagos metropolis. Results revealed a reliability and validity coefficients (Cronbach alpha. 0.91). Factorial validity yielded three factors; psychological, depression, and physiological strain dimensions. Psychological, depression, and physiological dimensions converged with CID and discriminated by level of computer related skills. CID was associated with use of lower order computers, and non-provision of ergonomic comfortable work station. There was significant effect of level of ICT skills on CID. Provision of conducive and comfortable work environment as preventive measure in reducing technostress was advised.

Teaching Genomic Pathology: Translating Team-Based Learning to a Virtual Environment Using Computer-Based Simulation.

Developing skills related to use of computer-based tools is critical for practicing genomic pathology. However, given the relative novelty of genomics education, residency programs may lack faculty members with adequate expertise and/or time to implement training. A virtual team-based learning (TBL) environment would make genomic pathology education available to more trainees. To translate an extensively implemented in-person TBL genomic pathology workshop into a virtual environment and to evaluate both knowledge and skill acquisition. Using a novel interactive simulation approach, online modules were developed translating aspects of the TBL experience into the virtual environment with a goal of acquisition of necessary computer-related skills. The modules were evaluated at 10 postgraduate pathology training programs using a pre-post test design with participants deidentified. A postmodule anonymous survey obtained participant feedback on module quality and efficacy. There were 147 trainees who received an email request to voluntarily participate in the study. Of these, 43 trainees completed the pretest and 15 (35%) subsequently completed the posttest. Mean overall scores were 45% on the pretest compared with 70% on the posttest ( P < .001; effect size = 1.4). Posttest improvement of results was similar for questions testing acquisition of knowledge versus skills. Regarding the 19 participants who took the survey, 18 (95%) would recommend the modules to others and believed they met the stated objectives. A simulation-based approach allows motivated pathology trainees to acquire computer-related skills for practicing genomic pathology. Future work can explore efficacy in a nonvoluntary setting and adaptation to different specialties, learners, and computer tools.

Health Professionals' readiness to implement electronic medical record system at three hospitals in Ethiopia: a cross sectional study.

BackgroundElectronic medical record systems are being implemented in many countries to support healthcare services. However, its adoption rate remains low, especially in developing countries due to technological, financial, and organizational factors. There is lack of solid evidence and empirical research regarding the pre implementation readiness of healthcare providers. The aim of this study is to assess health professionals’ readiness and to identify factors that affect the acceptance and use of electronic medical recording system in the pre implementation phase at hospitals of North Gondar Zone, Ethiopia.MethodsAn institution based cross-sectional quantitative study was conducted on 606 study participants from January to July 2013 at 3 hospitals in northwest Ethiopia. A pretested self-administered questionnaire was used to collect the required data. The data were entered using the Epi-Info version 3.5.1 software and analyzed using SPSS version 16 software. Descriptive statistics, bi-variate, and multi-variate logistic regression analyses were used to describe the study objectives and assess the determinants of health professionals’ readiness for the system. Odds ratio at 95% CI was used to describe the association between the study and the outcome variables.ResultsOut of 606 study participants only 328 (54.1%) were found ready to use the electronic medical recording system according to our criteria assessment. The majority of the study participants, 432 (71.3%) and 331(54.6%) had good knowledge and attitude for EMR system, respectively. Gender (AOR = 1.87, 95% CI: [1.26, 2.78]), attitude (AOR = 1.56, 95% CI: [1.03, 2.49]), knowledge (AOR = 2.12, 95% CI: [1.32, 3.56]), and computer literacy (AOR =1.64, 95% CI: [0.99, 2.68]) were significantly associated with the readiness for EMR system.ConclusionsIn this study, the overall health professionals’ readiness for electronic medical record system and utilization was 54.1% and 46.5%, respectively. Gender, knowledge, attitude, and computer related skills were the determinants of the presence of a relatively low readiness and utilization of the system. Increasing awareness, knowledge, and skills of healthcare professionals on EMR system before system implementation is necessary to increase its adoption.

Integrated Resources and Training Facilitation: A Strategic Priority when Promoting ICT in Developing Countries

In a rural context in a developing country purchasing a computer and connecting it to the Internet is in itself difficult, even when the lack of money is a minor issue. These issues prevent individuals in rural communities from familiarizing themselves with educational technology and ICT in general. The present study investigates the specific barriers to buying and utilizing ICT and ways in which these barriers can be overcome in a case study involving stakeholders from an educational institution in rural Bangladesh. Through a transformative methodology and a phenomenographic approach to the analysis (Larsson & Holmstrom, 2007), interview data on the decision-making experience of computer purchases, and the after-purchase experience of learning computer-related skills, the integration of the technology and the skills in interviewees’ (students and teachers) learning environments is analyzed. The barriers to purchasing a computer fall in four major categories: Cultural, financial, infrastructural, and knowledge barriers; with knowledge transcending the other barriers. When addressing the barriers to facilitate purchase of a computer locally situated knowledge is crucial. The study concludes that more research is needed to fully understand the diffusion and development of knowledge and inclination to purchase a computer.

