General Computer Knowledge Research Articles

User Satisfaction in Augmented Reality-Based Training Using Microsoft HoloLens

With the recent developments in augmented reality (AR) technologies comes an increased interest in the use of smart glasses for hands-on training. Whether this interest is turned into market success depends at the least on whether the interaction with smart AR glasses satisfies users, an aspect of AR use that so far has received little attention. With this contribution, we seek to change this. The objective of the article, therefore, is to investigate user satisfaction in AR applied to three cases of practical use. User satisfaction of AR can be broken down into satisfaction with the interaction and satisfaction with the delivery device. A total of 142 participants from three different industrial sectors contributed to this study, namely, aeronautics, medicine, and astronautics. In our analysis, we investigated the influence of different factors, such as age, gender, level of education, level of Internet knowledge, and the roles of the participants in the different sectors. Even though users were not familiar with the smart glasses, results show that general computer knowledge has a positive effect on user satisfaction. Further analysis using two-factor interactions showed that there is no significant interaction between the different factors and user satisfaction. The results of the study affirm that the questionnaires developed for user satisfaction of smart glasses and the AR application performed well, but leave room for improvement.

Speech-Language Pathologists’ Perceptions of the Importance and Ability to Use Assistive Technology in the Kingdom of Saudi Arabia

Speech-language pathologists (SLPs) frequently work with people with severe communication disorders who requireassistive technology (AT) for communication. The purpose of this study was to investigate the SLPs perceptions ofthe importance of and ability level required for using AT, and the relationship of AT with gender, level of education,training, place of work, and years of experience. To achieve this goal, the researcher adopted a questionnaireprepared by Currie et al. (1996) to determine SLPs perceptions of AT. The study revealed a number of resultsregarding SLPs perceptions of the importance and ability to use AT. The results indicated that all of the SLPs whoparticipated in this study considered all of the items in the questionnaire to be valuable, and the respondents ratedthemselves as having a low to high ability of using AT. In addition, no statistically significant differences in theperceived importance and ability to use AT occurred between the male and female groups in all the categories andthe total score of the scale. The results also indicated a statistically significant difference in the perceived importanceand ability to use AT among the teaching experience groups and the training groups in all the categories and the totalscore of the scale. Participants with more years of experience and training produced more favorable results than theother participants did. In addition, no statistically significant differences in the perceived importance and ability touse AT occurred among the level of education groups in all the categories and the total score of the scale. Finally, astatistically significant difference in the perceived importance and ability to use AT occurred among the place ofwork groups in all the categories and the total score of the scale. The participants who worked in private settingsproduced more favorable results, except for the category “general computer knowledge”, in which no statisticallysignificant differences occurred among the participants.

Methodological concerns in usability evaluation of software prototypes

Karahoca et al. [1] addressed an important topic in their paperconcerning the use of usability evaluation methods to choose anappropriate software prototype for tablet personal computers.They applied a combination of usability evaluation methods toevaluate the usability of two software prototypes with differentgraphical user interfaces (GUIs); iconic and non-iconic. These GUIswere designed to replace the paper-based forms at an emergencydepartment of a Turkish hospital. The whole healthcare staff ofthe department, consisting of 6 physicians and 32 nurses, partici-patedas evaluatorsin the study.The findingsof the comprehensiveevaluation showed that the iconic GUI prototype had better usabil-ity thanthe non-iconicGUI prototype.This studycontributesto thebody of knowledge concerning the usability of GUIs. Such studiesare important from a practical perspective because in the compet-itive market of clinical software they help health care organiza-tions in selecting systems that best suits their users’ needs.Moreover, the results of these studies provide practical input tosoftware developers concerning the design of software that is easyto use and that fits the workflow of healthcare providers.Although Karahoca and his colleagues applied a comprehensivemethod and obtained interesting findings, we would like to drawattention to some methodological issues concerning the way theusability evaluation methods were employed in this study.The authors mention that Hom [2] identifies three types ofusability evaluation methods, which include testing, inspectionand inquiry and state that they applied heuristic evaluation andcognitive walkthrough (CW), both expert inspection methods, toevaluate the usability of the two prototypes.1. Recruitment of evaluators for heuristic evaluationThe authors recruited potential users of the prototypes as heu-ristic evaluators. Based on a computer literacy test, half of theseusers were classified as novice users. In a study identifying the fac-tors affecting heuristic expertise and levels of expertise permissi-ble to conduct a heuristic evaluation, according to Kirmani [3]three factors (usability experience, experience with the heuristicevaluation, and heuristic training) significantly affect the outcomesof heuristic evaluation. This study showed that domain expertisedoes not have a large impact on the outcomes. Nielsen [4] likewiseshowed that the performance of novice heuristic evaluators, hav-ing general computer knowledge but no special usability expertise,was fairly poor compared to the performance of evaluators withusability expertise. Novice evaluators must first become knowl-edgeable of and proficient in applying heuristics [5]. Therefore,the validity of the heuristic evaluation results of Karahoca et al.using ‘‘usability novices” of which half was computer illiteratecan be disputed.2. Recruitment of evaluators for cognitive walkthroughCW is a usability inspection method that evaluates the easewith which a typical new user can successfully learn to performa task using a given interface design. As also stressed by Hom, inCW either usability specialists or software developers shouldexamine the behavior of the interface [6]. In the study performedby the authors CW was again carried out by end users and notby usability experts. In usability inspection methods such as CW,experts evaluate a user interface without involving users. This isin contrast to usability testing where evaluators let users workwith the system while recording the user sessions for later analysisof usability problems.The approach that the authors followed to assess the learnabil-ity of the prototypes by real users is not in agreement with the CWmethod. In CW, inspectors should know the interface before apply-ing the method and then speculate about the ease with which anovice user can learn how to use the system taking user back-ground knowledge such as computer literacy into account.3. Usability problemsThis usability evaluation study lacks the detection of usabilityproblems,whichisthemaingoalofeveryusabilityevaluationstudy[4,7].Thislackcanaffecttheresultsofthestudyinseveralways.(A)Comparing the effectiveness of the prototypes based on scenariocompletion rates and completion time, without a careful reviewand analysis of the main usability problems that potentially canaffectuserinteractionandtaskoutcomes,doesnotseemvalid.Users,for example, could have completed a scenario in a shorter time byskipping some none mandatory steps hindering them during the

