Frequency Of Computer Use Research Articles

Acreditación de saberes e inclusión digital en Uruguay: la incidencia de las habilidades digitales en la aprobación de AcreditaCB

This article presents some findings on the impact of the digital component on the performance and success of young people and adults who seek to accredit basic secondary education in Uruguay through the AcreditaCB test. The aim of the research that supports this article is to explore if the fact that the test is taken online, especially in a computer, represents an additional difficulty for the people who take it. It is concluded that digital skills and the frequency of computer use are the most relevant variables to approach the phenomenon.The work intends to give some answers not only for the implementation and evaluation of these political actions, but of all those that contribute to the citizenship training of people, which, in these times, undoubtedly, implies considering the digital dimension.

KOMPETENSI PENYULUH DALAM PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DI KOTA KENDARI

The role of agricultural extension workers is very large in realizing food security for the Indonesian nation, so that the competence of an extension worker must always be improved in order to deal with increasingly diverse problems. This study aims to: find out the competence of extension workers in the use of information and communication technology in Kendari City. This research was conducted to all agricultural extension workers with status as civil servants and honorary workers in Kendari City. This research was conducted from May to July 2022 which is a quantitative study. Where the results of the study were analyzed using class intervals. The results showed that the competence of extension workers in the use of information and communication technology was in the high category, which was seen from the perceptions of extension workers in using computers, frequency of computer use, computer operation, outreach activities using computers, advantages of computers in extension activities, support for effective computer use, application software and the internet.

Designing and validating the questionnaire used to measure the attitude of students towards e-Learning

Over the past two decades, numerous studies have been conducted to analyze the achievements of e-Learning; among other things, user’s of information and communication technology (ICT) skills, Internet access and attitude of students towards e-Learning. The majority of studies examine the attitude by establishing the purpose and frequency of computer use, while some measure students’ attitudes using a questionnaire without determining the measuring properties of the questionnaire. For this reason, the goal of this paper is to create a questionnaire used to measure the attitudes of students towards e-Learning and to determine its psychometric properties.

Are screen devices soothing children or soothing parents?Investigating the relationships among children's exposure to different types of screen media, parental efficacy and home literacy practices

Use of screen devices has become a standard practice in modern parenting. Research has shown that screen devices can be strategically used as tools, either for babysitting or for educational support. We surveyed 4,907 parents of preschool children from China to investigate how different devices (including TV, tablet, computer and paper-based books) may channel parental efficacy (or the lack of it) to home literacy practices. We found that parents with low parental efficacy were more likely to give their children all three kinds of screen devices, among which TV and tablet were detrimental to home literacy practices whereas computers, like books, were complementary to home literacy practices. Latent profile analysis showed that parents who allowed their children a high frequency of TV or tablet use had the poorest home literacy practices. In comparison, parents who provided fewer books but allowed high frequency of computer use while restricting TV or tablet use came from the lowest SES backgrounds in the sample, but they reported average levels of parenting efficacy and an average amount of home literacy practices. Only parents who felt efficacious about their parenting capabilities provided more paper-based picture books, thus generating optimal home literacy practices. Given the evidence from our finding that parents’ lack of efficacy is a predictor of increased child TV and tablet viewing time and decreased home literacy practices, we need to consider whether such practices arise from a chronic sense of anxiety about parenting effectively rather than efforts to temporarily soothe or entertain the children. More effort is needed to help parents manage their anxiety and to teach parents how to realize and exploit the educational values afforded by the advancing media technology.

