This thesis investigates the social and psychological factors that might affect Omani higher education students if computerised assessment was to be implemented. A review of the literature and the historical and cultural development in Oman suggested that a number of different variables might affect students‘ performance when taking computerised assessment. These factors which include gender, college of study and geographical region of residence may cause unwanted and selective differences in student performance which are not related to the content of the assessment. In addition, the potential effects of such variables as computer experience and computer self-efficacy on student performance were investigated. The study also explored student and academic staff attitudes towards computerised assessment. Both quantitative and qualitative methods are used in this study through a selection of instruments such as a test that was delivered in different modes, questionnaires, focus groups and semi-structured interviews. Quantitative approaches are used to provide answers to the main study questions about student performance, and qualitative approaches are used to get deeper insights into the students‘ and staff members‘ perceptions, attitudes and values in relation to the research subject of the study. All these instruments were developed based upon the literature and also validated through a separate initial study. The main study took place after the instruments had been validated and involved over 400 students and 100 staff at three Omani Applied Sciences Colleges. Statistical analysis showed a small but significant difference between the two assessment modes in favour of the paper-and-pencil test. There was a significant difference in performance between both genders, with females out-performing males. However, the most striking finding was a differential effect of assessment mode between males and females. Males performed better in the computerized test than in the paper-based one, in contrast to females whose performance in the paper test was better. This suggests that the introduction of computerised testing may affect males and females in different ways. One 4 possible explanation for this is that Omani males have more opportunities to use computers inside and outside homes. The questionnaire results and the qualitative information from focus groups both showed that females were more nervous and found it more difficult to read from the computer screen than males did. Also, it was obvious in the focus group discussions that females had more negative feelings towards computerised testing compared to males, both before and after experiencing computerised assessment. The study found that students‘ performance in the English language test had showed significant variation across colleges, and among students from different regions. This variation seemed to be associated with variation in computer experience among students at the different colleges and from different regions. This may be due to regional differences or specificities, especially in terms of computer use, among the nine administrative regions in Oman. Staff attitudes and perceptions towards CAA, in general, were positive and not affected by either the gender or nationality/language factor. Most of the academic staff members revealed their willingness to implement CAA but also stressed that CAA should be gradually implemented. Both students and staff members identified a number of important points such as the need for a reliable system, qualified technicians and sufficient computers if Computer Assisted Assessment was to achieve wide acceptability.

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Keeping a learner interested-and therefore engaged-in content to be mastered generally improves learning. One way to keep a learner interested is using seductive augmentation, which refers to the addition of entertaining text, graphics, sound, music, video or animation that is either irrelevant or only tangentially relevant to the learning objectives. Learner cognitive styles impact how individuals approach learning and problem-solving situations. With recent advances in technology, there has been an increased interest in the way such individual differences influence performance while learning. Research on the effects of cognitive styles has mainly focused on the role of field-dependence/independence. One of the recent advances in technology is the availability of virtual worlds as learning environments. This study investigated whether seductive augmentation in Second Life, a commonly used virtual world, affects the learning performance of field-dependent and field-independent education majors in an undergraduate class unit. A second focus of this study was to examine whether the computer self-efficacy of these learners changed after their two-month experience with the virtual world of Second Life. To determine if seductive augmentation in Second Life affects the achievement of field-dependent and field-independent learners differently, two different settings were designed in two different regions of Second Life. One setting was free of seductive augmentation, but the other setting included seductive augmentation in the forms of music, animation, text, videos and games. Thirty-six participants self-selected to the seductive setting and 48 to the non-seductive setting. The participants were pre- and post-tested on the instructional content presented both in Second Life and in real life classes; furthermore, to examine the influence on learners' computer self-efficacy, pre- and post-computer self-efficacy surveys were administered. The results of the study were obtained through two independent mixed-model factorial analyses of variance with repeats on the third factor (time) for achievement and computer self-efficacy scores. For the main effects, results indicated no significance for the between-group factors of field-dependency and seductiveness or for their interaction with either achievement scores or computer self-efficacy scores. The only significant factor was time as the main within-group factor for achievement scores. Therefore, the study did not find seductive augmentation effect in Second Life. In addition, there was no detectable change in the participants' computer self-efficacy as a result of their experience in this virtual world. The results of the present study contradict the findings of some previous research and support others.