Telemetric signal-driven servocontrol of renal perfusion pressure in acute and chronic rat experiments

The present study was designed to take advantage of telemetry data acquisition and develop an easy and reliable system to servocontrol renal perfusion pressure (RPP). Digitized pressure signals from lower abdominal aorta in rats, reflecting RPP, was obtained by a telemetry device and dynamically exported into an Excel worksheet. A computer program (LabVIEW) compared the RPP data with a preselected pressure range and drove a bidirectional syringe pump to control the inflation of a vascular occluder around the aorta above renal arteries. When RPP was higher than the preselected range, the syringe pump inflated the occluder and decreased RPP, and vice versa. If RPP was within range, there was no action. In this way, RPP was servocontrolled within the desired range. In experiments with norepinephrine- or ANG II-induced acute increases in systemic arterial pressure (120-145 mmHg), the system controlled RPP at a constant range of 100-105 mmHg within 30-50 s and differentiated the pressure-dependent and -independent effects on renal functions. In Dahl S rats with high-salt-induced hypertension, this system maintained RPP at 100-120 mmHg over 10 days, while systemic arterial pressures were 150 +/- 5.9 mmHg in uncontrolled animals. This system also has the ability of simultaneity and multiplexing to control multiple animals. Our results suggest that this is an effective and reliable system to servocontrol RPP, which can be easily established with general computer knowledge. This system provides a powerful tool and may greatly facilitate the studies in pressure-dependent/-independent effects of a variety of cardiovascular factors.

No sex difference in perceived competence of computer use among male and female college students in 2002.

The present research examined sex differences in general computer knowledge and computer anxiety. Survey data about computer knowledge, comfort, and interest were collected from 697 students, 579 from a previous study in 2001 at three types of colleges (a four-year liberal arts college, a business college, or a community college). With few exceptions, no differences associated with sex were detected. Implications for the present findings are discussed.

NO SEX DIFFERENCE IN PERCEIVED COMPETENCE OF COMPUTER USE AMONG MALE AND FEMALE COLLEGE STUDENTS IN 2002

The present research examined sex differences in general computer knowledge and computer anxiety. Survey data about computer knowledge comfort, and interest were collected from 697 students, 579 from a previous study in 2001 at three types of colleges (a four-year liberal arts college, a business college, or a community college). With few exceptions, no differences associated with sex were detected. Implications for the present findings are discussed.

Student Behaviour and Performance in Using a Web-Based Assessment System

Computer Literacy is one of the complementary subjects required for all first-year students in Hong Kong Baptist University. This subject covers both general computer knowledge and selected software packages. In addition to lectures, laboratories are arranged for students to gain hands-on experience with software operations. However, no assignment or tutorial is assigned for the part of general computer knowledge. Due to large class size, traditional paper-and-pencil assignment may not be appropriate. Hence, a multimedia web-based assessment system was developed. This system provides assignments on general computer knowledge. Students can access this system via the World Wide Web. In this paper, we present our findings on students' behaviour, performance and perception in the use of this assessment system.

