| An investigation of information sharing and seeking behaviors in online investment communities | | BIBAK | Full-Text | 1-12 | |
| Jae Hong Park; Bin Gu; Alvin Chung Man Leung; Prabhudev Konana | |||
| Social networks have attracted significant attention in academic research.
Nevertheless, there is a paucity of research on simultaneous information
seeking and sharing behaviors in online social networks. In this research, we
investigate why and how weakly connected members participate in online
investment communities. We propose a theoretical model to simultaneously
analyze two types of user behavior -- information seeking and information
sharing. Based on a survey of 502 members of one of the largest online
investment communities in South Korea, we validate our model. We find that
sense of belonging, entertainment value, and perceived usefulness are
significant antecedent factors of both intention to share and intention to
seek, which subsequently lead to information sharing and information seeking
behaviors. Also, reputation seeking enhances intention to share while perceived
knowledge reduces intention to seek. Furthermore, intention to seek is
positively related to information seeking behavior; however, negatively related
to information sharing behavior, and intention to share is positively related
to only information sharing behavior. Our research enriches extant literature
on social networks by providing new insights to help understand user
participation behaviors in online communities. Keywords: Weak-tie network; Information seeking and sharing behaviors; Behavioral intentions; Stock message boards; Social-psychological theory | |||
| Relationships among personality traits, Facebook usages, and leisure activities -- A case of Taiwanese college students | | BIBAK | Full-Text | 13-19 | |
| Tingya Kuo; Hung-Lian Tang | |||
| With 1.11 billion active users worldwide, Facebook usages may have some
impacts on our social lives. The purpose of this research is to investigate
possible relationships among personality traits, Facebook usages, and leisure
activities. Three hypotheses were proposed: users with different personality
traits may have different Facebook usages, users with different personality
traits may have different leisure activities, and users with different Facebook
usages may have different leisure activities. A questionnaire with 30 items was
developed and the convenient sampling technique was used to collect data from
500 college students in Taiwan. Statistics methods such as descriptive
statistics, independent t tests, ANOVA were used to analyze the data with a
statistical significance of p < .05. The hypotheses were partially
supported. Participants with high extraversion, low agreeableness and high
openness tended to spend more times on Facebook and have more number of friends
and photos. The findings confirmed that high extraversion and high openness
people liked to socialize on Facebook (more time, more friends, more photos)
also liked to socialize in real life (more time on team sports and recreational
activities), but low agreeableness and low emotional stability people liked to
use Facebook for socializing in lieu of real life socializing. Keywords: Personality; Facebook usages; Leisure activities | |||
| An integrated approach to untangling mediated connectedness with online and mobile media | | BIBAK | Full-Text | 20-26 | |
| Chih-Hui Lai | |||
| With the growth and convergence of mobile and social computing technology,
mobile media are accorded new social meaning manifested in different aspects of
our everyday life. This paper employs multiple theoretical frameworks --
including the theory of the niche, the framework of media repertoires, and the
communication infrastructure model -- to examine individual-technology
relationship as manifested through media repertoires and media connectedness.
It argues that individuals tend to construct a set of media options and build
connectedness with media technologies by engaging in a wide scope of activities
through these media. In turn, this media repertoire and media connectedness may
facilitate the performance of social and cultural practices in the public
space. To investigate this conceptualization empirically, this study conducted
a secondary analysis of data collected by the Pew Research Center in the United
States. The results showed that multidimensional use of mobile apps was
predicted by multidimensional Internet use, along with the scope of regular
apps used and monetary investment by users. Additionally, multidimensional
Internet use and the use of media repertoires consisting of mobile media and
social media for socio-cultural activities facilitate public socio-cultural
engagement. These results bring to light a new way of understanding how humans
appropriate multiple types of technologies for activities in everyday life. Keywords: Mobile apps; Social media; Media repertoires; Public engagement; Theory of niche; Communication infrastructure | |||
| Technical proficiency for IS Success | | BIBAK | Full-Text | 27-36 | |
| Fred K. Weigel; Benjamin T. Hazen | |||
| The Information System (IS) Success model implies that IS users possess
baseline technical abilities; an assumption that, if not met, may adversely
affect the constructs and relationships proposed by the model. We propose that
the level of users' technical proficiency should be accounted for when
considering deployment of information systems. However, considering the extant
literature, it is unclear precisely what constitutes technical proficiency in
today's business environment. Using a Delphi method approach, we develop the
technical proficiency construct to uncover what competencies indicate
technically proficiency, what business needs such proficiencies address, and
how technical proficiency can be assessed. We uncover 16 qualities of technical
proficiency, 14 common technology business needs, and 13 methods to assess
proficiency. This research lays the groundwork for future research regarding IS
Success and technical proficiency. Practitioners can use these findings to help
better prepare their workforce for IS deployment. Keywords: Technical proficiency; Delphi method; Information system success; Computer self-efficacy; Computer-mediated communication | |||
| The effect of variations in banner ad, type of product, website context, and language of advertising on Internet users' attitudes | | BIBAK | Full-Text | 37-47 | |
| William Flores; Jeng-Chung Victor Chen; William H. Ross | |||
| Bilingual college students in Ecuador were presented with a Spanish-language
website (either a video website or an online newspaper website). Each website
contained a banner ad. The ad was for either a high-involvement product (a
smartphone) or a low-involvement product (a news magazine). The type of ad
(display ad with photograph vs. text-only, Google-style search ad), shape of ad
(horizontal vs. vertical ad), and language of the ad (English vs. Spanish)
varied for each type of website. The high-involvement product was seen as
significantly more appealing than the low-involvement product, regardless of
the type of ad. An interaction suggested that the high-involvement product was
seen as somewhat more appealing if advertised with display ads rather than
text-only ads; the low-involvement product was slightly more appealing if
advertised with text-only ads. Both products -- but especially the
high-involvement product -- attracted higher ratings if advertised with
Spanish-language ads rather than English ads. Finally, products were somewhat
more appealing if advertised on 'highly congruent' websites, where the
advertised product was similar to the theme of the website (e.g., a smartphone
that plays videos advertised on a video website; a news magazine advertised on
a newspaper website). Keywords: Internet advertising; Banner ad; Language of advertisement; High-involvement product; Display ads vs. text-only ads; Visual information | |||
| My privacy is okay, but theirs is endangered: Why comparative optimism matters in online privacy concerns | | BIBAK | Full-Text | 48-56 | |
| Young Min Baek; Eun-mee Kim; Young Bae | |||
| It is easy to trace and compile a record of individuals' online activities,
and cases of online privacy infringement (i.e., improper use of personal
information) have been reported in advanced societies. Based on existing risk
perception research, this study examines comparative optimism regarding online
privacy infringement (i.e., users tend to believe privacy infringement is less
likely to happen to oneself than to others) and its antecedents and
consequences. Relying on large-scale online survey data in South Korea (N =
2028), this study finds: (1) comparative optimism is higher when the comparison
targets are younger; (2) online knowledge and maternalistic personality traits
increase comparative optimism mainly by influencing perceived risk to others,
while prior experience of privacy infringement increases comparative optimism
mainly by influencing perceived personal risk; and (3) comparative optimism is
related to both greater adoption of privacy-protective behaviors and a higher
level of support for government policies to restrict the use of online
information. Theoretical and practical implications of the findings, along with
potential limitations, are discussed. Keywords: Online privacy; Privacy infringement; Comparative optimism; Privacy policy | |||
| Integration of peer support and computer-based CBT for veterans with depression | | BIBAK | Full-Text | 57-64 | |
| C. Beau Nelson; Kristen M. Abraham; Heather Walters; Paul N. Pfeiffer; Marcia Valenstein | |||
| Depressive disorders are a serious public health concern and treatment
priority for the Veterans Health Administration. Computer-based Cognitive
Behavioral Therapy (cCBT) is an effective intervention for patients with major
depressive disorders; however, rates of program completion are an area of
concern, which may be improved through the assistance of peers. This pilot
study investigated the feasibility of a Veteran-peer assisted cCBT
intervention. Participants were patients diagnosed with depression at an
Outpatient Mental Health (OMH) or Primary Care Mental Health (PCMH) clinic at a
single VHA facility. Participants were paired with a Veteran-peer and given
access to a widely used cCBT program via the Internet. Measures of depressive
symptoms were obtained at baseline, 4-, and 8-weeks follow-up. Completion rates
and program satisfaction were also assessed. At 8 weeks, symptom reductions and
completion rates were comparable to study results of brief individual, group
CBT, and staff assisted computerized CBT interventions. Significant reductions
in depressive symptoms were observed in patients from both clinics, although
ratings of program usefulness, relevance, and ease of use were higher for
individuals recruited from the PCMH clinic. Peer-assisted cCBT for depression
is feasible but further research is needed to determine the clinical efficacy
of this approach. Keywords: Mental health; Computer-based Cognitive Behavioral Therapy; Peer support; Cognitive behavioral therapy; Major depressive disorder; Self-help approaches | |||
| Time, place, technology: Twitter as an information source in the Wisconsin labor protests | | BIBAK | Full-Text | 65-72 | |
| Aaron S. Veenstra; Narayanan Iyer; Mohammad Delwar Hossain; Jiwoo Park | |||
| Recently, Twitter has become a prominent part of social protest movement
communication. This study examines Twitter as a new kind of citizen journalism
platform emerging at the aggregate in the context of such "crisis" situations
by undertaking a case study of the use of Twitter in the 2011 Wisconsin labor
protests. A corpus of more than 775,000 tweets tagged with #wiunion during the
first 3 weeks of the protests provides the source of the analyses. Findings
suggest that significant differences exist between users who tweet via mobile
devices, and thus may be present at protests, and those who tweet from
computers. Mobile users post fewer URLs overall; however, when they do, they
are more likely to link to traditional news sources and to provide additional
hashtags for context. Over time, all link-posting declines, as users become
better able to convey first-hand information. Notably, results for most
analyses significantly change when restricted to original tweets only, rather
than including retweets. Keywords: Twitter; Protest mobilization; Citizen journalism; Labor; Wisconsin protests | |||
| Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures | | BIBAK | Full-Text | 73-84 | |
| Katharina Scheiter; Anne Schüler; Peter Gerjets; Thomas Huk; Friedrich W. Hesse | |||
| The present study aimed at extending research on multimedia design
principles by investigating their validity as a function of learners' reading
comprehension and scientific literacy. Students (N = 125; age: M = 15.11 years)
learned about cell reproduction during their regular Biology lessons in one of
six conditions resulting from cross-varying multimedia (text only vs. text plus
animations) and text modality (spoken vs. written vs. spoken and written).