This study was designed to determine the levels of computer anxiety, computer self-efficacy, and computer applications usage among members of the Faculty of Accountancy at Universiti Teknologi MARA (UiTM), Malaysia. The importance of the role of technology and information systems in economic development has grown significantly throughout the globe, thus affecting how nations educate students in order to produce a more technologically literate workforce. With the implementation of the smart schools concept in Malaysia, whereby these facilities are equipped with multimedia technology and world-wide networking, educators in higher learning institutions have to prepare themselves for high school graduates who will be technologically literate. While there have been much research in this area conducted in the United States at many different levels, it has never been conducted in Malaysia, specifically with the accounting faculty at UiTM. Therefore, a total of 368 full-time accounting faculty members who were teaching in the 2006/2007 academic year were surveyed, using questionnaires. The questionnaires were focused on obtaining information with regard to participants and computer: (a) anxiety, (b) self-efficacy, (c) and software usage, as well as (d) general information. At the end of the data collection period, 262 responses were received from the population. A test of the nul1 hypothesis revealed no evidence to imply that the respondent group's gender and UiTM location distributions were significantly different from the population distributions based on the same attributes. Together with a high response rate (71%), these findings add credibility to the belief that the sample was representative of the population. This study showed that a majority of the faculty had low levels of computer anxiety and high levels of computer self-efficacy. Statistical analysis showed no significant mean differences between gender and age categories nor was there an interaction between the two said variables related to computer anxiety. However, pertaining to computer self-efficacy, the study found a statistically significant mean difference between age categories. Furthermore, the results from stepwise multiple regressions also indicated that the most efficient model for predicting the level of computer anxiety was composed of a single variable, computer self-efficacy. / Ph. D.

Relationship of Computer Self-Efficacy and Self-Directed Learning Readiness to Civilian Employees’ Completion of Online Courses. Joan M Lenahan-Bernard, 2014, Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Computer Self-Efficacy, Self-Directed Learning, E-Learning. This study investigated the relationship of computer self-efficacy (CSE) and self-directed learning readiness (SDLR) to civilian employees’ completion of online courses. A mixed methods design was used to answer five research questions: What is the relationship between CSE and federal civilian employees’ completion of online courses? What is the relationship between SDLR and federal civilian employees’ completion of online courses? What do civilian employees identify as the relationship between CSE and SDLR and their decision to complete or not complete online courses? What do civilian employees identify as the relationship between the workplace environment and their decision to complete or not complete online courses? What results emerge from comparing quantitative data and qualitative data regarding the relationship between CSE and SDLR and civilian employees’ decisions to complete online courses? Ninety-eight civilian employees completed the Self-Directed Learning Readiness Scale (SDLRS) and the Computer Users Self-Efficacy (CUSE) Scale. Archival data were used to measure course completion. Descriptive and inferential statistics were used to determine the relationship of CSE and SDLR to the completion of online courses Interviews were conducted to obtain insight into the relationship between CSE and SDLR and civilian employees’ decision to complete online courses. Qualitative data were organized according to the principles of SDLR theory and themes. A merged data display shows responses aligned with questionnaire scores and completion status. Findings showed no statistically significant relationship between the percentage of online courses completed and CSE (r=.04, p=.72, N=98) or between the percentage of online courses completed and SLDR (r=-.15, p=.15, N=98). The relationship between SDLR and CSE was statistically significant (r=.21, p=.035, N=98) which is supported in the literature. Qualitative analysis showed that civilian employees were frustrated by poor design, outdated nature, and irrelevance of most online courses and resources they were expected to use.

In this ubiquitous computing society, most students are required to be proficient in computer skills to compete in today’s global job market. These computer skills usually include skills in business productivity applications. Assessing those skills is normally accomplished by hands-on skills exams, which can become onerous and costly. This study explored whether a combination of a computer self-efficacy (CSE) survey, cognitive questions, and skill-based questions could indeed be a valid alternative to a hands-on skills exam. The findings of this study indicate some types of questions may be better predictors of performance on the hands-on skills exam, and some combinations of survey items and questions may be viable alternatives to hands-on skills exams. As a result of this research, schools and companies could adapt these indirect and direct assessments to their situation to perform their own study or assess the skills of their students/employees.

The Internet and the growth of Information Technology (IT) and their enhanced capabilities to collect personal information have given rise to many privacy issues. Unauthorized access of personal information may result in identity theft, stalking, harassment, and other invasions of privacy. Information privacy concerns are impediments to broad-scale adoption of the Internet for purchasing decisions. Computer self-efficacy has been shown to be an effective predictor of behavioral intention and a critical determinant of intention to use Information Technology. This study investigated the relationship between an individual's computer self-efficacy and information privacy concerns; and also examined the differences among different age groups and between genders regarding information privacy concerns and their relationships with computer self-efficacy. A paper-based survey was designed to empirically assess computer self-efficacy and information privacy concerns. The survey was developed by combining existing validated scales for computer self-efficacy and information privacy concerns. The target population of this study was the residents of New Jersey, U.S.A. The assessment was done by using the mall-intercept approach in which individuals were asked to fill out the survey. The sample size for this study was 400 students, professionals, and mature adults. The Shapiro-Wilk test was used for testing data normality and the Spearman rank-order test was used for correlation analyses. MANOVA test was used for comparing mean values of computer self-efficacy and information privacy concerns between genders and among age groups. The results showed that the correlation between computer self-efficacy and information privacy concerns was significant and positive; and there were differences between genders and among age groups regarding information privacy concerns and their relationships with computer self-efficacy. This study contributed to the body of knowledge about the relationships among antecedents and consequences of information privacy concerns and computer self-efficacy. The findings of this study can help corporations to improve e-commerce by targeting privacy policy-making efforts to address the explicit areas of consumer privacy concerns. The results of this study can also help IT practitioners to develop privacy protection tools and processes to address specific consumer privacy concerns.

