Larry D. Rosen

Computer Availability, Computer Experience and Technophobia among Public School Teachers

Since Time named the microcomputer their “Man of the Year” in 1983 there has been a continued drive for public school teachers to become computer literate. A nationwide study concluded that although teachers have increased computer availability in their classrooms, they are not integrating computers into the standard curricula. The present study examined “technophobia” as an explanation for low levels of computer utilization. Elementary teachers (N = 171), secondary science teachers (N - 117), and secondary humanities teachers (N = 200) in 54 schools across five urban school districts completed three measures of technophobia and a measure of demographic characteristics, computer/technology experience, computer availability, and current computer use. Results indicated that: (1) computers are available at all schools, but are not being used by many teachers; (2) many teachers are technophobic, particularly elementary teachers and secondary humanities teachers; (3) teachers are most worried about dealing with the actual computer machinery in their classroom, about computer errors, and about learning to use computers; and (4) predictive models showed that although computer experience is the most prominent predictor of technophobia, it is not the only predictor — age, gender, teaching experience, computer availability, ethnicity, and school socioeconomic status also play an important role in predicting technophobia. Implications of these results are discussed in terms of the long-term effects that technophobic teachers will have on their current and future students.

Is Facebook creating iDisorders? The link between clinical symptoms of psychiatric disorders and technology use, attitudes and anxiety

This study systematically tested whether the use of specific technologies or media (including certain types of Facebook use), technology-related anxieties, and technology-related attitudes (including multitasking preference) would predict clinical symptoms of six personality disorders (schizoid, narcissistic, antisocial, compulsive, paranoid and histrionic) and three mood disorders (major depression, dysthymia and bipolar-mania). In addition, the study examined the unique contributions of technology uses after factoring out demographics, anxiety and attitudes. Teens, young adults and adults (N=1143) completed an anonymous, online questionnaire that assessed these variables. Each disorder had a unique set of predictors with 17 of the 22 significant predictors being Facebook general use, impression management and friendship. More Facebook friends predicted more clinical symptoms of bipolar-mania, narcissism and histrionic personality disorder but fewer symptoms of dysthymia and schizoid personality disorder. Technology-related attitudes and anxieties significantly predicted clinical symptoms of the disorders. After factoring out attitudes and anxiety, Facebook and selected technology uses predicted clinical symptoms with Facebook use, impression management and friendship being the best predictors. The results showed both positive and negative aspects of technology including social media as well as apparently detrimental effects of a preference for multitasking.

Computer anxiety: A cross-cultural comparison of university students in ten countries

Abstract This study compared the construct of computer anxiety in university students across ten countries. A factor analysis of the Computer Anxiety Rating Scale (CARS) produced a three-factor model of computer anxiety (Interactive Computer Learning Anxiety, Consumer Technology Anxiety, and Observational Computer Learning Anxiety) for students in seven universities across the United States. The factor structures from students in nine countries (Australia, Czechoslovakia, Germany, Hungary, Israel, Italy, Japan, Spain, and Yugoslavia) were examined using Confirmatory Factor Analytic procedures. Each countrys factor structure was first compared to the United States three-factor model and then modified to provide the best possible three-factor model of computer anxiety for each country. Results indicated that each country possessed a unique culture-dependent model of computer anxiety. For two countries (United States and Australia), Interactive Computer Learning Anxiety included learning to operate a computer plus encountering computer problems. For the eight other countries, Interactive Computer Learning Anxiety captured only the aspect of learning to operate and program computers while a separate Computer Victimization factor dealt with anxiety surrounding computer problems. The Observational Computer Learning Anxiety and the Consumer Technology Anxiety factors also differed between countries. Similarities and differences in the factor structures are discussed in light of cultural characteristics, computer education, and computer software and hardware.

The Etiology of Computerphobia.

Abstract Computerphobics, Uncomfortable Computer Users, and Control Group subjects were interviewed on their retrospective computer and mechanical experiences, personality style, and media influence on the development of computer feelings. Results indicated that psychological reactions to early mechanical and computer experiences differed between the three groups with etiological roots of computerphobia evident as early as childhood. Gender and attitude of the technology “introducer” were important in predicting later psychological reactions to computers. Computerphobics appeared to suffer from a more generalized “technophobia” while Uncomfortable Computer Users were apprehensive only about computers. Personality styles differed only slightly between the three groups with Computerphobics being less persistent in problem solving and less likely to seek assistance. Prevention and intervention implications include: effective nonevaluative introduction of technology in the school system by “introducers” who are comfortable and skilled with computer technology; and identification and treatment of current Computerphobics.

The impact of emotionality and self-disclosure on online dating versus traditional dating

Online dating is unique in the pursuit of romance. The bond created between potential partners takes a different path than normal dating relationships. Online dating usually begins with a flurry of e-mail messages, each more intimate than the last. Traditional dating relationships that might take months to develop in the real world, take weeks or even days online. Much has been written about cyber-dating, but little research has been done. This series of four studies examines the online dating process, similarities and differences between online and traditional dating, and the impact of emotionality and self-disclosure on first (e-mail) impressions of a potential partner. Results indicate that the amount of emotionality and self-disclosure affected a persons perception of a potential partner. An e-mail with strong emotional words (e.g., excited, wonderful) led to more positive impressions than an e-mail with fewer strong emotional words (e.g., happy, fine) and resulted in nearly three out of four subjects selecting the e-mailer with strong emotional words for the fictitious dater of the opposite sex. Results for self-disclosure e-mails were complex, but indicate that levels of self-disclosure led to different impressions. Low levels of self-disclosure were generally preferred in choosing for the fictitious dater, although these preferences differed by gender, education, and ethnic background. Results were discussed in terms of theories of computer-mediated communication.

