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ERIC Number: EJ858971
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: ERIC
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1547-9714
Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy
Saade, Raafat George; Kira, Dennis
Journal of Information Technology Education, v8 p177-191 2009
It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. However, few have investigated the role of computer self-efficacy in mediating computer anxieties on perceived ease of use. Therefore, in this study the authors base their contribution on the variables of computer self-efficacy and computer anxieties. These two variables are believed to impact an individual's use of computers and performance for computer-based tasks. This study investigates the influence of computer anxiety on perceived ease of use and the mediating effect of computer self-efficacy on this relationship, within an e-learning context. A survey methodology approach was used in this study using 18 items for 3 constructs (perceived ease of use, anxiety, and self-efficacy). Survey data from 645 university students were analyzed. The psychometric properties of the items and constructs were validated followed by the assessment of mediation of computer self efficacy. Results from the use of a learning management system indicate that computer self-efficacy plays a significant role in mediating the impact of anxiety on perceived ease of use. The findings demonstrate the importance of self-efficacy as a mediator between computer anxiety and perceived ease of use of a learning management system (LMS). With the continuous development of richer and more integrated interfaces, anxieties about learning to use the new interface and executing tasks effectively becomes of primary importance. Limitations and suggestions for future research are elaborated. (Contains 3 figures and 3 tables.)
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-537-2211; Fax: 480-247-5724; Web site: http://JITE.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A