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.

The two main objectives of this study were to: (1) evaluate the usability of a major delivery company computer-based performance dashboard design and (2) identify education level differences in user task performance and dashboard usability assessments. Both college educated and non-college educated participants were recruited to complete 15 tasks on a dashboard prototype under time constraints. The dashboard was divided among 5 user roles, and 3 tasks were assigned for each role. Participants also completed the VARK (Visual, Aural, Reading/writing and Kinesthetic) Questionnaire to identify their learning styles and a Computer Experience Categorization tool to categorize them as expert, intermediate or novice computer users. After-task usability questionnaires and an open-ended questionnaire were used to acquire usability ratings from participants. This study suggested that college educated participants performed better than non-college educated participants on dashboard-related tasks. Expert computer users rated the dashboard as more usable than did intermediate computer users. / Master of Science

This study, conducted in the spring of 2005, was designed to assess the contribution of computer experience on primacy effect and satisficing in online survey formats. Although regression analysis found that survey format can predict primacy effect, computer experience did not add to the explanation of the variance in primacy effect. Similarly, survey format was found to be a predictor for satisficing, however, computer experience did not add to the explanation of the variance in satisficing. In addition, there was not a significant correlation between computer experience and the number of words used to answer open-ended questions. Lack of variability of computer experience among respondents was a limitation in this study. Six survey formats (answer choices listed visible vertical, visible horizontal, pull-down menu, or check-all-that-apply with two surveys for each formats; answer choices listed in forward order and answer choices listed in reverse) were used to test for primacy effect. Initial linear regressions revealed that 6 of the 85 questions resulted in a positive and significant beta indicating primacy effect. Further regression analysis compared horizontally listed answer choices and pull-down menu survey formats individually against the vertical and visible answer choice survey format to determine if survey format explained a significant proportion of the variance in primacy effect. The interaction between survey format and answer order did not produce a significant positive correlation with primacy effect, therefore further investigation of the contribution of computer experience on primacy effect in those two survey formats was not necessary. Linear regression showed that the check-all-that-apply answer format does significantly explain the variance in primacy effect, however further analysis showed that computer experience did not significantly explain additional variance in primacy effect. Regression analysis showed that satisficing was more evident in the matrix survey format when compared with the visible vertical survey format, however computer experience did not significantly explain the variance in satisficing in these two survey formats. Finally, regression analysis failed to show that computer experience had an effect on the number of words used to answer open-ended questions (an indication of satisficing). / Ph. D.

The purpose of this research was to investigate the e-readiness of warehouse workers in a supply chain management environment. Organisations increasingly contemplate e-learning as a training option to develop their employees. Globalisation of commercial ventures increasingly demands that organisations become more competitive by introducing Information Technology (IT). e-Learning is seen as a stepping stone for empowering employees. Supply-chain management organisations use unskilled warehouse workers to perform manual duties such as registering, storing and quick location of stock for distribution. IT supports these logistic procedures – emphasising the need to introduce e-learning to warehouse workers. Questionnaires confirmed that the unit of analysis was multi-racial, mostly black, between eighteen and sixty years old and of both genders. Their limited educational qualifications are representative of many similar developing communities of work across Africa. e-Learning requires access to technology, computer literacy, self-discipline, the drive to develop and the confidence to use technology to achieve objectives. Warehouse workers as developing communities are trapped by the digital divide amidst calls to bridge the divide by introducing IT to such communities. Questions are raised whether they have the discipline, motivation, and skills to learn from such a complex learning strategy. Interviewed corporate learning experts cautioned that specific infrastructures and personal attributes are crucial. Insufficient computer experience, anxiety and technophobia, may cause warehouse workers to become unlikely candidates for e-learning. My inquiry was an interpretive, qualitative case study, intent on understanding emotional, technical, and social aspects influencing e-readiness. I collected my data in four phases. Phase one was a questionnaire to collect biographical information of the warehouse workers. During phase two, by means of a Delphi technique, I established consensus from a group of e-learning experts of what ereadiness encompasses. Phase three consisted of interviews with and observations of workers performing their daily tasks and also while completing a computer-based tutorial. In phase four I conducted interviews with warehouse managers on their perceptions of the e-readiness of their workers. From the literature I extracted Reeves’ (1999) three learner inputs, as well as six fundamental categories of e-readiness. With these nine theory codes, I followed an inductive-deductive grounded theory approach to analyse the data. I constructed six sub-questions as basis for the enquiry. I tallied the frequencies of the conceptual codes of e-readiness and created an inventory of applicable conceptual codes according to the theory codes. Patterns of technical and affective experience, aptitude, origins of motivation, access to computer infrastructure and organisation culture culminated as my seven main findings on the e-readiness of warehouse workers. I determined inter alia that warehouse workers do not suffer from technophobia, nor are they really intimidated by technology. However, they need guidance and expert facilitation to become successful e-learners. They are aware that they are dependent on the organisation’s infrastructure to develop their skills and capabilities. Therefore, the e-maturity of an organisation can greatly benefit from warehouse workers’ involvement in e-learning. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This study examined how student characteristics could be used to predict whether or not a community college student would persist in an online course. The research question guiding the study was, “Which student characteristics can be used to best predict the persistence of community college students in online courses?” The student characteristics examined were learning style, locus of control, computer experience and access, previous online experience and demographics. A survey instrument consisting of two previously developed instruments and a Computer Experience scale that was created by the researcher specifically for this study, was administered to online students at one Florida community college for the pilot study and five additional Florida community colleges for the full study. Confirmatory and exploratory factor analysis were conducted on the computer experience scale to determine if there was an underlying hidden structure. Stepwise logistic regression was completed to determine the student characteristics that were significant predictors of online persistence, as well as an equation that could be used to predict whether or not a community college student would persist in an online course. Confirmatory and exploratory factor analysis revealed that the Computer Experience scale consisted of three underlying subscales. The researcher named the three subscales based on the similarities of the variables that were associated with each factor: Factor one (basic computer skills); Factor two (Internet/email skills); Factor three (interactive computing skills). Three of the initial 25 predictor variables were found to be significant predictors of community college online persistence: GPA, auditory learning style, basic computer skills. An increase in both auditory learning style and basic computer skills was associated with a decrease in the odds of course persistence. On the other hand, an increase in GPA was associated with an increase in the odds of course persistence. Additionally, an equation to predict whether or not an online community college student would persist in an online course was developed. Implications for community college administrators as well as recommendations for future studies are also provided in the study. / Dissertation / PhD