Recall and transfer were assessed immediately after learning and again 1 week
later. Overall, adding animations to text as well as using spoken rather than
written text improved only immediate recall; in addition, a multimedia effect
for delayed recall was observed for learners with higher levels of scientific
literacy. A redundant presentation of text proved harmful especially for
delayed performance measures. Reading comprehension did not moderate multimedia
design effects. Students with more suitable cognitive prerequisites were better
able to maintain performance from the immediate to the delayed tests. Future
multimedia research should further investigate the boundary conditions that
moderate multimedia effectiveness. Keywords: Multimedia effect; Modality effect; Redundancy effect; Delayed testing; Reading comprehension; Prerequisite knowledge; Scientific literacy | |||
| Does the offline bully-victimization influence cyberbullying behavior among youths? Application of General Strain Theory | | BIBAK | Full-Text | 85-93 | |
| Hyunseok Jang; Juyoung Song; Ramhee Kim | |||
| The current study attempts to examine the relationship between traditional
bullyvictimization and cyberbullying behavior based on General Strain Theory
perspectives. Offline bullyvictimization can create negative emotional strains.
This negative strain combined with the anonymity in cyber space may lead youths
to be engaged in cyberbullying behavior as the externalized response to the
strain. Using longitudinal Korean National Youth Survey data, this study
empirically tested the above theoretical explanation. First, this study found
the declining trend of cyberbullying engagement among Korean youths. Secondly,
consistent with GST, offline bully-victimization was significantly related to
the cyberbullying engagement. Youths who were victims of traditional bullying
showed a higher tendency of becoming cyberbullying assaulters with
externalizing their strain in cyberspace. Keywords: Traditional bully-victimization; Cyberbullying behavior; General Strain Theory | |||
| Death of a salesman: Webpage-based manipulations of mortality salience | | BIBAK | Full-Text | 94-99 | |
| William J. Chopik; Robin S. Edelstein | |||
| Most people are accustomed to ignoring the advertisements that they
encounter while surfing the Internet, despite the profound effects such
advertisements can have on behavior. We showed that webpage advertisements can
remind people of their mortality (Study 1) and lead them to invest in
culturally valued behavior (Studies 2-4). Specifically, individuals in the
"mortality salience" condition reported greater worldview defense (Study 2) and
spent more money on luxury items (Studies 3 and 4) than those in the control
condition, consistent with proposals set forth by terror management theory. In
Study 4, death-related thoughts mediated the relationship between mortality
salience and willingness to spend money on luxury items. Findings are discussed
in the context of online consumer behavior. Keywords: Terror management; Advertisement; Consumer behavior; Internet methods | |||
| Prevalence and determinants of Internet addiction among adolescents | | BIBAK | Full-Text | 100-110 | |
| Ikenna Adiele; Wole Olatokun | |||
| Background: Globally, it is agreed that the internet can serve as a tool
that enhances well-being but there is no consensus regarding what constitutes
problematic internet use and internet use relationship with offline behavioural
addictions. This study was conducted to investigate the prevalence of Internet
addiction (IA) among adolescents and to determine whether it is a distinct
disorder from offline behavioural addictions.
Methods: Using survey design, a total of 1022 University adolescents comprising undergraduates and postgraduates were selected using stratified random sampling. Data were collected using the Revised Internet Addiction Test (RIAT), a questionnaire made up of EPQR-S Lie Scale, Internet Addiction Test (IAT), Internet Use Reasons, Hypersexual Behaviour Inventory and Problem Video Game Playing Scale. Results: There was prevalence of IA among the adolescents; the prevalence rate was 3.3%, in a male to female ratio of approximately 3:1. Adolescents' online addiction was mainly influenced by extrinsic reasons for internet use, although there were few whose reasons for going online were mainly intrinsic. Using the internet to communicate on important matters, getting sex-oriented materials, and making money (especially amongst females) seemed to dominate addicts' minds; thus, majority were 'addicts on the internet' and not 'addicts to the internet'. Conclusions: Offline behavioural addictions was not an IA causal factor but rather a motivating factor, while intrinsic reasons for internet use was not found to be a reliable factor for distinguishing addicts from non-addicts. Keywords: Internet addiction; Intrinsic reason; Extrinsic reason; Offline behavioural addiction; Negative outcome | |||
| New media and the changing face of information technology use: The importance of task pursuit, social influence, and experience | | BIBAK | Full-Text | 111-117 | |
| Michael Workman | |||
| The technology adoption and use question has been extensively researched;
however, gaining synthesis in the literature has been challenging owing to the
myriad of theoretical frameworks and study contexts. A consolidation was
surmised by the Unified Theory of Acceptance and Use of Technology (UTAUT),
although recent studies have yielded new questions as technologies and
societies change. We sought to determine whether factors grounded by the UTAUT
would be predictive of the use of "new" media. To do this, we conducted a field
study of non-work related and discretionary use of "social media" and "smart
device" applications. Using linear regression with interactions, we learned
that technology use may evolve on a continuum, and that use may depend on the
technology itself. Moreover, our research indicated that perhaps age and gender
may not play as significant a role in new technology use and adoption as
previously reported in the literature. We concluded that each medium is
reflected in differential use characteristics and may not be accurately
predicted by a unified use concept. Our findings have both research and
practical implications. Keywords: Social media; Media use; Technology adoption and use; UTAUT | |||
| Problematizing excessive online gaming and its psychological predictors | | BIBAK | Full-Text | 118-122 | |
| Daniel Kardefelt-Winther | |||
| This study problematizes the common methodology in studies on excessive
internet use where psychological characteristics are sought as unique
predictors of negative outcomes. It suggests that some predictors may be
significant only by virtue of being examined in isolation. In an attempt to add
to this methodology the present study explored motivations for a particular
online activity, MMO gaming, and the association with excessive use. The study
used survey data from players of World of Warcraft (WoW), a popular MMO game.
The psychological characteristics investigated were based on previous studies
of excessive internet use and included social anxiety, loneliness and stress.
The motivations were achievement, escapism and social interaction. The results
revealed that although loneliness and social anxiety were correlated with
excessive use, they lost significance when stress was controlled for.
Furthermore, all psychological predictors lost significance when escapism and
achievement were controlled for. These results suggest that psychological
characteristics only have an indirect effect on negative outcomes and that this
relationship can be better explained by motivations acting as a mediating
variable. Based on these results an alternative conceptualization was offered,
termed compensatory internet use, emphasizing that excessive use may be more
usefully framed and investigated as a coping strategy rather than compulsive
behaviour. Keywords: Online gaming addiction; Excessive internet use; Internet addiction; Gaming motivations; Compensatory internet use | |||
| An epidemiological assessment of online groups and a test of a typology: What are the (dis)similarities of the online group types? | | BIBAK | Full-Text | 123-133 | |
| Matt C. Howard | |||
| A vast multitude of online groups exist, and authors have been rapidly
investigating their dynamics. Extant studies have provided great information on
the effects of online group membership, but limitations are often noted in
these studies. Amongst the most concerning limitations are issues of
generalizability. Authors are often unsure whether their results are able to
generalize to other online groups, including those that are seemingly similar.
For this reason, some researchers have created typologies of online groups, in
hopes that online groups that fall within the same category will be
generalizable; however, no study has analyzed the merit of an online group
typology, and conclusions are based upon speculation. For this reason, the
current study analyzed the dynamics of three different online groups, which
fall within separate categories of an online group typology: a cancer support
forum, a LGBT forum, and a Harry Potter fan forum. The results demonstrate that
these groups vary in their properties, including group members' group identity,
well-being, and social support. These results provide support for an online
group typology, and precisely demonstrate in what manner these groups differ.
Additionally, the results offer valuable information about the individual
groups, as some variables were previously unstudied in some group types. The
discovery of these previously unknown dynamics leads to the potential of new
studies, which is discussed. Therefore, the current study provides important
implications for future studies, as well as the interpretation of future
research results. Keywords: Online groups; Group identity; Self-presentation; Well-being; Social support | |||
| Using social media for work: Losing your time or improving your work? | | BIBAK | Full-Text | 134-142 | |
| Ioannis Leftheriotis; Michail N. Giannakos | |||
| Social Media have been gaining in popularity worldwide over the last years
at an increasingly growing rate. The introduction of social media in companies
enables a new method of communication among colleagues and with customers.
Although social media are in the top of the agenda for many companies to date,
there seems to be very limited understanding of the usage of social media for
work purposes. In this study, we investigate whether employees make use of
social media for work purposes, what values increase this usage, and if that
usage is related with their performance. Responses from 1799 employees in the
insurance industry were used to examine the impact of social media on work.
Results confirmed that in the case of social media for work, employees make
extended use of them no matter their age. We found also that both utilitarian
and hedonic values influence employees to use more social media for their work,
at least in the insurance sector. Last but not least, this study confirms that
there is an important relation between the use of social media and the work
performance. Keywords: Social media; Workplace; Insurance industry; Social networks; Work performance; Motivations | |||
| Intentions to hide and unfriend Facebook connections based on perceptions of sender attractiveness and status updates | | BIBAK | Full-Text | 143-150 | |
| Jorge Peña; Nicholas Brody | |||
| We investigated how intentions to hide and unfriend Facebook contacts were
linked to perceived sender attractiveness and face-threating messages (FTAs).
