Qualitative differences in computer experience, computer anxiety, and students' use of computers: A path model

This descriptive study employed a multi-group, pre-post design. Analyses were employed to answer the following questions: 1) As a result of the course, “Computers in Society,” are there reductions in students' computer anxiety scores? 2) Is course performance, as indicated by course grades, related to pre and post anxiety scores? 3) Does the amount of experience with computers relate to computer anxiety scores? 4) Are age and/or sex related to computer anxiety scores? Results indicated that computer experience, as indicated by the number of computer courses, is associated with reductions in computer anxiety. Age was significantly related to computer anxiety but a significant relationship between gender and computer anxiety was not found. Also, no significant relationship was found between anxiety and students' academic achievement in the computer course as measured by their course grades.

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Assessing Students' Responses toward Computer-Aided Design of Apparel

Perceptual and Motor Skills ◽

10.2466/pms.1995.80.2.435 ◽

1995 ◽

Vol 80 (2) ◽

pp. 435-443

Author(s):

Diane K Frey

Keyword(s):

Computer Use ◽

Computer Aided Design ◽

Computer Anxiety ◽

Academic Programs ◽

Course Development ◽

Computer Experience ◽

Student Groups ◽

Cognitive Domains ◽

Computer Aided ◽

Aided Design

This study examined the relation of responses from two student groups toward computer-aided design (CAD) for apparel to their computer use, computer experience, or enrollment in an elective CAD course. In the non-CAD group of 46, computer anxiety was significantly correlated with computer use and computer experience as well as future enrollment in the CAD course. In the CAD group of 17, students in the CAD course were significantly less fearful of job elimination and more interested in technical aspects of computers at the end of the course than at the beginning. Data have been applied to the continued course development of computer-aided design especially for apparel-related academic programs. As one outcome, length of instruction has been recommended over a continuous 16-wk. period. Using specific instructional methods to reinforce components from both the affective and cognitive domains of learning has helped to sustain positive responses throughout similar subsequent offerings. Finally, preparation for employment was enhanced as a consequence of acquiring specific technological skills included in the CAD course.

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Student Teachers, Computer Anxiety and Computer Experience

Journal of Educational Computing Research ◽

10.2190/94d0-b0af-nlax-7ryr ◽

1994 ◽

Vol 11 (1) ◽

pp. 27-50 ◽

Cited By ~ 50

Author(s):

Valentina McInerney ◽

Dennis M. McInerney ◽

Kenneth E. Sinclair

Keyword(s):

Student Teachers ◽

Rating Scale ◽

Computer Anxiety ◽

Computer Training ◽

Control Group ◽

Computer Experience ◽

Computer Competence ◽

Teacher Trainees ◽

Key Dimensions ◽

High Degree

Recent research has demonstrated the debilitating effect of computer anxiety on achievement in computer related learning. As controversy exists over the merits of increasing experience with computers in order to reduce computer anxiety, the effects of increased computing experience on computer anxiety were assessed for students enrolled in a University teacher education course. In addition, other hypothesized correlates of computer anxiety were studied, viz., age, sex, school background, and computer competence. The Computer Anxiety Rating Scale (CARS) was used to measure computer anxiety prior to and at the conclusion of computer training. A control group, not undergoing computer training, was used for comparison purposes. Many of the teacher trainees in this study exhibited a high degree of computer anxiety on a number of key dimensions related to computing. The evidence from this study gives some support to the notion that increased experience leads to a diminution in computer anxiety. However, the high levels of anxiety remaining for some students after treatment suggest that a simplistic belief that increased computer experience alone will reduce computer anxiety is not tenable. The article discusses the issue that initial anxiety and continuing anxiety, after computer training, may be a function of an individual's prior computing experiences, attitudes towards computing, perceptions of self efficacy, and expectations of success associated with computer interaction.

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Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education

Journal of Educational Computing Research ◽

10.2190/e79u-vcrc-el4e-hryv ◽

1994 ◽

Vol 10 (3) ◽

pp. 239-248 ◽

Cited By ~ 150

Author(s):

Jennifer L. Dyck ◽

Janan Al-Awar Smither

Keyword(s):

Older Adults ◽

Computer Anxiety ◽

Attitude Scale ◽

Attitudes Toward Computers ◽

Computer Experience ◽

Younger Adults ◽

Gender And Education ◽

Positive Attitudes ◽

Computer Confidence

Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.

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