The purpose of this study was to develop a model of investigating anxiety in human-computer interactions. The model was constructed from three components. Firstly, precursor conditions of anxiety were identified by assimilating several of the accepted theoretical viewpoints of the anxiety concept. Secondly, the computer-human interaction process was examined and typical events in this process were identified. Finally, a connection between the computer-human interaction process and anxiety was proposed by identifying a subset of specific interaction events that were representative of the anxiety inducing conditions. These were termed Computer-Interaction Anxiety (CIA) events. To test the validity of the model an experiment was carried out in which state anxiety data was collected while 31 subjects were engaged in an interactive computer programming session. There was a significant increase in the subjects' state-anxiety level immediately after experiencing typical CIA events. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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published_or_final_version / abstract / Education / Master / Master of Science in Information Technology in Education

A Dissertation submitted to the Department of Psychology, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Degree of Master of Arts. / The current research report seeks to investigate the relationship between psychological type/cognitive style, and computer attitude components, namely computer anxiety. computer confidence, and computer liking, in a sample of full-time banking employees. Psychological type is assessed by means of the dichotomous preferences of extraversion-introversion (E-I), thinking-feeling (T-F) , and sensing-intuition (S-N), based on Jungian personality theory, and operationalised by the Myers Briggs Type Indicator. The T-F and S-N preferences, being mental processes 0'1 judging or perceiving, may also be interpreted as cognitive styles. Pertinent to the current investigation is the impact that certain demographic variables have on computer attitudes, in terms of their relationship with, and their ability to predict computer attitudes. Research results provide moderate support for the proposed hypotheses. No relationship was found between the extraversion-introversion preference and computer attitudes. People with a sensing preference exhibited more positive attitudes towards computers than people with an intuition preference, People with a thinking preference indicated less computer anxiety and more positive computer attitudes as a whole than their feeling counterparts. No relationship was found between the T- F preference and computer liking or confidence. Age and previous computer experience were found to have the strongest relationships with computer attitudes, suggesting that these two demographics could predict computer attitudes more effectively and conclusively than personality variables. No relationships were found for gender differences and computer attitudes, contrary to previous research. / Andrew Chakane 2018

Thesis (M.A.(Psychology)) -- University of the Witwatersrand, Faculty of Arts, 1998. / Computers are here to stay (Marcoulides, 1995), however there are still many people who are learning about computers for the first time. Since there is a distinct lack of understanding on whether computer attitudes will change subsequent to controlled exposure to computers, as well as little sound research on mental model change with respect to interaction with computers, an ex post facto, matched-pairs with control group field research design it was deemed necessary to ascertain changes in attitudes and mental models as a result of a 'basic skills in computing' course. Additionally various variables that would influence these variables were also considered, including prior knowledge/usage of computers, prior exposure to computer-like devices, and demographic variables. The research sample consisted of sixty two trainees prior to the course, thirty three subsequent to the course measures and eleven control group subjects tested over a similar time span. The Loyd and Gressard (1984) scale of computer attitudes was used, incorporating measures of computer anxiety, computer confidence, computer liking and overall attitudes towards computers. The subjects were also required to draw their mental model of what was 'under the lid of the computer box' and to fill out a demographics questionnaire. The results revealed that home language, occupation, prior knowledge/usage of computers and to some extent age influenced computer attitudes and furthermore, these no longer influenced attitudes subsequent to the course. A change in overall computer attitudes as well as confidence was also found. However, the control group did not differ significantly from that of the experimental group in terms of attitudes in order to confirm this effect. Demographic variables did not effect mental model conceptualisations, however they did vary as a result of the computer course and these results were confirmed in that the control group remained the same. Additionally prior exposure to computers in terms of having either seen, used or owned computers related to mental models although knowledge/usage of computers did not. The implications that these results have in terms of the influence that training courses have on attitudes and mental models are presented. While every effort was made to ensure that a sound research design was used, several limitations of the research were discussed. Suggestions for improvement and areas for future studies are, as a result, delineated.

Thesis (M.A.)--University of the Witwatersrand, Arts Faculty (Industrial Psychology), 1997 / The paper set out to define anthropocentrism and anthropomorphism with respect to computers as well as creating valid and reliable scales to measure these constructs. It also explored these constructs' relationship with attitudes towards computers and began to explore possible predictors of anthropocentrism and anthropomorphism. Anthropocentrism with respect to computers was defined as a motive or value in which people perceive humanity to be the most significant of all entities and in which computers are seen as valuable to the extent that they are able to maintain or enhance the quality of life of humans or provide benefits to them. Anthropomorphism with respect to computers was defined as the extent to which people believe that computers have the same capabilities and characteristics that humans have. As hypothesised. anthropocentrism. anthropomorphism and attitudes towards computers were found to be negatively related but distinct constructs. Anthropocentrism was found to be positively related to attitudes towards computers and anthropomorphism was inversely related to attitudes towards computers. Exploratory studies found that predictors of anthropocentrism included gender. and predictors of anthropomorphism included gender. culture. and experience with computers. / AC 2016

by Cheuk Fung Ting. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 96-107.

The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students. A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test. The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know." It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this research was to determine if personality type and system response time have any effect on state anxiety and user response time. The sample for this study consisted of senior and graduate level college students who possessed basic know 1 edge of a text editor. Each test subject was administered the Jenkins Activity Survey to determine scores for Type A versus Type B, speed and impatience, involvement, and competitiveness. The test subjects were randomly assigned to one of three treatment groups (good, variable, and poor system response time). They were required to edit a text file which contained multiple errors. The test subjects were provided hard copies of the file with errors (errors highlighted) and the file as should appear without the errors. The test situation for each test subject was identical, except for changes in system response time. The A-state scale of the State-Trait Anxiety Inventory (STAI) was administered to the test subjects immediately prior to the edit task in order to determine pre-task state anxiety levels. The A-state scale of the STAI was again administered immediately after the edit task in order to determine post-task state anxiety levels. Analysis of variance, analysis of covariance, regression, and two sample t-tests were used to analyze the data collected. All hypotheses were tested at the alpha .05 level. The most significant finding of this study was the positive relationship between state anxiety and system response time. It was originally predicted that the Type A personality would experience a greater increase in state anxiety than the Type B personality. However, that was not found to be true. Both Type A and Type B individuals experience an increase in state anxiety during periods of poor or variable system response time. This study also confirms prior research regarding user and system response time. There is a significant positive relationship between user response time and system response time. Personality type, specifically the Type A personality, contributes toward this relationship.