Intention to hide was higher than intention to unfriend contacts, implying that
unfriending is harsher. Low social attractiveness predicted hiding and
unfriending intentions, but low physical attractiveness was only linked to
hiding. Disrespectful messages were linked to hiding contacts, while updates
that made the receiver look bad were linked to unfriending. FTAs also mediated
the influence of social and physical attractiveness on hiding and unfriending
contacts. Overall, managing online relationships relied on independent and
interdependent perceptual and behavioral processes. Keywords: Unfriending; Hiding; Politeness; Social networking sites; Facebook; Status updates | |||
| Problematic online experiences among Spanish college students: Associations with Internet use characteristics and clinical symptoms | | BIBAK | Full-Text | 151-158 | |
| Eva González; Begoña Orgaz | |||
| Internet access is almost universal among Spanish young people, and
university students appear particularly vulnerable to developing problematic
use patterns. This study examined the prevalence of a broad range of
problematic online experiences in this population, and their associations with
diverse Internet use characteristics and clinical symptoms. A sample of 493
students completed an online survey including the Index of Problematic Online
Experiences (I-POE) by Mitchell, Sabina, Finkelhor, and Wells (2009), five
subscales of the Trauma Symptom Inventory, and questions regarding Internet use
characteristics. One in ten participants met criteria for problematic online
use. Boys showed higher levels of problems in most I-POE domains. Spending more
hours a day online predicted more problems related to overuse, daily
obligations, and interactions with people online, whereas using dating websites
predicted more problems with online behavior (e.g. identity deception). Higher
concerns about own Internet use predicted higher levels of most clinical
symptoms. In conclusion, although a minority of students may be considered
problematic Internet users, this should be cause for concern and encourage
preventative measures. Consistently with the cognitive-behavioral model (Davis,
2001) maladaptive cognitions seem to play a relevant role in the understanding
of problematic Internet use. Besides, this study supports the utility of the
I-POE as a quick assessment tool to identify problematic online experiences. Keywords: Problematic online experiences; Internet use; I-POE; Clinical symptoms | |||
| An empirical examination of factors affecting college students' proactive stickiness with a web-based English learning environment | | BIBAK | Full-Text | 159-171 | |
| Yi-Cheng Chen | |||
| Drawing on the Social Cognitive Theory (SCT) and Uses and Gratifications
(U&G) theory, this study develops a conceptual model to investigate the
determinants of college students' proactive "stickiness" with a web-based
English learning (WBEL) environment. The model was validated using a
cross-sectional survey of 306 college students. The partial least squares (PLS)
method was applied to validate the measurement properties and proposed
hypotheses. Overall, the empirical results show that computer self-efficacy,
system characteristics, digital material features, interaction, learning
outcome expectations and learning climate are critical affecting factors in
determining student learning gratifications with WBEL, which is crucial to a
college student's proactive stickiness with the WBEL system. This study
demonstrates the value in integrating findings from cognitive science and mass
communication research to understand the WBEL processes involved. The findings
provide initial insights into those factors that are likely critical
antecedents for promoting college students' English learning effectiveness
through web-based technologies. Keywords: Proactive stickiness; Uses and gratifications theory; Social cognitive theory; Learning gratifications; Web-based English learning | |||
| How does interactivity in videos affect task performance? | | BIBAK | Full-Text | 172-181 | |
| Martin Merkt; Stephan Schwan | |||
| Computer-based video environments allow for the implementation of features
such as stop, browsing, table of contents, and index that enable the recipients
to engage in activities comparable to activities that were shown to be
associated with superior performance with text-based learning materials.
Whereas the availability of features such as stop and browsing has frequently
been shown to result in superior learning outcomes with videos and animations,
no benefits of a table of contents and an index in videos were observed to
date. However, the tasks used in these rare studies could be considered too
complex and did not allow for explicit semantic mapping between the wording of
the task and the items included in the interactive features. In the current
laboratory study with 81 university students, we addressed both of these
points. It was observed that the availability of a table of contents and an
index resulted in superior performance in a search task. However, in a more
comprehensive essay task that allowed for semantic mapping between the task and
the video's index, the availability of interactivity only had positive effects
on the frequency of naming the signaled information. Implications of these
results are discussed. Keywords: Digital videos; Learning with videos; Learning with media; Task requirements | |||
| Value co-creation and purchase intention in social network sites: The role of electronic Word-of-Mouth and trust -- A theoretical analysis | | BIBAK | Full-Text | 182-189 | |
| Eric W. K. See-To; Kevin K. W. Ho | |||
| This study uses the theories in trust and value co-creation to analyze how
electronic Word-of-Mouth (eWOM) affects purchase intention in social network
sites (SNSs). In particular, we develop a theoretical model by blending
cutting-edge research in consumers' trust, value co-creation, and eWOM to study
how these factors interact with each other through a systematic review. From
the theoretical analysis, we note that eWOM has a direct impact on purchase
intention, and has an indirect impact on purchase intention which is moderated
by consumers' trust on the underlying product. eWOM also has an impact on value
co-creation, and value co-creation has an effect on purchase intention.
Consumers' trust on a product has an impact on value co-creation, and the
message source in the SNSs moderates the impacts of eWOM on consumers' trust on
a product, value co-creation, and purchase intention. This study provides a
theoretical ground for future empirical research into issues related to the
inter-relationship between value co-creation and eWOM within the SNS context.
Practitioners can also develop a deeper understanding on developing SNS-based
customer relationship management strategy from this work. Keywords: Electronic Word-of-Mouth (eWOM); Purchase intention; Social media; Social network sites (SNSs); Trust; Value co-creation | |||
| Initial interactions online-text, online-audio, online-video, or face-to-face: Effects of modality on liking, closeness, and other interpersonal outcomes | | BIBAK | Full-Text | 190-197 | |
| Susan Sprecher | |||
| In a social interaction study, pairs of unacquainted college students
engaged in a two-part get-acquainted interaction. In a first interaction,
modality was manipulated and was either: computer mediated communication
(CMC)-text, CMC-audio, CMC-video, or face-to-face (FtF). The pairs then engaged
in a second interaction, in which all pairs interacted via CMC-video (Skype).
After the first interaction, dyads in the CMC-text condition had lower scores
on affiliative outcomes (e.g., liking) than the other dyads, particularly
compared to dyads in the FtF condition. However, dyads in the CMC-text
condition "caught up" in their positive reactions once they had the second
interaction, which was conducted via CMC-video. The results of this study have
implications for relationships that begin on the Internet, which is becoming
increasingly common. Keywords: Computer mediated communication; Get-acquainted interactions; Communication modalities; Liking; Initial interactions | |||
| An investigation of teachers' beliefs and their use of technology-based assessments | | BIBAK | Full-Text | 198-210 | |
| Sung-Pei Chien; Hsin-Kai Wu; Ying-Shao Hsu | |||
| The purpose of this study was to explore teachers' beliefs about
technology-based assessments (TBAs) and investigate the possible interplay
between their beliefs and their usage of TBAs in classrooms. Forty
technology-experienced science teachers participated in the study. Their
beliefs about and use of TBAs were examined using semi-structured interviews,
which were analyzed based on a coding scheme adapted from the decomposed theory
of planned behavior (DTPB) model (Taylor & Todd, 1995). The analysis showed
that ten components were substantial in the behavioral, control, and normative
beliefs. While 85% teachers (34 out of 40) perceived TBAs as useful tools and
identified a variety of usefulness, nearly 40% of the participants indicated
the difficulties in using TBAs and their beliefs of ease of use were mainly
negative. Also, teachers' control beliefs about TBA focused on the social and
external components such as time, supporting personnel, and infrastructure
rather than the personal factors. In their normative beliefs, teachers tended
to view school policies and parents' opinions as constraints, whereas they also
realized the benefits of using TBAs for learning. Furthermore, three groups of
teachers were identified and characterized based on their usage of TBAs.
Although some frequent users did not teach in resource-rich schools and faced
constraints similar to those encountered by the occasional users, they seemed
to actively look for more supports and solutions to overcome the lack of
resources and the disapproval from the school administration. The findings
extend the DTPB model of technology users by adding important beliefs about
teaching and learning. Keywords: Technology-based assessments; Teachers' beliefs; The decomposed theory of
planned behavior model | |||
| Understanding of computers and procrastination: A philosophical approach | | BIBAK | Full-Text | 211-223 | |
| Nick Breems; Andrew Basden | |||
| Computer procrastination is a complex problem that is under-researched.
After identifying a number of key characteristics of it, we survey five
existing fields of research that may contribute insights into this
interdisciplinary problem, and demonstrate that none of these areas can provide
satisfactory insight on their own. A philosophical framework for understanding
computer use is introduced, and applied to a case study to demonstrate its
potential in understanding the richness of computer procrastination. We then
show how this framework can reveal the ways in which each of the existing
fields is limited in its ability. The result is both an understanding of why
existing research has not directly addressed this issue, and suggestions for a
way forward for further research into computer procrastination. Keywords: Computer procrastination; Philosophical framework | |||
| Using brain signals patterns for biometric identity verification systems | | BIBAK | Full-Text | 224-229 | |
| Ghada Al-Hudhud; Mai Abdulaziz Alzamel; Eman Alattas; Areej Alwabil | |||
| In the natural human computer interaction filed, researchers started to
consider the other interaction modalities for diversity of applications. Among
these modalities are the speech interaction systems, eye gaze interaction
systems and recently Brain Computer Interfacing (BCI) systems. In BCI systems,
the tools are deployed to manipulate the brain activity to produce signals that
can be used to control computers or communication devices. Implementing this
technology in real life varies from: entertainment systems to control layers
through the user thoughts, to disability assistive devices to reduce care
given. Currently the BCI technologies are developed for the purposes of
boosting the disability assistive devices especially in the command controlled
systems. In addition, the currently demanding research emphasis is to use brain
signals for personal identifications and verification; known as biometric
verification. Biometric verification was first used in as an authentication
technique for systems operating devices in real environment. At that time,
authentication was based on unimodal biometric identity verification systems,
which compare only one trait or biometrical feature (such as voice, iris, or
fingerprint) to a previous sample. However, the performance of such modals
varies depending on the presence of outside factors such as background noises
in a speech recognition system, or the illumination problems for a face
recognition system. Another cause of pitfalls in these models is their
dependency on the health of the authenticated user. In order to overcome the
weaknesses of the unimodal biometric system, a multimodal biometric system was
introduced. Keywords: Brain activities; Identity verification; Brain signals patterns | |||
| Sexting among undergraduate students | | BIBAK | Full-Text | 230-241 | |
| Pouria Samimi; Kevin G. Alderson | |||
| The purpose of this study was to examine (a) the relationship between sexual
attitudes (i.e., permissive vs. conservative) and the practice of sexting; and
(b) whether men had more positive attitudes toward sexting than women. Results
revealed that students with permissive sexual attitudes were more likely to
engage in sexting practices than those who had conservative attitudes. The main
finding of the present study was that relationship status is more important
than gender. When relationship status was incorporated into the analysis, the
differences between males and females on some of the components extracted from
principal components analysis disappeared, but females were still more likely
to have higher ratings on the components labeled Control and Prevention and
Negative Consequences. Keywords: Sexting; University students; Cellphones; Pornography; Sexual attitude; Gender differences | |||
| Content or context: Which matters more in information processing on microblogging sites | | BIBAK | Full-Text | 242-249 | |
| Lun Zhang; Tai-Quan Peng; Ya-Peng Zhang; Xiao-Hong Wang; Jonathan J. H. Zhu | |||
| With a framework based on the heuristi-systematic model of information
processing, this study examined the effects of both content and contextual
factors on the popularity of microblogging posts. The popularity of posts was
operationalized as the re-tweeting times and number of comments received by
posts, which are users' behavioral outcomes after processing information. The
data of the study were 10,000 posts randomly drawn from a popular microblogging
site in China. Content factors were found to outperform contextual ones in
accounting for the variance in post popularity, which suggests that systematic
strategy dominates users' information processing in comparison with heuristic
strategy. Our findings implied that re-tweeting and commenting are distinct
types of microblogging behaviors. Re-tweeting aims to disseminate information
in which the source credibility (e.g., users' authoritativeness) and posts'
informativeness play important roles, whereas commenting emphasizes social
interaction and conversation in which users' experience and posts' topics are
more important. Keywords: Microblogging; Heuristic-systematic model; Information processing; Post popularity | |||
| Determining consumers' most preferred eWOM platform for movie reviews: A fuzzy analytic hierarchy process approach | | BIBAK | Full-Text | 250-258 | |
| Jasmine A. L. Yeap; Joshua Ignatius; T. Ramayah | |||
| In light of the sheer number of movie releases each week, consumers seek out
online reviews to help them decide which movies to watch. Although there are
numerous Web 2.0 platforms offering online reviews, the standard of some
platforms leaves much to be desired. Accordingly, this research aims to
determine consumers' most preferred electronic word-of-mouth (eWOM) platform
for movie reviews and examine the criteria that form an effective eWOM
platform. The Fuzzy Analytic Hierarchy Process (FAHP) was used to evaluate the
eWOM present in a personal blog, review site, social networking site and
instant messaging site according to two global criteria: information quality
and source credibility. A decision tree containing the two global criteria and
their sub-criteria was evaluated in a systematic manner through subjective
ratings by actual movie-goers. Source credibility was found to be more
important than information quality with review sites emerging as the most
preferred eWOM platform. The results showed that FAHP provides a non-biased and
transparent assessment approach for ranking platforms and determining the
platform that individuals prefer when receiving their information. FAHP also
identified the important attributes of an effective eWOM platform, thus
rendering it a useful and valuable tool for decision makers. Keywords: Electronic word-of-mouth (eWOM); Online reviews; Movies; Information quality; Source credibility; Fuzzy AHP | |||
| Cyberbullying on social network sites. An experimental study into bystanders' behavioural intentions to help the victim or reinforce the bully | | BIBAK | Full-Text | 259-271 | |
| Sara Bastiaensens; Heidi Vandebosch; Karolien Poels; Katrien Van Cleemput; Ann DeSmet; Ilse De Bourdeaudhuij | |||
| Cyberbullying on social network sites poses a significant threat to the
mental and physical health of victimized adolescents. Although the role of
bystanders in solving bullying instances has been demonstrated repeatedly in
research on traditional bullying, their role in cyberbullying remains
relatively understudied. Therefore, we set up an experimental scenario study in
order to examine the influence of contextual factors (severity of the incident,
identity and behaviour of other bystanders) on bystanders' behavioural
intentions to help the victim or reinforce the bully in cases of harassment on
Facebook. Four hundred and fifty-three second year students of Flemish
secondary schools participated in the study. The results on the one hand showed
that bystanders had higher behavioural intentions to help the victim when they
witnessed a more severe incident. Incident severity also interacted with other
bystanders' identity in influencing behavioural intentions to help the victim.