Prevalence and Prevention Strategies of Cyberbullying among Nigerian Students

Cyberbullying is a problem that has emerged as a byproduct of modern-day technologies. This form of aggression occurs when one or more individuals use a technological medium for the purpose of intimidating or harming others. In spite of the popularity of technological devices among Nigerian youths presently, there remains a critical gap in literature relating to cyberbullying and its possible effects on students in Nigeria. This study thus sought to identify if a relationship exists between traditional bullying and cyberbullying; examine the effect of cyberbullying on students’ psychological behavior; and examine ways in which cyberbullying might be prevented. The sample consists of students from tertiary institutions while the results were analyzed using both descriptive and inferential statistics. The result of the findings showed that significant correlations were found between traditional bullies and cyberbullies (rranks = 0.322, p < 0.001), cyberbullies and cyberbullied victim (rranks = 0.401, p < 0.0001). There were also significant correlations found between bullies and bully victims (rranks = 0.326, p < 0.001) and between bullied victim and cyberbully victim (rranks = 0.160, p < 0.05). These findings suggest that traditional bullying and cyberbullying share a strong relationship with one another. Furthermore, it was also discovered that those who were victimized through traditional bullying or cyberbullying were also likely to bully others. The result showed that cyberbullied victims often exhibit a variety of negative outcomes especially anger, embarrassment, fear and anxiety. A Spearman Rank-Order correlation revealed a negative association between grade level and cyberbullies (rranks = 0.034, p = 0.355) as well as grade level and cyberbully victims (rranks = 0.107, p = 0.217). A significantly positive relationship occurred between frequency of computer use and cyberbullies (rranks = 0.206, p = 0.015), as well as between frequency of computer use and electronic victimization (rranks = 0.223, p = 0.012). The study concluded that parents, school and mental health providers must not only be aware of cyberbullying and its consequences, but must also have access to ways to deal with this growing concern through public awareness building, anger management training for youths and the establishment of mentorship programs for youths to help one other.

Cognitive, social, emotional, and subjective health benefits of computer use in adults: A 9-year longitudinal study from the Midlife in the United States (MIDUS)

Computer use has been proposed to carry a host of benefits for cognitive function and socioemotional well-being in older adults. However, the literature on computer use remains equivocal as extant research suffers from mixed findings as well as methodological limitations, such as overreliance on cross-sectional designs, small sample sizes, and use of narrow criterions. The current studies (NStudy 1 = 3,294, NStudy 2 = 2,683) sought to address these limitations through the use of a large-scale, nationally representative, and longitudinal dataset. We found that frequency of computer use—over a period of approximately 9 years—longitudinally predicted positive changes in executive functioning, hedonic well-being, eudaimonic well-being, sense of control, optimism, self-esteem, and social relationships with family and friends. We also found that these cognitive and socioemotional benefits are associated with greater computer use over time. In contrast to studies showing that computer use promoted sedentary lifestyles or adverse physical health outcomes, we instead found that computer use longitudinally predicted better self-reported physical and mental health and reduced functional disabilities. The current findings attest to the promising benefits of computer use in promoting healthy cognitive and socioemotional functioning across midlife and old age.

Information Communication Technology Use among Students in Inclusive Classrooms

As inclusion has brought diversity into 21st-century classrooms, it has also brought challenges for teachers who must adapt their teaching to different groups of children with varying learning abilities, needs, and interests. It is believed that information and communication technology (ICT) can be used as a powerful tool to support inclusion and that information on students’ use of ICT can facilitate its integration. Our research compared the leisure and school-related computer use of students in inclusive classrooms. Frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were explored. Consistent with previous studies, our results show that students with special needs (SN) and their peers use computers more frequently for leisure activities than school activities. Compared to their peers, students with SN use computers less frequently and for fewer leisure and school activities. They are also more resistant to computer use. No correlation was found between the presence of SN and a student’s desire to use a computer or opinion regarding whether computer use improves learning success. A comparison of male and female students revealed that males use computers more frequently than females, that they use computers more frequently for leisure activities than females, and that they have a stronger belief that computer use improves learning success. The presented work offers important information that may contribute to the integration of ICT in inclusive classrooms.