While computer technology is generally intended to increase employee productivity and effectiveness that same computer technology may be used in negative ways that reduces productivity and increases cost in the business environment. Computer abuse has occurred in the past 12 months in more than half of the business environments surveyed by the Computer Security Institute. To date, research results still indicate that employee computer abuse is problematic and continues to significantly increase. It is estimated American businesses will lose $63 billion each year due to employees' computer abuse on the Internet. This study was a predictive study that attempted to predict employees' computer abuse intention (CAI) in the business environment based on the contribution of attitude (ATT), computer security policy awareness (CSPA), and computer self-efficacy (CSE). Working professionals from the south central United States were surveyed to determine their ATT toward computer abuse, CSPA, and CSE, as well as their intention to commit computer abuse in the business environment. A theoretical model was proposed, and two statistical methods were used to formulate models and test predictive power: Multiple Linear Regression (MLR) and Ordinal Logistic Regression (OLR). It was predicted that ATT, CSPA, and CSE will have a significant impact on employee's CAI. Results demonstrated that ATT was a significant predictor in predicting employee CAI on both the MLR and OLR regression models. CSE was a significant predictor on the MLR model only. CSPA was not found to be a significant predictor of CAI on either regression models. There are two main contributions of this study. First, to develop and empirically validate models for predicting employee's CAI in the business environment. Second, to investigate the most significant construct of the three constructs studied that contribute to the employee's CAI in the business environment.

Organizations invest in technology to help achieve strategic goals and to disseminate knowledge in order to enhance employee productivity. This study draws upon social cognitive theory as the theoretical basis for an explanation of the limited acceptance of information systems (IS), which undermines organizations' efforts to achieve greater productivity. This empirical study investigated the use of IS in the workplace by examining the antecedents of computer self-efficacy (CSE). Among such antecedents, this study examined the effect on CSE of employees' knowledge sharing, including collegial and technical support, and encouragement by others such as top management, supervisors, and peers to share knowledge. Additionally, it assessed the differences that the control variable, use of social networking tools (SNT), has on CSE and use of IS in the workplace. This research explored the use of SNT as a way individuals share knowledge and encourage computer abilities in the workplace. This causal modeling study investigated the human-assisted CSE dimension, which focuses on one's ability to use IS resulting from the support of another individual. This study solicited 755 participants from five different organizations, with 256 responses (33.9% response rate). The Cronbach Alpha analysis results showed that all constructs were highly reliable. The structural equation model analysis showed that some, but not all, of the hypotheses were supported in this model. This study provided evidence of how the antecedents, knowledge sharing and encouragement by others, affected the constructs of CSE and the use of IS in the workplace. Important contributions of this study include not only the conceptual model itself but also the implication that encouragement by top management, supervisors, and colleagues plays an important part in knowledge-sharing behaviors. Additionally, the study makes a theoretical contribution to the growing body of research on SNT as a way to share knowledge. This study revealed that use of SNT had no significant effect on the constructs measured.

In recent times, there has been a rapid increase in technological initiatives to promote electronic commerce. Delivery of services via the Internet or other remote computing technology now represents the trend for most organizations. In keeping with market trends, the banking industry in Jamaica and other countries worldwide have also adapted a variety of technological initiatives to enhance the delivery of services to remote customers. As these trends continue, there is heightened interest in information systems (IS) research to understand the factors that motivate or encourage individuals to use these technologies. This situation exists because interactions in these environments are significantly different from the traditional face to face settings. The original Technology Acceptance Model (TAM) has long been studied, modified, and extended by IS researchers as a classical model for understanding individual's intention to use (IU) an IS. According to TAM, IU an IS is based on two constructs: perceived ease of use (PEOU) and perceived usefulness (PU). Researchers have identified other factors such as trust (TRST) and computer self-efficacy (CSE) that impact an individual's IU an IS. In this predictive study, the researcher examined the integration of TRST and CSE into TAM and their overall impact on customers' intentions to use banking information systems (BIS) in Jamaica. A 32-item Web-based survey instrument was used to collect data from 374 customers of three major banks in Jamaica. A revised TAM model was proposed and SPSS's AMOS 7.0 statistical package was used to perform data analysis and model fit testing based on structural equation modeling (SEM). Results showed that while CSE did not significantly predict TRST and PEOU, it significantly predicted PU. Additionally, TRST significantly predicted both PEOU and PU, and PEOU positively predicted PU and attitude (ATT) towards BIS. Furthermore, PU was a significant predictor of ATT and IU, and ATT significantly impacted IU. The findings also revealed that only TRST varied significantly across males and females and the original TAM had a slightly better fit than the revised TAM. The research laid the foundation for future exploratory studies of TAM in specialized contexts such as BIS in Jamaica.