On the other hand, bystanders had higher behavioural intentions to join in the
bullying when other bystanders were good friends rather than acquaintances. In
addition, an interaction effect was found between other bystanders' identity
and behaviour on behavioural intentions to join in the bullying. Furthermore,
both helping and reinforcing behavioural intentions differed according to
gender. Keywords: Cyberbullying; Social network site; Bystander behaviour; Experimental study; Incident severity; Peer influence | |||
| Physical and social presence in collaborative virtual environments: Exploring age and gender differences with respect to empathy | | BIBAK | Full-Text | 272-279 | |
| Anna Felnhofer; Oswald D. Kothgassner; Nathalie Hauk; Leon Beutl; Helmut Hlavacs; Ilse Kryspin-Exner | |||
| Collaborative virtual environments (CVEs) hold the immense potential of
enhancing social inclusion and social support not only in younger but
especially also in older people. However, there is still considerably little
knowledge about the experiences of elderly when using CVEs. Additionally, there
is reason to assume that men and women regardless of their age might also
differ in their perceptions of CVEs, with this difference very likely being
mediated by empathic abilities. Consequently, the main objective of the current
study was to evaluate gender specific experiences of social and physical
presence in a group of older (N = 62) and younger adults (N = 62) with respect
to possible mediating influences of empathy. Results indicate no differences in
physical and social presence between the two age groups, yet they support past
findings that men experience more spatial presence, involvement and a higher
sense of being there than women. Also, the empathy scale Fantasy considerably
mediated gender differences in spatial presence, thus strengthening the
theoretical assumption of a relationship between presence and empathy.
Implications and future directions of these findings are discussed in detail. Keywords: Physical presence; Social presence; Age; Gender; Empathy; Collaborative virtual environment | |||
| Effectiveness of clickers: Effect of feedback and the timing of questions on learning | | BIBAK | Full-Text | 280-286 | |
| Michael E. Lantz; Angela Stawiski | |||
| Individual response devices or "clickers" are now being used in many
classrooms as an active-learning component of courses. Educators may wonder
whether clickers are truly beneficial to learning. This study was designed to
examine whether clickers increase retention of lecture material over two days
in a more controlled situation than the live classroom. Participants watched a
video lecture and were either given clicker questions about the video or no
clicker questions with a 'test' occurring two days later. The effect of
immediate feedback and the timing of the questions (either throughout the video
or all at the end) were assessed. It was found that clicker questions improved
memory for material two days later compared to no-clicker controls, provided
that immediate feedback was given about each question. Scores two days later
actually improved compared to scores on the day of the video when feedback was
given about the correct answers. The timing of clicker questions did not affect
scores. Results are consistent with studies that took place in more
ecologically valid but less controlled live classroom situations. The results
may guide educators in the effective use of clickers. Keywords: Clickers; Individual response device; Active learning; Immediate feedback | |||
| Social media, social causes, giving behavior and money contributions | | BIBAK | Full-Text | 287-293 | |
| Rita S. Mano | |||
| In the present study we examine the effect of online social networks on
voluntary engagement, giving behavior and online money contributions. The study
is a secondary analysis based on the PEW data set (2008). We draw upon a
combination between pro-social theories of voluntary engagement and
communication theories of the Internet and show that (a) participation in
social media and networking-blogging, Face book and journaling-significantly
increase both online, and offline money contributions; (b) social causes
moderate the link between socio-demographic characteristics and money
contributions. We conclude that social media and networking are an effective
means to increase "ethical consumption" both online and offline enhancing
voluntary engagement and money contributions. These results assess the social
diversification hypothesis suggesting that online behavior complements, and in
some cases reinforces offline behavior. Differences in the type of affiliated
social cause moderate the effects of social media on online pro-social behavior
and giving behavior. Keywords: Internet communication; Money contributions; Social media; Social causes | |||
| SNS flow, SNS self-disclosure and post hoc interpersonal relations change: Focused on Korean Facebook user | | BIBAK | Full-Text | 294-304 | |
| Kyu Tae Kwak; Se Kyoung Choi; Bong Gyou Lee | |||
| This study empirically investigates how the flow experiences when using SNS
have impacted SNS interaction and interpersonal relationships. Using a survey
of Facebook users, this study examines how the SNS flow as an intrinsic
motivation have an impact on the self-disclosure on SNS and the post hoc
interpersonal relations changes after using SNS. In addition, this study
examines the moderating effect, how these relationships are affected by times
which people spent in using mobile media for SNS. The survey was conducted for
263 users on two SNS communities in Korea from June 20 to July, 2012. As a
result of this study, SNS flow has a close relationship with the increase of
self-disclosure on SNS and impacts the post hoc interpersonal relations change
positively. In addition, the result shows the positive effect between the
self-disclosure on SNS and the post hoc interpersonal relations change. The
result supports the interpersonal relationships are changed positively when SNS
flow as an intrinsic motivation is incorporated with self-disclosure on SNS as
an extrinsic motivation. Furthermore the result of moderating effect shows that
the mobile SNS use impacts the relationship between the SNS flow and the
self-disclosure on SNS. Keywords: Social Network Service; SNS; Flow; Self-disclosure; Interpersonal relations; Facebook | |||
| Adolescent simulated gambling via digital and social media: An emerging problem | | BIBAK | Full-Text | 305-313 | |
| Daniel L. King; Paul H. Delfabbro; Dean Kaptsis; Tara Zwaans | |||
| Recently, there has been significant expansion in the range of gambling
activities supported by digital technology. The convergence of gambling and
digital media is of particular concern with respect to the immense potential
for earlier age of gambling involvement, and development of positive attitudes
and/or behavioral intentions toward gambling. This study examined the
prevalence of adolescent involvement in a range of digital and social media
gambling activities, and the association between exposure to, and involvement
in, simulated gambling and monetary gambling and indicators of pathological
gambling risk. A total of 1287 adolescents aged 12-17 years were recruited from
seven secondary schools in Adelaide, South Australia. The results indicated
that a significant proportion of young people engage in a range of simulated
gambling activities via internet gambling sites, social media, smartphone
applications, and video-games. A logistic regression analysis showed that
adolescents with a history of engagement in simulated gambling activities
appear to be at greater risk of endorsing indicators of pathological gambling.
These findings highlight the need for further research on the potential risks
of early exposure to simulated gambling activities, as well as greater
consideration of the need for regulation and monitoring of gambling activity
via digital technologies. Keywords: Convergence; Pathological gambling; Social media; Adolescence; Addiction | |||
| Texting everywhere for everything: Gender and age differences in cell phone etiquette and use | | BIBAK | Full-Text | 314-321 | |
| Deborah Kirby Forgays; Ira Hyman; Jessie Schreiber | |||
| The majority of research on cell phone use has focused on adolescent and
young adult users with less attention on cell phone use by those older than 25
years of age. In this study, adult participants from 18 to 68 years completed a
survey about their own use of cell phones and the contexts in which they
considered cell phone use appropriate. There were age and gender differences in
beliefs about the etiquette as to when cell phone use was appropriate. Older
participants and women advocated for more restricted cell phone use in most
social situations. Men differed from women in that they viewed cell phone calls
as more appropriate in virtually all environments including intimate settings.
Across all age groups in all communication settings, cell phones were used to
text. The only exception was that romantic partners were more likely to receive
a call than a text. In the younger age groups, texting communication is so
normative that over 25% had dumped or were dumped by a romantic partner. The
preponderance of gender similarities point to cell phone usage as a stable
communication vehicle for maintaining social contact. Keywords: Cell phone; Texting; Gender; Age | |||
| My avatar is pregnant! Representation of pregnancy, birth, and maternity in a virtual world | | BIBAK | Full-Text | 322-331 | |
| Anna M. Lomanowska; Matthieu J. Guitton | |||
| Despite the potential for limitless creativity, many activities observed in
the increasingly popular multi-user virtual worlds involve recreating real-life
experiences. This is particularly evident in the social domain, as individuals
reenact activities that reflect real human social needs, such as interpersonal
intimacy. Surprisingly, one aspect of virtual experience tied to intimate
relationships that has emerged in this context involves the reenactment of
pregnancy, birth and maternity. The aim of this study was to examine how
pregnancy, birth, and maternity are represented in a virtual world.