Students' Computer Skills and Advertising Course Performance

General computer knowledge and literacy are essential in the education of today's advertising practitioner. While research suggests the availability and use of computers has become widespread in advertising education (Kendrick, 1995), there is little research to confirm that students are acquiring the computer literacy and general knowledge they need to successfully make the transition from campus to workplace. Furthermore. despite the fact that use of computers in higher education appears to have reached a critical mass (DeLoughry, 1996), there is little evidence regarding the extent to which general computer knowledge contributes to education outcomes, such as improved course performance. This article examines the role computer knowledge may play in the accomplishment of short-term advertising course educational outcomes, as well as the longterm goal of improving advertising education. Background Computer technology has been investigated extensively as an instructional technology. Less frequently examined, however, is the issue of basic computer knowledge and literacy and its relationship with academic performance. Increasing exposure for students to computers in higher education (Arant 1996; DeLoughry, 1996; Kendrick. 1995), elementary/secondary schools, as well as the potential for an emerging gap between technological haves and have-nots, clearly suggests the importance of examining the issue of prior computer knowledge and its relationship with advertising course performance. Yet, despite the rather intuitive assumption that student computer knowledge should be associated with higher levels of performance in college courses, few studies have attempted empirically to examine this issue. For instance, Reed (1990) found that students. who were instructed to use computers during a semester-long English course, soon began to develop more effective ways to accomplish their courserelated work with the computer. Unfortunately, he did not address the possibility that prior general computer knowledge might have affected the students' performance in the course. Novitzki (1991), in his study of business administration programs, found that when the emphasis on computer instruction in a course is focused on applications needed for students to understand course content, the students' performance in the course is likely to increase with their computer knowledge. Advertising faculty generally have been positive toward the use of computer technology. For example, Kimbrough (1992) sees the computer as a powerf`ill stimulus for creativity. Alvey (1992) contends that computer technology can improve students' work in advanced level courses. Barnes (1996) reports that over one-third of her students visited Web sites on their own after her demonstration in the class. In their examination of the Internet as a teaching tool, Farnall and Geske (1996) developed a Web site and used it, and other resources on the Web, as an instructional strategy in two sections of an advertising creative strategy course. Their results indicate that students in the two Internet sections performed better in the course, based on midterm exam scores and individual student projects. Thus, their study suggests that computer knowledge, at least in the form of Internet knowledge, may be associated with improved course performance. However, the study did not differentiate between types of performance assessments, e.g., exams vs. computer-based assignments. In contrast to the taith in the potential of using computer to enhance learning shown by the advertising faculty discussed above, Smith's (1994) experiment of using computer-mediated communication in his three media law classes shows no improvement in students' course performance and, further, that it can arouse objections from the students. One of the most extensive studies of student general computer knowledge is Geissler and Horridge's (1993) survey of 790 students enrolled at a large university in the southwest. …

Prior computer-related experiences and hypermedia metacognition

One way to summarize our findings is based on the extent to which a predictive variable was correlated to another. The predictors that had correlations of .500 or stronger were (a) content-area software and programming (.702), (b) content-area software and hypermedia (.537), (c) content-area software and authoring (.563), (d) word processing and general computer knowledge (.735), (e) word processing and database (.836), (f) word processing and spreadsheet (.743), (g) word processing and hypermedia (.644), (h) word processing and authoring (.517), (i) database and spreadsheet (.914), (j) spreadsheet and hypermedia (.631), (k) spreadsheet and authoring (.677), (l) programming and hypermedia (.785), and (m) hypermedia and authoring (.938). Number of years of experience and general computer knowledge did not have moderate or better correlations with the other predictors and seemed to produce some of the least impressive results, especially the number of years of experience which, again, we suspect is not a valid or reliable measure. The two most consistent predictors were word-processing and hypermedia experience, although spreadsheet and database experience produced some, but not many, findings. Authoring language experience and programming experience, likewise, produced only a few results. Our basic premise has been to determine which types of computer-related experiences best predict less linearity or greater nonlinearity when using a hypermedia program. It appears that, with our findings and the predictor correlations, word-processing experience and hypermedia experience seem to be the most consistent predictors. The fact that word-processing experience is a strong predictor is quite encouraging because it is a computer-related skill that most students are exposed to and which, based on our results, involves nonlinearity. It is a computer tool students can use when engaged in a wide range of academic tasks that require them to reconstruct or reproduce their knowledge about a topic. It may be that even students with little hypermedia experience may proceed through a hypermedia environment in a less linear, more nonlinear fashion because of their word-processing experience. The Program 1 to Program 2 result inconsistencies lead to a basic condition related to our speculation that nonlinearity is strongly possible, provided a “warm-up” exercise is built into a hypermedia experience so that students gain a sense of the navigational options at their disposal. Sitting students down in front of a computer and expecting them to push aside all the linear learning they have done and automatically become nonlinear learners may be expecting too much.