A study to assess the knowledge on computer aided learning programs among students attending Kenya Medical Training College, Nairobi campus

Computer Assisted Learning (CAL) is a method of acquiring knowledge using electronic media which is gaining recognition among students. This requires access to computers and considerable awareness on information technology. Studies the world over have also highlighted the roles of computer as an instructional material in the classroom particularly in regard to assisting in enriching the teaching learning. Objective: The objective of this study sought to assess the knowledge on computer aided learning programs among students attending Kenya Medical Training College, Nairobi campus Methods: This study was a descriptive research study, the targeted population of the study were 4,490 KMTC Nairobi Campus students, and the sample technique used was random sampling. Data was collected from respondents by use of a questionnaire, and the analysis was based on the findings obtained from the questionnaire. Data presentation was in form of descriptive statistics such as frequency distribution, percentages, pie charts, bar graphs and tables. Results and Discussions: The data from the knowledge on computer aided learning programs were summarized in three main evaluation areas targeting the ICT access, student perception and frequency of computer use. From the findings, there was a significant association between knowledge and perception of ICT and participants sex (p = 0.001). Females were more likely to have positive responses compared to males (72.3 versus 49.9%). Access point was also associated with perception (p = 0.005). Accessing computers in the computer lab was associated with higher Likert scale responses. The perception of CAL among the students was closely associated with how much the students access the CAL and their knowledge on computers at KMTC. 184 (97.4%) of the participants reported that computers were available in college, and 138 (74.6%) said that the access point were the computer laboratory. These findings were in line with the Kenyan Government agenda for increasingly acquiring computers to equip all the public schools and institution of higher learning according to the Ministry of Education Science and Technology Sessional Paper, (2012). Conclusions: Based on the results and discussions, among the main problems that key informants described during the study, regardless of the fact that there was a significant association between knowledge and perception of ICT and participants gender, female students had more access to CAL facilities as compared to the male students. Hence the female students at KMTC had more knowledge as compared to the male students with regards to CAL Recommendations: KMTC in collaboration with the MOE needs to come up with a standardised guideline for CAL implementation

The Effect of the Usage of Computer-Based Assistive Devices on the Functioning and Quality of Life of Individuals who are Blind or have low Vision

Introduction The Israel Ministry of Social Affairs and Social Services subsidizes computer-based assistive devices for individuals with visual impairments (that is, those who are blind or have low vision) to assist these individuals in their interactions with computers and thus to enhance their independence and quality of life. The aim of this study was to examine the effect of computer usage on the quality of life of computer-based assistive device users, and to evaluate their capacity to carry out computer-based tasks. Methods The study was conducted between the years 2013 and 2015. Questionnaires were provided to 96 randomly sampled individuals with visual impairments. These questionnaires were designed to collect information about the quality of life, types and frequency of computer use, satisfaction with the assistive devices, and the effects of computer-based assistive device usage on the participants’ lives. In addition, the study evaluated participants’ performance in tasks such as e-mail use, Internet surfing, and the use of Microsoft Word; participants performed these tasks on their personal computers. The research sample accounts for about 10% of visually impaired persons in Israel. Results Findings suggest that participants use computer-based assistive devices frequently (four hours a day on average), primarily for leisure (three hours on average). Participants also report high satisfaction with their devices (mean of 3.98 out of the maximum score of 5.00) and indicate that the devices have improved their quality of life (mean 3.67 out of 5.00) and leisure activities (mean 3.68 out of 5.00). Participants display high levels of task performance, especially in the use of Microsoft Word software (mean of 3.47 out of 5.00), and e-mail usage (mean of 3.81 out of 5.00). Discussion The findings suggest that most participants use computer-based assistive devices daily and report a positive influence from them on their quality of life and activity. Implications for practitioners The study suggests that welfare services and assistance organizations would benefit from subsidizing computer assistive devices for individuals with visual impairments.

Assessment of computer and information literacy in ICILS 2013: Do different item types measure the same construct?