Quantitative and qualitative data were collected over a 10 month period in the
popular virtual world of Second Life to investigate the individual, social, and
environmental aspects of these activities. Four different themes related to
pregnancy, birth, and maternity were identified, including medical clinic
services, family activities, sexual activities, and retail, with participation
varying between female and male avatars. Analysis of related online media
external to the virtual world provided further insight into the way that
virtual pregnancy, birth, and maternity were constructed and experienced by the
participating individuals. These insights are particularly valuable for
understanding how intimate aspects of social interactions can be represented in
immersive virtual applications for health care and related domains. Keywords: Avatars; Intimacy; Second Life; Online social interactions; Virtual world; Virtual anthropology | |||
| Artificial vs. enhanced intelligence: Computer or human behavior? | | BIB | Full-Text | 332-333 | |
| Matthieu J. Guitton | |||
| Using the Internet to recruit employees: Comparing the effects of usability expectations and objective technological characteristics on Internet recruitment outcomes | | BIBAK | Full-Text | 334-342 | |
| Garett N. Howardson; Tara S. Behrend | |||
| Research shows that technological characteristics influence important
outcomes of Internet recruitment, such as organizational attractiveness
perceptions. This is thought to be the result of more positive perceptions
about the technology. However, few studies acknowledge the role of pre-use
cognitions on post-use technology perceptions and recruitment outcomes. In this
study, we argue that objective technological characteristics do indeed
influence organizational attractiveness perceptions by making technology
perceptions more positive. However, we also argue that pre-use expectations
have a stronger indirect effect on organizational attractiveness perceptions
because they make the technology seem even more usable. Bootstrapped indirect
effects results from 354 role-playing job seekers show that both objective
technological characteristics and usability expectations relate to
attractiveness perceptions indirectly through post-use technology perceptions.
However, the indirect effect of expectations was significantly more positive
than the effect of objective technological characteristics. Our results show
that job seekers' expectations play a significant role in determining
subsequent recruitment outcomes. These findings support contingency theories of
media/technology use and suggest that organizations may want to consider the
applicant pool's pre-use technology beliefs when designing recruitment
strategies. Keywords: Attraction; Web-based recruitment; Interactive technology; Usability; Technology expectations | |||
| The relationship between cell phone use, academic performance, anxiety, and Satisfaction with Life in college students | | BIBAK | Full-Text | 343-350 | |
| Andrew Lepp; Jacob E. Barkley; Aryn C. Karpinski | |||
| While functional differences between today's cell phones and traditional
computers are becoming less clear, one difference remains plain -- cell phones
are almost always on-hand and allow users to connect with an array of services
and networks at almost any time and any place. The Pew Center's Internet and
American Life Project suggests that college students are the most rapid
adopters of cell phone technology and research is emerging which suggests high
frequency cell phone use may be influencing their health and behavior. Thus, we
investigated the relationships between total cell phone use (N = 496) and
texting (N = 490) on Satisfaction with Life (SWL) in a large sample of college
students. It was hypothesized that the relationship would be mediated by
Academic Performance (GPA) and anxiety. Two separate path models indicated that
the cell phone use and texting models had good overall fit. Cell phone
use/texting was negatively related to GPA and positively related to anxiety; in
turn, GPA was positively related to SWL while anxiety was negatively related to
SWL. These findings add to the debate about student cell phone use, and how
increased use may negatively impact academic performance, mental health, and
subjective well-being or happiness. Keywords: Mobile phones; GPA; Anxiety; Satisfaction with Life; Technology; Post-secondary education | |||
| A conceptual and methodological critique of internet addiction research: Towards a model of compensatory internet use | | BIBAK | Full-Text | 351-354 | |
| Daniel Kardefelt-Winther | |||
| Internet addiction is a rapidly growing field of research, receiving
attention from researchers, journalists and policy makers. Despite much
empirical data being collected and analyzed clear results and conclusions are
surprisingly absent. This paper argues that conceptual issues and
methodological shortcomings surrounding internet addiction research have made
theoretical development difficult. An alternative model termed compensatory
internet use is presented in an attempt to properly theorize the frequent
assumption that people go online to escape real life issues or alleviate
dysphoric moods and that this sometimes leads to negative outcomes. An
empirical approach to studying compensatory internet use is suggested by
combining the psychological literature on internet addiction with research on
motivations for internet use. The theoretical argument is that by understanding
how motivations mediate the relationship between psychosocial well-being and
internet addiction, we can draw conclusions about how online activities may
compensate for psychosocial problems. This could help explain why some people
keep spending so much time online despite experiencing negative outcomes. There
is also a methodological argument suggesting that in order to accomplish this,
research needs to move away from a focus on direct effects models and consider
mediation and interaction effects between psychosocial well-being and
motivations in the context of internet addiction. This is key to further
exploring the notion of internet use as a coping strategy; a proposition often
mentioned but rarely investigated. Keywords: Internet addiction; Compulsive internet use; Problematic internet use; Compensatory internet use; Motivations for internet use | |||
| The importance of studying the dark side of social networks | | BIB | Full-Text | 355 | |
| Matthieu J. Guitton | |||
| When do consumers buy online product reviews? Effects of review quality, product type, and reviewer's photo | | BIBAK | Full-Text | 356-366 | |
| Eun-Ju Lee; Soo Yun Shin | |||
| A web-based experiment (N = 201) examined (a) how the quality of online
product reviews affects the participants' acceptance of the reviews as well as
their evaluations of the sources and (b) how such effects vary depending on the
product type and the availability of reviewers' photos. For the product type,
an experience good (computer game) whose quality is difficult to assess before
firsthand experience and a search good (vitamin) whose quality can be easily
evaluated by reading a product description were compared. After reading overall
positive reviews, those exposed to the high-quality (vs. low-quality) reviews
evaluated the product more positively, which in turn, led to a stronger
purchase intention. However, review quality also had a negative direct effect
on the purchase intention for the experience good, with no corresponding effect
for the search good. High-quality reviews induced more positive evaluations of
the reviewers (primary source), but they enhanced website evaluation (secondary
source) only when the reviewers' photos were present, suggesting that such
visual cues may facilitate systematic message processing. Keywords: Experience vs. search goods; Electronic word of mouth (eWOM); Online product review; Product type; Review quality; Reviewer photo | |||
| Expressing the "True Self" on Facebook | | BIBAK | Full-Text | 367-372 | |
| Gwendolyn Seidman | |||
| The present research examined correlates of "true self" expression to
offline friends on Facebook. The "true self" (McKenna et al., 2002) consists of
qualities an individual currently possesses but does not normally express to
others. In Study 1, 184 undergraduates completed an online survey assessing
"true self" expression to their friends online and reported the frequency of
various Facebook activities. True self expression was positively correlated
with using Facebook for communicating with others, general self-disclosure,
emotional disclosure, attention-seeking, and acceptance-seeking, but was
unrelated to seeking connection with and expressing caring for others. In Study
2, 41 undergraduates completed the "true self" measure and their Facebook
profiles were saved and coded. True self expression was positively correlated
with frequency of posting on others' walls, but not posting on one's own wall
or receiving posts from others. Finally, true self expression was positively
associated with the level of personal disclosure of participants' wall posts.
These results suggest that those who feel able to express their "true self"
online are more active on Facebook, have more self-oriented motivations for
posting, and post more personally revealing and emotional content. Keywords: "True self"; Facebook; Social networking websites; Self-presentation | |||
| The dark side of smartphone usage: Psychological traits, compulsive behavior and technostress | | BIBAK | Full-Text | 373-383 | |
| Yu-Kang Lee; Chun-Tuan Chang; You Lin; Zhao-Hong Cheng | |||
| Smartphones have become necessities in people' lives. Along with its obvious
benefits, however, the smartphone has other effects that are not all that
glorious. This study investigates the dark side of the smartphone trend. We
examine the link between psychological traits and the compulsive behaviors of
smartphone users, and look further into the stress caused by those compulsive
behaviors. We conducted an empirical study consisting of 325 participants and
compared Structural Equation Modeling with competing models. The results
suggest that compulsive usage of smartphone and technostress are positively
related to psychological traits including locus of control, social interaction
anxiety, materialism and the need for touch. Gender differences are also found
in the aforementioned relationships. The results have practical implications to
user-oriented smartphone design and operation companies as well as government
agencies as they combat the social ills brought on by smartphones. Keywords: Compulsive usage of smartphones; Technostress; Locus of control; Social interaction anxiety; Need for touch; Materialism | |||
| The Nintendo Wii as a tool for neurocognitive rehabilitation, training and health promotion | | BIBAK | Full-Text | 384-392 | |
| Tamires Marinho Pessoa; Danielle Sousa Coutinho; Valeska Martinho Pereira; Natalia Pinho de Oliveira Ribeiro; Antonio Egidio Nardi; Adriana Cardoso de Oliveira e Silva | |||
| Health professionals have used virtual reality as an aid for several types
of treatment. Given that virtual reality systems are expensive and not always
available, a more accessible type of virtual reality technology is video games.
The Nintendo Wii™ (NW) is a video game system that uses virtual reality
technology, as defined by Deutsch, Borbely, Filler, Huhn, and Guarrera-Bowlby
(2008), which may be used for health promotion. The Nintendo Wii™ also
provides an opportunity for social interaction; thus, it is a promising tool
with great potential for the treatment of specific disorders.
The aim of this article is to evaluate the ways in which the Nintendo Wii has been used to treat specific disorders or to promote cognitive or physical improvements through a review of the literature. The results have shown that the NW is a potentially useful tool in some therapeutic treatments that can be used with people of diverse social statuses and tastes. Despite the positive initial results, further studies are required to provide a better evaluation of video game usage in therapeutic programs. Keywords: Video game; Mental health; Therapeutics; Rehabilitation; Cognitive therapy | |||
| Family factors in Internet addiction among Chinese youth: A review of English- and Chinese-language studies | | BIBAK | Full-Text | 393-411 | |
| Wen Li; Eric L. Garland; Matthew O. Howard | |||
| Approximately 513 million Chinese citizens used the Internet in 2011, with
adolescents reporting comparatively high levels of use. Although numerous
studies (reviewed herein) indicate that Internet Addiction/Pathological
Internet Use (IA/PIU) is endemic among Chinese youth and trending upward, no
prior review has examined family correlates of IA/PIU in Chinese youth. Thus,
our principal aim was to evaluate methodological features and substantive
findings of all studies examining family correlates of IA/PIU in Chinese youth.
Internet, demographic, psychosocial, and psychiatric/behavioral correlates of
IA/PIU, and prevalence estimates for adolescent IA/PIU, were also examined
using the large set of studies evaluated in association with our principal aim.