Creative and technical design skills: are college apparel curriculums meeting industry needs?

Rapidly advancing technology is impacting the skills required of recent college graduates who are seeking employment in the apparel industry. Therefore, strategic planning of apparel-related curriculums is vital in preparing students to meet the skill needs in the apparel industry. An online survey was conducted with the convenience sample of industry professionals in order to update an apparel design curriculum that meets the current and anticipated future needs of the industry. Sixty-three industry professionals from the divisions of executive management, design, product development, and human resources participated in this study. Investigated were the skills required of creative and technical design students seeking entry-level positions in this industry. Results indicated an increased importance to obtain computer-related skills such as computer-aided design, digital textile design, 3D garment design, 3D body scanning, and product lifecycle management systems. Increased skills in the areas of technical design, communication, and the financial realities of the apparel business are needed.

An examination of latino immigrant youths' out-of-school technology practices

The majority of the existing research on youth and technology has focused on physical access, computer-related skills, or student attitudes. Less is known about the social and cultural aspects of young people's interactions with technology. However, understanding how youth use technology and the different factors that affect these uses can help us capitalize on students' strengths. Using survey and ethnographic data, this study is intended to contribute to a better understanding of youths' interactions with technology. Participants in the study were Latino immigrant students (fifth- and sixth-graders) from an elementary school located in a large metropolis in the United States. Results provide both an overall picture of the youths' technological practices as well as a deeper look at the ways in which engaging with technology was valuable and meaningful for them.

Game content creation and it proficiency: An exploratory study

Computer and video gaming are often considered to be potential routes to the development of aptitude and interest in using other forms of information technology (IT). The purpose of this exploratory study was to determine the extent to which young people who play games engage in related IT practices, such as creating and sharing content or creating fan sites. Additional goals were to identify differences in such practices according to grade level, gender, and access to IT-related resources in the home, as well as to explore relationships between engagement in game-related practices and perceived proficiency in general computer-related skills.

Exploring the relationship between emotions and the acquisition of computer knowledge

Most computer users have to deal with major software upgrades every 6–18 months. Given the pressure of having to adjust so quickly and so often, it is reasonable to assume that users will express emotional reactions such as anger, desperation, anxiety, or relief during the learning process. To date, the primary emotion studied with respect to computer knowledge has been anxiety or fear. The purpose of the following study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills. Pre- and post-surveys were given to 184 preservice education students enrolled in 8 month, integrated laptop program. Happiness was expressed most of the time – anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. All four emotions were significantly correlated with all nine computer knowledge areas at the beginning of the program, but happiness and anxiety were the only emotions significantly related to change in computer knowledge.

Development and Rasch analysis of the Assessment of Computer-Related Skills

The purpose of this study is to evaluate the internal scale validity, person response validity, and reliability of the newly developed Assessment of Computer-Related Skills (ACRS). Data from 32 healthy adult participants who performed two to three computer tasks were analysed to determine how well the participants fitted the many-faceted Rasch (MFR) model of the ACRS, as well as how well the ACRS skill items and tasks (a) fitted the MFR model of the ACRS, (b) matched the expectations for hierarchical ordering of their difficulties, and (c) differentiated persons into different levels of ability. Results indicated that with three skill items removed, the remaining 34 skill items, 8 computer tasks, and 30 participants demonstrated goodness-of-fit to the MFR model of the ACRS. The skills and tasks appeared to have logical hierarchical ordering and differentiated participants into at least three levels of ability. The findings affirmed the internal scale validity, person response validity and reliability of the ACRS for assessing persons’ computer abilities. Future studies using a larger sample that includes individuals with disabilities and with difficulties with computer use are needed to further evaluate the validity and reliability of the ACRS.