The combination of different item formats is found quite often in large scale assessments, and analyses on the dimensionality often indicate multi-dimensionality of tests regarding the task format. In ICILS 2013, three different item types (information-based response tasks, simulation tasks, and authoring tasks) were used to measure computer and information literacy in order to balance technological and information-related aspects of computer and information literacy. The item types differ in the cognitive processes and the type of knowledge they measure and in the strands and aspects of the ICILS 2013 framework they address. In this article, we explored which factor models that assume item type factors or type of knowledge factors fit the data. For the factors of the best fitting models, regression analyses on SES, frequency of computer use, self-efficacy, and gender were computed to work out the different meanings and the convergent and discriminant validity of the factors. The results show that three-dimensional models with correlated factors for item type or type of knowledge fit best. Regression analyses discover substantive implications of between-item and within-item models. The effects are discussed and an outlook is given.

How Feasible is Multiple Time Point Web-Based Data Collection with Individuals Experiencing Street Homelessness?

Three barriers investigators often encounter when conducting longitudinal work with homeless or other marginalized populations are difficulty tracking participants, high rates of no-shows for follow-up interviews, and high rates of loss to follow-up. Recent research has shown that homeless populations have substantial access to information technologies, including mobile devices and computers. These technologies have the potential both to make longitudinal data collection with homeless populations easier and to minimize some of these methodological challenges. This pilot study's purpose was to test whether individuals who were homeless and sleeping on the streets-the "street homeless"-would answer questions remotely through a web-based data collection system at regular "follow-up" intervals. We attempted to simulate longitudinal data collection in a condensed time period. Participants (N = 21) completed an in-person baseline interview. Each participant was given a remotely reloadable gift card. Subsequently, weekly for 8weeks, participants were sent an email with a link to a SurveyMonkey questionnaire. Participants were given 48h to complete each questionnaire. Data were collected about life on the streets, service use, community inclusion, substance use, and high-risk sexual behaviors. Ten dollars was remotely loaded onto each participant's gift card when they completed the questionnaire within the completion window. A substantial number of participants (67% of the total sample and 86% of the adjusted sample) completed at least seven out of the eight follow-up questionnaires. Most questionnaires were completed at public libraries, but several were completed at other types of locations (social service agencies, places of employment, relative/friend/acquaintance's domiciles, or via mobile phone). Although some of the questions were quite sensitive, very few participants skipped any questions. The only variables associated with questionnaire completion were frequency of computer use and education-both positive associations. This pilot study suggests that collecting longitudinal data online may be feasible with a subpopulation of persons experiencing homelessness. We suspect that participant follow-up rates using web-based data collection methods have the potential to exceed follow-up rates using traditional in-person interviews. If this population of persons experiencing street homelessness can be successful with this method of data collection, perhaps other disenfranchised, difficult-to-track, or difficult-to-reach populations could be followed using web-based data collection methods. Local governments are striving to decrease the "digital divide," providing free or greatly discounted wi-fi connectivity as well as mobile computer lab access to low-income geographic areas. These actions, in combination with increased smart phone ownership, may permit vulnerable populations to connect and communicate with investigators.

The Computer Competency of Nurses in Long-Term Care Facilities and Related Factors

It is important for nurses who work in long-term care facilities (LTCFs) to have an adequate level of computer competency due to the multidisciplinary and comprehensive nature of long-term care services. Thus, it is important to understand the current computer competency of nursing staff in LTCFs and the factors that relate to this competency. To explore the computer competency of LTCF nurses and to identify the demographic and computer-usage characteristics that relate significantly to computer competency in the LTCF environment. A cross-sectional research design and a self-report questionnaire were used to collect data from 185 nurses working at LTCFs in Taipei. The results found that the variables of the frequency of computer use (β = .33), age (β = -.30), type(s) of the software used at work (β = .28), hours of on-the-job training (β = -.14), prior work experience at other LTCFs (β = -.14), and Internet use at home (β = .12) explain 58.0% of the variance in the computer competency of participants. The results of the present study suggest that the following measures may help increase the computer competency of LTCF nurses. (1) Nurses should be encouraged to use electronic nursing records rather than handwritten records. (2) On-the-job training programs should emphasize participant competency in the Excel software package in order to maintain efficient and good-quality of LTC services after implementing of the LTC insurance policy.