Comprehensive bibliographic searches identified 42 pertinent investigations.
Youth with IA/PIU reported greater global dissatisfaction with their families;
less organized, cohesive and adaptable families; greater inter-parental and
parent-child conflict; and perceived their parents as more punitive, and less
supportive, warm, and involved compared to non-IA youth. IA/PIU youth were
significantly more likely to have divorced parents, live with a single parent,
and be an only child than non-IA/PIU youth. IA/PIU is prevalent among Chinese
youth and associated with diverse family, psychosocial and
psychiatric/behavioral impairments, but rarely is the focus of prevention and
treatment interventions. Keywords: Chinese youth; Family factors; Internet addiction; Pathological Internet Use; Review article | |||
| Unwanted but consensual sexting among young adults: Relations with attachment and sexual motivations | | BIBAK | Full-Text | 412-418 | |
| Michelle Drouin; Elizabeth Tobin | |||
| A wide body of research has examined unwanted but consensual sex in a
face-to-face context, focusing on intercourse, petting, kissing, and other
sexual activity that people consent to even though they do not want to. Recent
research has shown many people engage in sexual interactions via
computer-mediated mediums; yet, to date, there are no studies that have
investigated whether unwanted but consensual sexual activity exists in these
contexts. In this study, we examined the extent to which 93 women and 62 men
had consented to unwanted sexting within committed relationships and the
attachment characteristics and motivations that are associated with this
behavior. Approximately one half of the sample (52.3%) had engaged in unwanted
but consensual sexting with a committed partner, and most did so for
flirtation, foreplay, to fulfill a partner's needs, or for intimacy. Among men,
neither of the attachment dimensions was related to unwanted but consensual
sexting. However, among women, anxious attachment was significantly related to
frequency of consenting to unwanted sexting, and consenting to avoid an
argument was a mediator in the relationship between anxious attachment and
consenting to unwanted sexting. These results are compared to previous work on
unwanted but consensual sex, and future directions are discussed. Keywords: Unwanted but consensual sex; Sexting; Attachment; Motivations; Undergraduates | |||
| Do pokers players know how good they are? Accuracy of poker skill estimation in online and offline players | | BIBAK | Full-Text | 419-424 | |
| T. L. MacKay; N. Bard; M. Bowling; D. C. Hodgins | |||
| This study was a collaborative investigation between the disciplines of
computing and social sciences to determine whether poker players accurately
assess their relative skill level. Of particular interest was whether online
poker players exhibit higher degrees of distorted thinking about skill when
compared to offline gamblers, in the absence of superior proficiency. Two
hundred and seventy-eight gamblers played a simulated game of Texas Hold'em
poker against a computer controlled opponent. The computer program has been
used in artificial intelligence simulated games against actual poker players
and can mathematically estimate skill. Information was collected about player
demographics, poker experience, cognitive distortions, and subjective
perception of poker skills. The results of study revealed that online gamblers
had a greater perception of perceived skill when compared to offline gamblers,
despite showing no superiority in poker ability. General gambling-related
cognitions and subjective rating of poker skill contributed to categorization
as an online gambler. Gambling more frequently in offline formats and playing
for longer periods significantly influenced the perception of poker skill for
online gamblers. From a treatment perspective, it is more difficult to address
games like poker because the chance component is equivocal and interpretive
biases may be especially difficult to combat. Keywords: Gambling; Poker; Internet; Online; Cognitive distortions | |||
| Enhancing human capital in TEL research: A case study from the STELLAR Network of Excellence | | BIBAK | Full-Text | 425-431 | |
| Francesca Pozzi; Rosa Maria Bottino; Donatella Persico | |||
| This paper analyses the case of the Theme Teams, i.e. one of the instruments
used within the STELLAR Network of Excellence to develop human capital and
support research capacity in the Technology Enhanced Learning (TEL) field.
Qualitative and quantitative data about how this instrument worked are
presented in the paper, with the aim to demonstrate its ability to promote
integration of researchers in different countries and with different
backgrounds, and to develop the researchers' human capital by overcoming the
traditional fragmentation of this specific research field. Keywords: Theme Team (TT); Human capital; Cooperation; Research capacity; Integration; Interdisciplinarity | |||
| Human behaviors in computer-based education systems | | BIB | Full-Text | 432-433 | |
| Francisco J. Garcia-Peñalvo; Lluís Vicent Safont | |||
| Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models | | BIBAK | Full-Text | 434-445 | |
| David Fonseca; Nuria Martí; Ernesto Redondo; Isidro Navarro; Albert Sánchez | |||
| In this study, we describe the implementation and evaluation of an
experiment with Augmented Reality (AR) technology in the visualization of 3D
models and the presentation of architectural projects by students of
architecture and building engineering. The proposal is based on the premise
that the technology used in AR, such as mobile devices, is familiar to the
student. When used in a collaborative manner, the technology is able to achieve
a greater level of direct engagement with the proposed content, thereby
improving academic outcomes. The objective was to assess the feasibility of
using AR on mobile devices in educational environments and to investigate the
relationship between the usability of the tool, student participation, and the
improvement in academic performance after using AR. The validation was
performed through a case study in which students were able to experience a
virtual construction process overlapped onto real environments. Results were
obtained by students' pre-tests and post-tests. In line with our assumptions,
the use of mobile devices in the classroom is highly correlated with
motivation, and there is a significant correlation with academic achievement.
However, the difficulty of using and generating content is a complex factor
that suggests difficulty when implementing more complicated models. Keywords: Augmented Reality; Technology acceptance; Academic motivation; Architecture visualization; Mobile learning; User experience | |||
| Enhancing neuroanatomy education using computer-based instructional material | | BIBAK | Full-Text | 446-452 | |
| Pablo Ruisoto Palomera; Juan A. Juanes Méndez; Alberto Prats Galino | |||
| The understanding of spatial relationships between brain structures taken
from conventional sectional images is a major problem in learning anatomy.
However, scientific literature has suggested that higher visuospatial abilities
and computer-based instructional 3D visualizations may facilitate learning
anatomy. This paper aims (1) to develop a computer-based tool to explore
neuroanatomy based on three-dimensional images and (2) to compare whether the
educational value assigned by students varies according to their visuospatial
ability. An anatomical and functional viewer was developed with Positron
Emission Tomography images to visualize three-dimensional models of real brain
structures. Students assigned a high educational value to this tool, regardless
of their visuospatial skills. The discussion section analyzes the implications
of this technique in neuroanatomy training. Keywords: Medical informatics; Training; Evaluation; Neuroanatomy | |||
| Student perception and usage of an automated programming assessment tool | | BIBAK | Full-Text | 453-460 | |
| Manuel Rubio-Sánchez; Päivi Kinnunen; Cristóbal Pareja-Flores; Ángel Velázquez-Iturbide | |||
| Automated assessment systems are gaining popularity within computer
programming courses. In this paper we perform an empirical evaluation of
Mooshak, an online judge that verifies program correctness, in order to
determine its usefulness in classroom settings. In particular, we provide a
detailed study on how students use the tool, analyze their opinions and
critiques about it, and measure other features like its capability to reduce
dropout rates. The experience was carried out within a course on algorithm
design and analysis where we collected information through several
questionnaires and data generated by the tool during the course. Among the main
findings we highlight: (1) the usage of the tool was adequate in relation to
students' own testing; (2) its feedback needs to be richer in order to improve
its acceptance among students; and (3) there was no statistical evidence to
claim Mooshak reduced the dropout rate. Keywords: Computer science education; Automated assessment system; Mooshak; Online judge | |||
| Modeling storytelling to be used in educational video games | | BIBAK | Full-Text | 461-474 | |
| Natalia Padilla-Zea; Francisco L. Gutiérrez; José Rafael López-Arcos; Ana Abad-Arranz; Patricia Paderewski | |||
| Including storytelling in educational video games is currently a highly
studied field as it is one element with which to maintain students' motivation.
From previous studies, we have confirmed that including changes in the story
changes the way in which students perceive the video game. In this paper, we
present an extension of our previously defined VGSCL (a reference model for
educational game development incorporating collaborative activities), in which
balanced ludic and educative contents were designed. With this extension we
focus on the storytelling itself, highlighting elements included in the story
composition, attributes to be defined and relationships to be specified in
order to integrate this proposal in the existing model. In addition, due to our
target group being aged from 3 to 7, we have introduced some considerations to
adapt the general rules to these children. Finally, we present the process
followed to incorporate digital storytelling in the educational videogame
"Ato's Adventure", the educational goal of which is to train grapho-motor
skills. Keywords: Digital storytelling; Educational videogames; Game-based learning | |||
| Assessing the effectiveness of new devices for accessing learning materials: An empirical analysis based on eye tracking and learner subjective perception | | BIBAK | Full-Text | 475-490 | |
| Ana I. Molina; Miguel A. Redondo; Carmen Lacave; Manuel Ortega | |||
| Mobile device usage has become part of our daily routine. Our interest is
centered on their use in teaching-learning contexts: the so-called m-learning.
In this work we try to empirically analyze the use of these portable devices
for accessing learning materials. To this end, two empirical studies have been
conducted with the aim of analyzing the effectiveness of several interaction
devices for supporting study tasks. In an initial experiment we compared
conventional access, by means of a desktop computer, with the access through
mobile phones. A replica of this first experiment was conducted to compare
these two devices with the use of tablet devices. In both experiments we use
several sources of information: subjective perception of the students, their
profiles, their performance on a study task, as well as the physical evidence
provided by an eye tracker. The results obtained allowed us to conclude that
the use of devices with visualization limitations (such as mobile phones) is
not suitable to access and visualize learning materials, due to the fact that
they impose an additional cognitive load. The results also indicate positive
perception of the use of PCs and iPads for studying, although the latter is
considered more motivating for learners. Keywords: m-Learning; Empirical study; Eye tracking; Learning efficiency; Learner subjective perception | |||
| Culture effects on the knowledge sharing in multi-national virtual classes: A mixed method | | BIBAK | Full-Text | 491-498 | |
| Xi Zhang; Patricia Ordóñez de Pablos; Qingkun Xu | |||
| In multi-national and cross-cultural virtual classes, students' cultural
values have significant impacts on knowledge sharing process. According to
Hofstede's cultural dimensions, we conducted a mixed method to investigate how
national cultural values effect on explicit and implicit knowledge sharing
within a multi-national virtual class. First, we adopted a qualitative case
study with 6 semi-structure interviews to explore the culture effects on
knowledge sharing. Second, we conducted a cross-sectional survey to examine the
interaction effects of culture and different knowledge sharing motivations.