A comparative evaluation of computer literacy amongst dental educators and students

A task-oriented questionnaire was designed, aiming to quickly assess competence with the use of computers. The questionnaire consisted of distinct computer-related skills, representing various competences in educational computer use. A total score from 0 to 49 was calculated upon completion of the questionnaire, based on the sum of all the positively identified competences. The questionnaire was distributed to an international group of leading dental educators during the DentEd Global Congress in Prague in 2001 and to a cohort of first year dental students (2001) in the Dental Faculty, University of Malmo, Sweden. Certain attitudes towards the role of information and communication technology (ICT) in dental education were also measured through Visual Analogue Scales in the educator's group. A total of 149 questionnaires were collected from the educators' group and 58 from the dental students. There was no significant difference in the average computer competence score between the two groups. The educators' group average score was 20.7 (SD 9.9) and students' average was 18.1 (SD 8.5). A significant positive correlation (r = 0.395277, P < 0.0001) was found between the competence measured by the questionnaire and the year of graduation in the educators' group. The attitudes towards the role of ICT in dental education amongst the educators were very positive, regardless of their competence with computers, year of graduation or academic position. The results from this study indicate that there is wide diversity in computer competence amongst both students and academic staff. In addition, students' actual competence in the use of computers might not be as high as is often perceived through self-assessment and ordinal scales.

Incidences and correlates of Internet anxiety among high school teachers in Taiwan

Once high schools are connected to the Internet, teachers are the key to the successful use of the Internet for both teaching and learning. Teacher anxiety, however, can often reduce the success of such technological and pedagogical innovations. The purpose of this study was to explore the Internet anxiety experience by Taiwan high school and vocational high school teachers. This study reviewed related literature in computer anxiety and discussed the further development of the Internet Anxiety Scale (IAS), which was used to survey 136 teachers in Taiwan. The statistical data produced by this study identified four aspects of Internet anxiety: Internet use, hardware construction, management of students' Internet-use, and learning computer-related skills and knowledge. Among these, survey respondents ranked anxiety over managing students' Internet-use as the highest problem. Further, results indicated that female teachers had significantly higher Internet anxiety than did male teachers, and teachers' majors or subject areas appeared to contribute significantly to the level of Internet anxiety as well. Results also showed that both computer-use hours per week and Internet-use hours per week were significantly negative factors when correlated with anxiety over Internet uses, hardware construction, and management of students' Internet-use.

Computer assisted group project activities in a beginners’ Japanese foreign language class

This study examined the implementation of computer assisted group project activities in a beginners’ Japanese foreign language course. Questions to be investigated were whether or not the implementation of the activities facilitated the beginners’ learning and what other factors affected their learning through the project. Data on (a) the learners’ motivation toward Japanese learning and language learning using the computer, (b) their perceptions of their achievement, and (c) their reflections on the project-based activities, were collected by questionnaire surveys and through the subjects’ journals and reports. The analysis of the participants’ feedback demonstrated that the computer assisted group project activities were overall received positively and provided some, if not all, learners with an alternative approach for learning Japanese as a foreign language. Generally the more smoothly the group work went, the more the learners appear to have achieved through the activities. Three factors appeared to be crucial for the success of the activities: (1) self-directed learning; (2) group dynamics; and, (3) computer-related skills. These outcomes are rather encouraging for the use of projectbased activities as part of the course syllabus.

Informatics competencies for nurses at four levels of practice.

Valid and comprehensive nursing informatics (NI) competencies currently are lacking. Meanwhile, nursing leaders are emphasizing the need to include NI in nursing curricula, as well as within the roles of practicing nurses in all settings. This article presents the initial work of a team of NI experts toward development of a valid and reliable set of NI competencies. Previous work primarily has focused on computer-related skills, rather than examining a broad definition of informatics competencies. For this current work, NI competencies encompass all skills, not only computer-related skills, as well as knowledge and attitudes needed by nurses. The first two authors created a database of NI competencies from the existing literature. A larger panel of NI experts then affirmed, modified, added, or deleted competencies from this database. Competencies were placed into four distinct skill levels. Definitions of each skill level and an initial master list of competencies are provided.

Medical informatics education by medical professors within their discipline

A system for medical informatics education for medical students has been developed in the medical school. This paper describes the concept underlying the development of this system and its progressive outcomes over 8 years. In order to stimulate students to acquire computer-related knowledge and skills, this subject has been integrated into the course works of various medical subjects such as physiology. In addition, acquired knowledge and skills are evaluated within each subject by the production of reports for example, using computers. This provides a concrete example for students of the relevance of the information sciences to the solving of medical problems. A well equipped computer facility for the study of medicine also plays a significant role in inspiring student incentive. A computer room equipped with Macintosh computers was opened adjacent to the main medical library and is used in the same manner as the library, with books replaced by computers. In addition, all new students acquire their own Macintosh PowerBook. These various initiations have facilitated concept that the computer may be applied to medical problem solving at any time or place and may become as commonplace as a pen in daily medical practice.