Enhancing self-efficacy for computer technologies through the use of positive classroom experiences

Students' judgments of computer capability significantly increased from pretest to posttest across all treatments, which suggests that “quality” rather than “quantity” of computer experience may be most critical.

Abstract

The effects of experience on attitudes toward computers and judgments of confidence, or self-efficacy, for specific computer technologies were investigated. Thirty-two students in a "computer applications in physical education" course participated in the study. The Computer Technologies Survey was used as a pretest and posttest measure to assess students' attitudes toward computers and perceived self-efficacy for electronic mail (e-mail) and word processing. Treatment conditions required the students to communicate with the instructor via e-mail, a word-processed note, or handwritten note. These conditions manipulated experience with e-mail and word processing while keeping instructor-student interaction constant. Students' judgments of computer capability significantly increased from pretest to posttest across all treatments. A direct relationship between time-on-task and levels of confidence was not found which suggests that "quality" rather than "quantity" of computer experience may be most critical.