These findings suggest some cultural values (i.e., collectivism) directly
impact knowledge sharing, while most cultural values (i.e., power distance,
uncertainty avoidance, and Confucian dynamism) have interactive effects with
knowledge sharing motivations. Furthermore, we also found some cultural values,
like concern for face, have complex effects on knowledge sharing. This research
contributes to the knowledge sharing literature, and provides practical
implications for the organization work of computer-based education systems. Keywords: National culture; Hofstede's dimensions; Virtual classes; Knowledge sharing | |||
| An evaluation of students' motivation in computer-supported collaborative learning of programming concepts | | BIBAK | Full-Text | 499-508 | |
| Luis Miguel Serrano-Cámara; Maximiliano Paredes-Velasco; Carlos-María Alcover; J. Ángel Velazquez-Iturbide | |||
| Motivation is a very important factor for successful instruction. This
factor is especially relevant in collaborative learning contexts, where social
interaction plays an important role. In this paper we present an evaluation of
motivation in 139 students who were instructed under four pedagogical
approaches: traditional lecture, collaborative learning, collaborative learning
guided by CIF (an instructional framework for collaborative learning), and
collaborative learning guided by CIF and supported by MoCAS (a collaborative
learning tool). We considered the four dimensions of motivation according to
self-determination theory. The statistical results show that, in global terms,
students were more motivated by jointly using the collaborative instructional
approach CIF and the MoCAS tool than by using a collaborative approach.
Detailed analysis of the different kinds of motivation yields mixed results.
Students who were instructed with CIF and especially those students instructed
with CIF and MoCAS exhibited higher intrinsic motivation. Furthermore, students
instructed with CIF and MoCAS were the most extrinsically motivated via
identified regulation. With respect to extrinsic motivation via external
regulation, students instructed in a traditional, individual way were more
motivated than students instructed collaboratively. Finally, high levels of
amotivation were also associated to instruction using CIF and MoCAS. In
summary, our results suggest that CIF and MoCAS are associated with high levels
of intrinsic and extrinsic motivation, a finding that can aid in improving the
learning processes, but they are also, unexpectedly, associated with
amotivation, suggesting an overall increase in activation in the students who
show mixed motivators. Keywords: CSCL; Bloom's taxonomy; Computer programming; Evaluation; Motivation | |||
| Teachers' attitude regarding the use of ICT. A factor reliability and validity study | | BIBAK | Full-Text | 509-516 | |
| J. Pablo Hernández-Ramos; Fernando Martínez-Abad; Francisco J. García Peñalvo; M. Esperanza Herrera García; M. José Rodríguez-Conde | |||
| Current research examines the need for design and validation of a
unifactorial scale to measure attitudes of university teachers with regard to
ICT. The main goal of this study is to achieve a simple scale, composed of a
single factor contributing a clearly reliable measure with acceptable content
and factorial validity. A case study is presented, which has been developed
with the teaching staff of the University of Salamanca (Spain). In this case
study, an expert content validation was done at a first stage. After that, an
attitude scale regarding the usage of ICT in teaching was applied with a
representative sample of teachers (N = 2329; n = 161). An individual analysis
of the items was made with the obtained results and then a Cronbach's alpha
based reliability test was carried out to show the internal consistency of the
survey. Finally, an exploratory and confirmatory factor analysis was applied to
prove its structural soundness and unifactoriality. The main conclusion of this
paper is to offer to the scientific community a tool with adequate psychometric
properties that gives added pedagogical value to the introduction of ICT in
higher education teaching. Keywords: Higher education; Information and Communication Technologies; Psychometric analysis; Education technology | |||
| Perceived openness of Learning Management Systems by students and teachers in education and technology courses | | BIBAK | Full-Text | 517-526 | |
| Miguel A. Conde; Francisco García; María J. Rodríguez-Conde; Marc Alier; Alicia García-Holgado | |||
| The emergence of Information and Communication Technologies (ICTs) make new
tools available for users to manage information and knowledge. These tools are
used in different contexts, with varying degrees of success. One of these
potential application contexts are teaching and learning processes supported by
learning platforms. Learning platforms are a way for institutions to provide
teachers and learners with a wide range of educational applications and
services. However, students' learning is not only limited to a specific
institution or period of time; instead, learning is a lifelong process and
encompasses the use of many different tools. Therefore institutional learning
environments should be open in order to enable the export of functionalities
and import of information and interaction from outside the institution. In
order to do so, this study proposes a service-based framework, which uses
interoperability specifications and web services to facilitate opening of the
institutional learning systems. Such framework has been tested in educational
and technical scenarios with similar results, learning platforms can be open
and the exportation of functionalities from them to personal contexts can
enrich students learning and increase their participation. Keywords: LMS; PLE; Interoperability; Services; Learning; Open | |||
| Sentiment analysis in Facebook and its application to e-learning | | BIBAK | Full-Text | 527-541 | |
| Alvaro Ortigosa; José M. Martín; Rosa M. Carro | |||
| This paper presents a new method for sentiment analysis in Facebook that,
starting from messages written by users, supports: (i) to extract information
about the users' sentiment polarity (positive, neutral or negative), as
transmitted in the messages they write; and (ii) to model the users' usual
sentiment polarity and to detect significant emotional changes. We have
implemented this method in SentBuk, a Facebook application also presented in
this paper. SentBuk retrieves messages written by users in Facebook and
classifies them according to their polarity, showing the results to the users
through an interactive interface. It also supports emotional change detection,
friend's emotion finding, user classification according to their messages, and
statistics, among others. The classification method implemented in SentBuk
follows a hybrid approach: it combines lexical-based and machine-learning
techniques. The results obtained through this approach show that it is feasible
to perform sentiment analysis in Facebook with high accuracy (83.27%). In the
context of e-learning, it is very useful to have information about the users'
sentiments available. On one hand, this information can be used by adaptive
e-learning systems to support personalized learning, by considering the user's
emotional state when recommending him/her the most suitable activities to be
tackled at each time. On the other hand, the students' sentiments towards a
course can serve as feedback for teachers, especially in the case of online
learning, where face-to-face contact is less frequent. The usefulness of this
work in the context of e-learning, both for teachers and for adaptive systems,
is described too. Keywords: Sentiment analysis; Social networks; User modeling; Adaptive e-learning | |||
| Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning | | BIBAK | Full-Text | 542-550 | |
| Ángel F. Agudo-Peregrina; Santiago Iglesias-Pradas; Miguel Ángel Conde-González; Ángel Hernández-García | |||
| Learning analytics is the analysis of electronic learning data which allows
teachers, course designers and administrators of virtual learning environments
to search for unobserved patterns and underlying information in learning
processes. The main aim of learning analytics is to improve learning outcomes
and the overall learning process in electronic learning virtual classrooms and
computer-supported education. The most basic unit of learning data in virtual
learning environments for learning analytics is the interaction, but there is
no consensus yet on which interactions are relevant for effective learning.
Drawing upon extant literature, this research defines three system-independent
classifications of interactions and evaluates the relation of their components
with academic performance across two different learning modalities: virtual
learning environment (VLE) supported face-to-face (F2F) and online learning. In
order to do so, we performed an empirical study with data from six online and
two VLE-supported F2F courses. Data extraction and analysis required the
development of an ad hoc tool based on the proposed interaction classification.
The main finding from this research is that, for each classification, there is
a relation between some type of interactions and academic performance in online
courses, whereas this relation is non-significant in the case of VLE-supported
F2F courses. Implications for theory and practice are discussed next. Keywords: Interactions; Educational data; e-Learning; Learning analytics; Academic performance; Virtual learning environments | |||
| Picture perfect: Girls' and boys' preferences towards visual complexity in children's websites | | BIBAK | Full-Text | 551-557 | |
| Wang Hsiu-Feng | |||
| This experiment examined children's aesthetic preferences for websites
designed for them. It applied Berlyne's theory of aesthetic preference to these
websites: a theory that suggests that people prefer a medium level of stimuli
to a low or high level of stimuli. The experiment used a 2 × 3
between-subject design and involved 45 boys and 45 girls. In the experiment the
children were asked to rate 12 children's learning websites for aesthetic
preference. The websites had been classified according to whether they
displayed a high, medium or low level of visual complexity. The results of the
experiment showed that overall the children preferred websites that displayed a
medium level of visual complexity to those that displayed a high or low level
of visual complexity. Thus the results supported Berlyne's theory. However,
when the children's ratings were analysed with respect to their gender, it was
found that the boys preferred a high level of visual complexity and the girls
preferred a medium or low level of visual complexity. In other words, Berlyne's
theory was partly supported. Further analysis revealed other gender related
aesthetic preferences. This paper should be of interest to anyone who designs
learning websites for children. Keywords: Visual complexity; Children's website; Aesthetic preference; Gender; Children | |||
| Serious games in tertiary education: A case study concerning the comprehension of basic concepts in computer language implementation courses | | BIBAK | Full-Text | 558-570 | |
| Daniel Rodríguez-Cerezo; Antonio Sarasa-Cabezuelo; Mercedes Gómez-Albarrán; José-Luis Sierra | |||
| This paper describes Evaluators, a system for the development of educational
serious games oriented to introductory computer language implementation courses
similar to those included in Computer Science tertiary curricula. Evaluators
lets instructors generate games from collections of exercises addressing basic
concepts about the design and implementation of computer languages (in
particular, the processing of artificial languages according to the model of
attribute grammars). By playing the generated games, students interactively
learn the fundamentals of the semantic evaluation process behind attribute
grammars. Indeed, they implicitly find solutions to the exercises presented,
and they receive immediate feedback about successful and incorrect actions. In
addition, the games log students' actions, which can subsequently be analyzed
by the instructors using a specialized analytic tool that is included in
Evaluators. Assessment of the system, which was performed according to three
different dimensions (the instructors' perspective, the students' perspective
and educational effectiveness perspective), (a) indicates that the
exercise-driven approach of Evaluators is a cost-effective approach amenable to
extrapolation to other areas of Computer Science tertiary education, (b) shows
a positive attitude of students toward the serious games built with Evaluators,
and (c) evidences a positive effect of the system and its pedagogical strategy
on long-term student performance. Keywords: Serious game; Computer Science education; Authoring tool; Learning analytics; Attribute grammar | |||
| Designing videogames to improve students' motivation | | BIBAK | Full-Text | 571-579 | |
| P. Molins-Ruano; C. Sevilla; S. Santini; P. A. Haya; P. Rodríguez; G. M. Sacha | |||
| The use of new technical tools as a mean to increase the motivation and
improve the education of students is an intriguing and pressing issue.
Specifically, great interest has been shown in the use of videogames since they
constitute a common leisure-time activity of many young students, a
circumstance that shows their motivational, if not their educational,
potential. In this paper we suggest that the design of videogames can be a very
effective activity. To demonstrate this, we have used game design as a test-bed
for an experience involving Computer Science and History students:
interdisciplinary teams have cooperated in the design of a video-game on an
historical theme. The experience has been repeated along three academic years.