The modern computerised era in which we live means that all areas of society are subjected to information technology. Children are increasingly exposed to and have access to computers, which necessarily have an influence on their education and development. Seeing that children are the most receptive group when it comes to exposure to new technology, this may have enriching effects on computer literacy, which is often considered part of general literacy. With regards to literacy, reading is one of the skills which pose a high challenge. It is also a key skill that opens the world of information, as most information is received through reading. Any reading stimulation via electronic or printed media that encourages learners to read is considered to improve reading ability, reading speed, reading comprehension and phonetic awareness. The aim of this study was to determine whether there was a correlation between early computer exposure and experience (both computer access and use) and reading ability of grade 1 learners. In this study a one shot cross-sectional survey design was used. Schools with grade 1 learners in the Umvoti district of Kwa Zulu Natal were selected to participate in the study - stratified sampling was used. The grade 1 classes were selected on the basis of random sampling. The selected classes (N=4; 85 learners) participated 'intact' in the study. The data was analysed using descriptive as well as inferential statistics (e.g. MANCOVA). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

The modern computerised era in which we live means that all areas of society are subjected to information technology. Children are increasingly exposed to and have access to computers, which necessarily have an influence on their education and development. Seeing that children are the most receptive group when it comes to exposure to new technology, this may have enriching effects on computer literacy, which is often considered part of general literacy. With regards to literacy, reading is one of the skills which pose a high challenge. It is also a key skill that opens the world of information, as most information is received through reading. Any reading stimulation via electronic or printed media that encourages learners to read is considered to improve reading ability, reading speed, reading comprehension and phonetic awareness. The aim of this study was to determine whether there was a correlation between early computer exposure and experience (both computer access and use) and reading ability of grade 1 learners. In this study a one shot cross-sectional survey design was used. Schools with grade 1 learners in the Umvoti district of Kwa Zulu Natal were selected to participate in the study - stratified sampling was used. The grade 1 classes were selected on the basis of random sampling. The selected classes (N=4; 85 learners) participated 'intact' in the study. The data was analysed using descriptive as well as inferential statistics (e.g. MANCOVA). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

本研究之目的在探討「電腦自我效能」、「電腦經驗」及 「他人支持」三者與「電腦態度」及「電腦焦慮」之關係，並探究「電腦經驗多寡」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「電腦經驗品質」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「他人支持」是否會調節「電腦自我效能」對於「電腦態度」與「電腦焦慮」的關係。 本研究採取問卷調查的方式進行，以304名台北縣立及台北市立國民小學合格教師為研究對象。根據階層迴歸分析結果顯示：「電腦經驗多寡」是會透過「電腦自我效能」此一中介變項（mediatorvariable），影響「電腦態度」及「電腦焦慮」，研究的假設獲得支持，但「電腦經驗品質」則無中介效果；此外，「他人支持」並非是 「電腦自我效能」與「電腦態度」、「電腦焦慮」之關係的調節變項（moderatorvariable）。 本文最後針對所有研究結果進行整合性討論 ，並根據研究所得結果，提出可能的限制、未來研究方向的建議，以及學術、實務上之應用。 關鍵字：電腦態度、電腦焦慮、電腦自我效能、電腦經驗、他人支持 / This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others'support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others'support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end. Keyword: computer attitude, computer anxiety, computer experience, computer self-efficacy, others'support