Virtual empathy

We tested if going online displaces face-to-face time and negatively impacts empathy.Internet usage, face-to-face time, and empathy were measured in 1390 young adults.Going online had little impact upon empathy and improved face-to-face time.Video gaming reduced empathy in both sexes but did not reduce face-to-face time.Virtual empathy was positively correlated with, but lower than, real-world empathy. People can show empathic responses to others online, but at the same time empathy has been declining in young people since technology-based communication has become prevalent. Displacement of face-to-face time by online activities would be expected to negatively impact empathic skills. Since there is little direct empirical research on this topic, the present study sought to determine the nature of the relationship between Internet usage and empathy. More than 1000 young adults completed an anonymous online questionnaire that asked about daily media usage, real-world empathy, virtual empathy, social support and demographic information. The results showed that, in general, going online had very small negative impacts upon cognitive and affective real-world empathy and actually improved time spent in face-to-face communication. Video gaming reduced real-world empathy in both females and males but did not reduce face-to-face time. Also, virtual empathy was positively correlated with real-world empathy, although virtual empathy scores were lower than real-world empathy scores for both sexes. Finally, both real-world empathy and virtual empathy are positively related to social support but real-world empathy demonstrated a 5-6 times stronger relationship. The findings show that spending time online does not displace face-to-face time nor reduce real-world empathy, and suggest that perhaps the lack of nonverbal cues in the online world contributes to overall lower levels of virtual empathy compared to the real world. The negative effects of being online upon empathy appear to be due to specific activities such as video gaming rather than total quantity of online time.

Sleeping with technology: cognitive, affective, and technology usage predictors of sleep problems among college students

OBJECTIVES Sleep problems related to technology affect college students through several potential mechanisms including displacement of sleep due to technology use, executive functioning abilities, and the impact of emotional states related to stress and anxiety about technology availability. DESIGN In the present study, cognitive and affective factors that influence technology usage were examined for their impact upon sleep problems. PARTICIPANTS AND MEASUREMENTS More than 700 US college students completed an online questionnaire addressing technology usage, anxiety/dependence, executive functioning, nighttime phone usage, bedtime phone location, and sleep problems. RESULTS A path model controlling for background variables was tested using the data. The results showed that executive dysfunction directly predicted sleep problems as well as affected sleep problems through nighttime awakenings. In addition, anxiety/dependence increased daily smartphone usage and also increased nighttime awakenings, which, in turn, affected sleep problems. CONCLUSIONS Thus, both the affective and cognitive factors that influence technology usage affected sleep problems.

Media Multitasking and Cognitive, Psychological, Neural, and Learning Differences.

American youth spend more time with media than any other waking activity: an average of 7.5 hours per day, every day. On average, 29% of that time is spent juggling multiple media streams simultaneously (ie, media multitasking). This phenomenon is not limited to American youth but is paralleled across the globe. Given that a large number of media multitaskers (MMTs) are children and young adults whose brains are still developing, there is great urgency to understand the neurocognitive profiles of MMTs. It is critical to understand the relation between the relevant cognitive domains and underlying neural structure and function. Of equal importance is understanding the types of information processing that are necessary in 21st century learning environments. The present review surveys the growing body of evidence demonstrating that heavy MMTs show differences in cognition (eg, poorer memory), psychosocial behavior (eg, increased impulsivity), and neural structure (eg, reduced volume in anterior cingulate cortex). Furthermore, research indicates that multitasking with media during learning (in class or at home) can negatively affect academic outcomes. Until the direction of causality is understood (whether media multitasking causes such behavioral and neural differences or whether individuals with such differences tend to multitask with media more often), the data suggest that engagement with concurrent media streams should be thoughtfully considered. Findings from such research promise to inform policy and practice on an increasingly urgent societal issue while significantly advancing our understanding of the intersections between cognitive, psychosocial, neural, and academic factors.

Media Multitasking and Mental Health

Multitasking—or task switching—has become a necessary function of modern life. Multitasking with media is a common practice among young people, who report its ease yet perform worse on individual tasks when they attempt to multitask. Adolescent media multitasking may be both adaptive and maladaptive and include prosocial outcomes and/or negative mental health problems including depression, anxiety, and sleep disorders. This chapter examines the relationship between media multitasking and adolescent mental health.

When Does Internet and Smartphone Use Become a Problem

Internet and smartphone use has become problematic for teenagers who experience negative emotional, cognitive, and physical states during and after their use. A variety of definitions and classifications exist to explain this phenomenon including dependency, problematic use, and addiction. This chapter covers the extant research on Internet and smartphone “addictions” and offers possible clinical interventions to mitigate its effects.