We examine the impact of teachers' (N = 114) computer anxiety, computer attitudes, and computer feature comfort (i.e., second-order barriers) on their intention to use computer features in their classrooms.
Conversely, Sultana [ 25] reported no major relationship between attitudes and computer experience or any demographic variables.
The instrument comprises three sections: − demographic data, attitude statements and computer use questions.
Moreover, adverse attitudes and inadequate computer knowledge and skills among healthcare workers can also negatively impact on the adoption of computer systems (9, 15, 31, 32).
Questionnaires were administered to the participants on the first day of the course to assess their prior negative experiences with computers, along with their computer attitudes, achievement motivation, and computer knowledge.
The top four factors that emerged from the data as ranked by ICT experts were computer training, perceived usefulness, attitude toward e-learning, and computer self-efficacy.
The course elicited positive responses regardless of students' prior ICT experience, although it had significantly more positive effects, in terms of computer self-efficacy, Internet self-efficacy and computer attitudes, with the students who were most in need of the course, namely those with low prior ICT experience.
By adding other items specifically designed to gauge attitudes towards complexity, science and computer modelling itself, we propose a questionnaire a modeller could employ early in a project in order to understand the type of audience the modelling results will have to be communicated to.
This finding is consistent with those of researchers [ 30, 31] who found no differences between gender and computer attitudes.
Despite overwhelming evidence in the literature regarding gender differences in computer use and attitude toward computer use, females are not placed at a disadvantage when administered on-line examinations at the University of Illinois College of Medicine at Urbana-Champaign.
