Regina Vollmeyer

Computer use and the gender gap: The issue of access, use, motivation, and performance

Since the beginning of computerization, it has been of interest whether there are differential effects on computer behavior, in particular in terms of computer access, computer use, and motivational variables, such as computer self-efficacy. The current research addresses the questions if the gender-related differences in this respect persist to the present day and if there is also a difference in actual performance characteristics. A sample of 48 university students (23 male) was administered a technology self-efficacy questionnaire, a survey on computer access, recorded a user diary, and turned in a computer task. Results show that the gender gap is closing as far as computer access and self-efficacy are concerned. Also, female and male students report comparable amounts of computer usage for their studies. User behavior appears to be gender-specific as males spend more time at the computer for personal purposes. There is also some evidence that male students outperform female students at a computer task (remastering of Power-Point slides). Conclusions for creating computer-based learning environments are discussed.

Understanding the psychophysiology of flow

We investigated the relationship between heart rate variability (HRV) and flow.We conducted a driving-simulator experiment to induce boredom, flow, and anxiety.HRV differed significantly between the three mental states.A negative linear relation exists between low-frequency component of HRV and flow.Flow is associated with baroreflex modulation of cardiovascular activity. We present the results of an experimental investigation on the relationship between heart rate variability (HRV) and flow in adults exposed to computer-simulated tasks with different demand level manipulations: a balanced skill-demand level (fit) to induce flow, too high demands to induce anxiety, and too low demands to induce boredom. Eighteen participants were exposed to three simulated driving tasks that differed in their demand levels. During all tasks, the participants heart rates were monitored and flow was measured after each task by means of a questionnaire. Our results show that high-frequency HRV (HF-HRV) and low-frequency HRV (LF-HRV) differed between the three experimental conditions and an increase in demand level caused a decrease in HF-HRV and LF-HRV. Furthermore, experiencing flow in a balanced skill-demand task was associated with a decreased LFHRV activity compared to being engaged in a task with too high demands (anxiety condition), in which higher levels of flow were related to moderate parasympathetic activity (HF-HRV) as well as to moderate baroreflex function (LF-HRV). Our results contribute to a better understanding of the psychophysiology of flow and further demonstrate how virtual environments such a driving simulator can be effectively used to investigate psychological constructs such as flow or anxiety.

Are There Gender Differences in Computer Performance? If So, Can Motivation Explain Them?

Abstract. Building on previous research which suggests that females are at a disadvantage when working with computers, the current paper investigates possible explanations. We used the cognitive-motivational process model (Vollmeyer & Rheinberg, 1999, 2000) to explore if motivation can account for the performance differences between male and female students. The model assumes that initial motivation affects strategies and motivation during learning which then influence performance. Male and female students from an introductory statistics class (N = 40), had to solve four statistics tasks with SPSS in 30 minutes. Measurements included initial motivation, functional state (i.e., flow) during task performance, navigation style, and task performance. Results show that males outperform females in terms of time needed for task completion and performance level. Male students displayed more solution-oriented navigation traces than female students. In a tentative exploratory path model, flow-experience and navigat...

An explorative study of search of model space in problem-solving

Building on dual-space theories, the three-space theory of problem-solving proposes a search of a model space in addition to search of experiment and hypothesis spaces. This study aimed at exploring the three postulated spaces, especially model space, by means of verbal protocols. Participants (N = 32) were asked to think aloud when working with a computer-based learning program. Through this program, they learned about torques in physics using interactive graphics for conducting experiments with levers and forces. Their knowledge about torques was tested before and after working with the program. Verbal protocols were analysed with regard to the amount of search of the three spaces and the quality of the participants models for torques. The three postulated spaces could be reliably identified in the protocols. Amount of search of the model space predicted improvement in knowledge beyond prior knowledge and search of the other spaces. Our results add to the validity of model space and will allow us to further explore the three-space theory.

The Role of Motivation in Knowledge Acquisition

As our research is based on so called dynamic systems or microworlds we first describe and discuss this paradigm. We give a short overview on the huge variety of tasks that are subsumed under this label. In particular, we reflect on advantages of our biology-lab task.

The importance of understanding: Model space moderates goal specificity effects

The three-space theory of problem solving predicts that the quality of a learners model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.

Model development in scientific discovery learning with a computer-based physics task

Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students models of torques was developed and given to secondary school students (N?=?47) who learned about torques using computer simulations. (2) How do students models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL. Students have misconceptions about the more complex aspects of torques.Using computer simulations students could develop appropriate models of torques.Experimenting and hypothesis testing goes in line with model development.A three-space theory is a useful framework for explaining these results.

How Different Motivational Aspects can Affect Moral Behaviour

Whenever we see people helping other people without receiving any benefits, we assume that these helpers are highly motivated to support others and that this motivation is due to a high level of morality.

Problemlösen und Hypothesentesten

Schaut man in Fachworter- oder Lehrbuchern nach, was man unter Problemlosen versteht, findet man ziemlich einheitlich die Definition, das Problemlosen darin besteht, einen Anfangszustand in einen Zielzustand zu uberfuhren. Allerdings wissen die Problemloser noch nicht, wie und welche Mittel sie einsetzen sollen, um den Zielzustand zu erreichen. Zum Beispiel liegt ein Problem dann vor, wenn man moglichst schnell und billig von Berlin (das ist der Anfangszustand) nach Frankfurt (das ist der Zielzustand) reisen mus, und man sowohl mit dem Flugzeug, mit der Bahn, dem eigenen Auto usw. (das sind die Mittel) fahren kann.