The students' motivation has been evaluated in the last 2 years, demonstrating
that it is higher when they use the interdisciplinary design of videogames as a
way of learning instead of traditional learning methods. Keywords: Serious games design; Interdisciplinary learning; Emotion detection; Motivation | |||
| Student-generated online videos to develop cross-curricular and curricular competencies in Nursing Studies | | BIBAK | Full-Text | 580-590 | |
| Juanan Pereira; Leyre Echeazarra; Silvia Sanz-Santamaría; Julián Gutiérrez | |||
| In response to the necessity of implementing innovative strategies and new
teaching methodologies for the design of University degrees curricula according
to the new educational model put forward by the European Space of Higher
Education, we launched a pilot project in the Department of Nursing Studies of
a university of the north of Spain based on the use of three technological
tools (Power point, OpenMeetings and Babelium). Nursing students (n = 29) were
asked to create video recorded oral presentations about different techniques of
diagnosis in medical imaging that were peer-, self- and teacher assessed.
Self-report questionnaires were used to assess the effectiveness of the
experiment and Kappa statistic analysis was used to determine the suitability
of the assessment method. The results of the study showed that working with
self and peer recorded videos proves to be a better didactic method to develop
both cross-curricular competencies (intrapersonal, interpersonal and
instrumental) and curricular specific competencies (in this case, knowledge
about different techniques of diagnosis in medical imaging) than traditional
methodologies. The data also suggest that there is an acceptable correspondence
between self-, peer- and hetero-assessment. Keywords: Nursing education; Multimedia; Video making; Cross-curricular competency; Self-assessment; Peer-assessment | |||
| Whiteboard: Synchronism, accessibility, protagonism and collective authorship for human diversity on Web 2.0 | | BIBAK | Full-Text | 591-601 | |
| Lucila Santarosa; Débora Conforto; Rodrigo Prestes Machado | |||
| The Whiteboard is a synchronous and collaborative tool projected in line
with the accessibility principals and universal design, whose objective is to
increase the knowledge socialization and promote the real-time decision making.
Aspects resulting from the Culture of Collaboration and Participation are
discussed to delineate the Web 2.0, a perspective that will be concrete only
with the guarantee of everybody's participation, specially the participation of
people with diverse needs. This article considers the implications of the
Whiteboard functions and discusses about the validation processes performed
with real users in relation to the possible resources that are available to
increase individual and collective authorship, to promote the virtual learning
cycle and impel practices that value the human diversity. Keywords: Socio-digital inclusion; Web 2.0; Accessibility; HTML5 | |||
| Design and analysis of collaborative interactions in social educational videogames | | BIBAK | Full-Text | 602-611 | |
| Carina González-González; Pedro Toledo-Delgado; Cesar Collazos-Ordoñez; José L. González-Sánchez | |||
| Children with serious illness face enormous challenges in their daily life.
These individuals must not only deal with the direct consequences of their
disease, but they must often cope with being in a hospital or at home, being
unable in many cases go to school. Frequently, connections with classmates,
neighbours, and sometimes even some with relatives are lost. Therefore,
entertainment and enjoyment should be provided in order to avoid boredom and to
improve their affective state. Currently, children in the HUC (University
Hospital of the Canary Islands) have a classroom with computers, books and toys
supervised by a teacher. Children in their individual rooms are isolated.
Social videogames can be a solution by allowing students to enhance their
communication, education and entertainment possibilities. In this paper, we
present the design, development and evaluation of a collaborative educational
videogame prototype for hospitalised children based on a Massively Multiplayer
Online Role-Playing Game (MMORPG) engine. Moreover, we present a case study of
students' social and affective interactions using said videogame. This work was
developed as part of the Hospital Virtual Educative Service (SAVEH) project
funded by the European program MAC 2007-2013. Keywords: DGBL; CSCL; Playability; Videogames; Emotions | |||
| Learning management systems and cloud file hosting services: A study on students' acceptance | | BIBAK | Full-Text | 612-619 | |
| Vladimir Stantchev; Ricardo Colomo-Palacios; Pedro Soto-Acosta; Sanjay Misra | |||
| The aim of this paper is to investigate the motivations that lead higher
education students to replace several Learning Management Systems (LMS)
services with cloud file hosting services for information sharing and
collaboration among them. The research approach is based on the Technology
Acceptance Model (TAM). More specifically, the model is devoted to identifying
barriers and enablers to the acceptance of these technologies. A questionnaire
comprising three factors (Attitude toward using technology, Perceived ease of
use and Perceived usefulness) was applied to a sample consisting of 121 higher
education students. Results show that the perceived ease of use of cloud file
hosting services is above that of LMS tools and services and that cloud file
hosting services presented higher levels of perceived usefulness than standard
learning management tools. In addition, attitude toward using cloud file
hosting services is well above that of using LMS tools. Keywords: Learning management systems; Technology acceptance model; Attitude toward using technology; Perceived ease of use; Perceived usefulness | |||
| A methodology and an authoring tool for creating Complex Learning Objects to support interactive storytelling | | BIBAK | Full-Text | 620-637 | |
| Matteo Gaeta; Vincenzo Loia; Giuseppina Rita Mangione; Francesco Orciuoli; Pierluigi Ritrovato; Saverio Salerno | |||
| Knowledge of appropriate behavior during an earthquake is crucial for the
prevention and mitigation of natural disaster. Several studies confirm that
disaster-risk education should be part of the national primary and secondary
school curricula. The school plays an important role in developing a positive
attitude towards safety as well as in increasing young people's social
responsibility. This can especially be achieved by "active educational methods
based on real situations". Narrative learning, according to this pedagogical
vision, is seen as an educational approach mostly suitable for the development
of cognitive abilities and knowledge in action, supporting processes of meaning
construction through risk education contexts. In this paper, we present a
methodology to design digital storytelling, a "media rich" strategy able to
support the learning process in a civil emergency context and an authoring tool
for creating Storytelling Complex Learning Objects (SCLOs), as a complex
learning resource characterized by an adaptive mechanism that exploits a
template-based approach, which is focused on the design of teaching situations
suitable for achieving specific learning goals. The integration of this new
kind of learning object with an advanced e-learning platform, namely
Intelligent Web Teacher (IWT), that allowed us to carry out a full
experimentation of the overall learning process, from content creation, to
learning path packaging and adaptive delivery. The experimentation results
demonstrate the effectiveness of both SCLO and authoring tool from a
pedagogical and usability point of view. Keywords: Narrative learning; Risk education; Authoring tool; Digital storytelling; Adaptive learning; Intelligent tutoring system | |||
| Scalability of assessments of wiki-based learning experiences in higher education | | BIBAK | Full-Text | 638-650 | |
| Manuel Palomo-Duarte; Juan Manuel Dodero; Antonio García-Domínguez; Pablo Neira-Ayuso; Noelia Sales-Montes; Inmaculada Medina-Bulo; Francisco Palomo-Lozano; Carmen Castro-Cabrera; Emilio J. Rodríguez-Posada; Antonio Balderas | |||
| In recent years, the focus on higher education learning has shifted from
knowledge to skills, with interpersonal skills likely being the most difficult
to assess and work with. Wikis ease open collaboration among peers. A number of
these skills can be objectively assessed by using wikis in an educational
environment: collaborative writing, conflict resolution, group management,
leadership, etc. However, when the number of students increases, their
interactions usually increase at a higher rate. Under these circumstances,
traditional assessment procedures suffer from scalability problems: manually
evaluating in detail the information stored in a wiki to retrieve objective
metrics becomes a complex and time-consuming task. Thus, automated tools are
required to support the assessment of such processes. In this paper we compare
seven case studies conducted in Computer Science courses of two Spanish
universities: Cádiz and Seville. We comment on their different settings:
durations, milestones, contribution sizes, weights in the final grade and, most
importantly, their assessment methods. We discuss and compare the different
methodologies and tools used to assess the desired skills in the context of
each case study. Keywords: Computer-supported collaborative learning; Wikis; Higher education; Learning assessment | |||
| Master in Teacher Training: A real implementation of Active Learning | | BIBAK | Full-Text | 651-658 | |
| Xavi Canaleta; David Vernet; Lluís Vicent; José Antonio Montero | |||
| Teaching methods based on lectures often result in student passivity rather
than pro-activity with the only goal of the student being to pass the final
exam. Consequently, content retention is temporary and true learning is not
achieved. Lack of student motivation can be solved by using Active Learning
methodologies: serious games, Project-Based Learning (PBL), blended learning,
etc. In addition, these methodologies enhance the development of the
competences of students and provide a better evaluation of outcomes, provided
adequate tools are used. However, apart from this, a more profound use of
Information and Communications Technology (ICT) is needed to improve the
effectiveness of learning and to create a learning system adapted to our
current society. Learning Management Systems (LMS), social networks and blogs
are indispensable for the efficient application of innovative learning
methodologies. The Master in Teacher Training (MTT) provides an ideal case
study as the most relevant features of Active Learning are present. The main
contributions to this learning environment have been the incorporation of
Active Learning methodologies (using real scenarios and project-based
collaborative learning), an innovative method for assessing the Master and the
impact of technology in learning. All of these have resulted in very positive
results in relative to academic marks, surveys and entrepreneurship. Keywords: Active Learning; Project-based learning; Competence evaluation method; Technical impact | |||
| Analyzing the students' behavior and relevant topics in virtual learning communities | | BIBAK | Full-Text | 659-669 | |
| Llanos Tobarra; Antonio Robles-Gómez; Salvador Ros; Roberto Hernández; Agustín C. Caminero | |||
| The constant development of new Internet platforms is shifting the users'
role of such platforms, from viewers to main actors. In the field of education,
faculty can take advantage of these new technologies for the design of
pedagogical contents. The face-to-face observation of behavioral patterns
allows faculty to detect and track new problems, and to apply possible
corrections which would improve the learning/teaching process. However, with a
distance methodology, these observations are not possible. When forums are
created they are intended to discuss particular topics. It is relevant to
monitor that the topics discussed are the intended ones in order to achieve
course objectives. To tackle this shortcoming, our work studies the dynamics of
relevant topics in on-line asynchronous discussion forums, and this is done by
analyzing the large amount of students' interactions generated in the forums of
our Learning Management System (LMS). In particular, we analyze the students'
behavior patterns in the forums of a distance subject, and characterize the
relevant topics and subtopics from the forums' messages belonging to two
academic years. From the statistical and graphical results obtained, a set of
valuable recommendations are also given. Keywords: Learning analytics; Students' behavior; Topic characterization; Virtual communities | |||