Readiness of healthcare providers for eHealth: the case from primary healthcare centers in Lebanon.

BackgroundeHealth can positively impact the efficiency and quality of healthcare services. Its potential benefits extend to the patient, healthcare provider, and organization. Primary healthcare (PHC) settings may particularly benefit from eHealth. In these settings, healthcare provider readiness is key to successful eHealth implementation. Accordingly, it is necessary to explore the potential readiness of providers to use eHealth tools. Therefore, the purpose of this study was to assess the readiness of healthcare providers working in PHC centers in Lebanon to use eHealth tools.MethodsA self-administered questionnaire was used to assess participants’ socio-demographics, computer use, literacy, and access, and participants’ readiness for eHealth implementation (appropriateness, management support, change efficacy, personal beneficence). The study included primary healthcare providers (physicians, nurses, other providers) working in 22 PHC centers distributed across Lebanon. Descriptive and bivariate analyses (ANOVA, independent t-test, Kruskal Wallis, Tamhane’s T2) were used to compare participant characteristics to the level of readiness for the implementation of eHealth.ResultsOf the 541 questionnaires, 213 were completed (response rate: 39.4 %). The majority of participants were physicians (46.9 %), and nurses (26.8 %). Most physicians (54.0 %), nurses (61.4 %), and other providers (50.9 %) felt comfortable using computers, and had access to computers at their PHC center (physicians: 77.0 %, nurses: 87.7 %, others: 92.5 %). Frequency of computer use varied. The study found a significant difference for personal beneficence, management support, and change efficacy among different healthcare providers, and relative to participants’ level of comfort using computers. There was a significant difference by level of comfort using computers and appropriateness. A significant difference was also found between those with access to computers in relation to personal beneficence and change efficacy; and between frequency of computer use and change efficacy.ConclusionThe implementation of eHealth cannot be achieved without the readiness of healthcare providers. This study demonstrates that the majority of healthcare providers at PHC centers across Lebanon are ready for eHealth implementation. The findings of this study can be considered by decision makers to enhance and scale-up the use of eHealth in PHC centers nationally. Efforts should be directed towards capacity building for healthcare providers.

Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration

This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers' frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers' attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers' in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers' attitudes are more relevant for teachers' in-class use of computers than school characteristics or teacher collaboration on the process level.

Exploring Secondary School Pupils’ ICT Engagement: A Validation Study

This paper regards a validation study aiming to explore secondary school pupils’ ICT engagement. A 36-item questionnaire was administered to 246 adolescents (12 - 15 years old) of an experimental school, in Greece. Four factors were extracted: “ICT self-concept”, “social exposure to ICT”, “interest in computers” and “interest in mobile devices”. The factorial structure of the “ICT engagement” questionnaire was revealed. The majority of the pupils expressed strong interest towards both computers and mobile devices. Over 90% of the adolescents believe that the internet is very useful to find practical information, that they can handle mobile phones confidently, and that they know how to download new applications for a mobile phone. Gender was statistically significant correlated to “ICT self-concept” and “social exposure to ICT”, where the boys had higher mean values in comparison to girls. The frequency of computer use had positive correlations with the factors “ICT self-concept”, “social exposure to ICT” and “interest in computers”. It is suggested to describe adolescents’ ICT engagement with respect to discrete dimensions. In particular, the dimensions-factors “interest in computers” and “interest in mobile devices” should be distinct when defining concepts related to ICT engagement. The questionnaire is suggested to be used with other adolescent populations of different countries, in order to reveal possible similarities and differences.

Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers' self-efficacy, control of learning beliefs, value-related beliefs--intrinsic goal orientation, extrinsic goal orientation, and task value--prior computer technology experience, frequency of computer use for general purposes, and computer use in single computer courses. Participants in the study were 227 preservice teachers enrolled in a one year bachelor's of education program. Regression analyses yielded significant results about the frequency of computer use for general purposes and intrinsic goal orientation. Self-efficacy and prior computer technology experience were significantly correlated with computer use in single computer courses. The findings send a clear message about the necessity to consider preservice teachers' beliefs, personal use of computer technology, and prior computer technology experience when designing computer courses.

Differences in computer use for entertainment between boys and girls: Evidence from a global survey

In this exploratory study we analyzed the difference between boys and girls in computer use for entertainment related tasks at home using nationally representative samples of 15year old students from 43 economies including both OECD and non-OECD member states. Even though there were substantial cross country variations, our results indicate presence of systematic gender based differences in frequency of computer use at home for entertainment related tasks with the mean frequency of use of boys exceeding that of girls for most tasks. By using an identical set of items, and a uniform sample selection procedure across all sampled countries our analytical procedures provide stronger evidence of cross country gender based differences in computer use for entertainment at home, as compared to evidence obtained from samples based on non-uniform sets of items and sampling procedures.

English

Elicitation of pre-service physical education teachers’ attitudes towards computer technologies seems to be of great importance to satisfy the conditions to be met for the conscious and effective use of the technologies required by the age to be used in educational settings. In this respect, the purpose of the present study is to investigate pre-service physical education teachers’ attitudes towards computer technologies and the relationship between these attitudes and some variables. The study was conducted with the participation of 5120 students from 49 different universities of Turkey offering education in the field of Physical Education and Sports in their Schools of Physical Education and Sports in 2010-2011 academic year. In the study designed in the survey model, an Information form developed by the researcher to get information about the demographics of the participants and Computer Technologies Attitude Scale developed by Pala (2006) were used as data collection instruments. The reliability of the scale was calculated with Cronbach alpha coefficient and found to be .87. At the end of the study, it was concluded that the pre-service teachers’ attitudes towards computer technologies are positive. Moreover, it was found that these attitudes change depending on the duration of computer possession and level of computer use but do not change depending on having a personal computer and frequency of computer use. Key words: Physical education, computer, technology, attitude, teacher.

Teachers’ Computer Self-Efficacy And Their Use Of Educational Technology

This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the primary, secondary and high school teachers’ O personal and computer related (demographic) characteristics, O their computer self-efficacy perceptions, O their computer-using level in certain software, O their frequency of computer use for teaching, administrative and communication objectives, and O their use of educational technology preferences for preparation and teaching purposes. In this study, all primary, secondary and high school teachers in the small town were given the questionnaires to complete. 158 teachers (n=158) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data were analysed with examining the participants’ responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results reveal that the teachers think that they have good computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes. There are also statistical differences between; O their computer self-efficacy perceptions, O frequency of computer use for certain purposes, and O computer level in certain programs in terms of different independent variables.

Measuring the relation between computer use and reading literacy in the presence of endogeneity

This work studies the relation between computer use for reading activities and academic literacy in 15-year-old students in Chile, Uruguay, Spain, and Portugal. Data used is from the PISA 2009 test. Special attention is given to potential bias problems when the computer use is an endogenous variable. Few studies in this area address this issue: existing literature has shown that different types of computer use have different implications on performance. The limitations of observational data have also been emphasized to establish cause–effect relations between computer use and academic performance. It is important, however, to consider the computer use endogeneity hypothesis (above all at home) since students decide on the frequency of computer use at home. The results found show that by controlling for endogeneity, computer use for reading is not related to reading performance neither in digital or printed format, with the exception of Chile that shows a negative relation in the case of reading from a printed format. The results considering endogeneity differ considerably from results when endogeneity is not taken into account. The work shows the relevance of experimental type studies in order to make sound statements with regard to the computer use and academic performance relation. In turn, school reading activities in a digital environment are suggested that could have an impact on reading performance.