Matthew S. Eastin

Bio: Matthew S. Eastin is an academic researcher from University of Texas at Austin. The author has contributed to research in topics: The Internet & Video game. The author has an hindex of 33, co-authored 66 publications receiving 7662 citations. Previous affiliations of Matthew S. Eastin include University of Nebraska–Lincoln & Lasell College.

Internet Self-Efficacy and the Psychology of the Digital Divide

Abstract: Internet self-efficacy, or the belief in one's capabilities to organize and execute courses of Internet actions required to produce given attainments, is a potentially important factor in efforts to close the digital divide that separates experienced Internet users from novices. Prior research on Internet self-efficacy has been limited to examining specific task performance and narrow behavioral domains rather than overall attainments in relation to general Internet use, and has not yielded evidence of reliability and construct validity. Survey data were collected to develop a reliable operational measure of Internet self-efficacy and to examine its construct validity. An eight-item Internet self-efficacy scale developed for the present study was found to be reliable and internally consistent. Prior Internet experience, outcome expectancies and Internet use were significantly and positively correlated to Internet self-efficacy judgments. Internet stress and self-disparagement were negatively related to Internet self-efficacy. A path analysis model was tested within the theoretical framework of social cognitive theory (Bandura (1997).

A Social Cognitive Theory of Internet Uses and Gratifications: Toward a New Model of Media Attendance

Abstract: Recent research explaining Internet usage has both extended and challenged the uses and gratifications approach to understanding media attendance by discovering "new" gratifications and introducing powerful new explanatory variables. The present research integrates these developments into a theory of media attendance within the framework of Bandura's (1 986) Social Cognitive Theory. Respondents from 2 Midwestern states were recruited by mail to complete an online questionnaire. Structural equation modeling techniques were used to test a.new model of media attendance in which active consideration of Internet uses and gratifications, moderated by Internet self-efficacy, joins habitual behavior and deficient self-regulation as determinants of media behavior. The model explained 42% of the variance in Internet usage. ,

Unregulated Internet Usage: Addiction, Habit, or Deficient Self-Regulation?

Abstract: Recent reports of problematic forms of Internet usage bring new currency to the problem of "media addictions" that have long been the subject of both popular and scholarly writings. The research in this article reconsidered such behavior as deficient self-regulation within the framework of A. Bandura's (1991) theory of self-regulation. In this framework, behavior patterns that have been called media addictions lie at one extreme of a continuum of unregulated media behavior that extends from normally impulsive media consumption patterns to extremely problematic behavior that might properly be termed pathological. These unregulated media behaviors are the product of deficient self-regulatory processes through which media consumers monitor, judge, and adjust their own behavior, processes that may be found in all media consumers. The impact of deficient self-regulation on media behavior was examined in a sample of 465 college students. A measure of deficient self-regulation drawn from the diagnostic criteria ...

Exploring Consumer Motivations for Creating User-Generated Content

Abstract: The advent of Web 2.0 technologies has enabled the efficient creation and distribution of user-generated content (UGC), resulting in vast changes in the online media landscape. For instance, the proliferation of UGC has made a strong impact on consumers, media suppliers, and marketing professionals while necessitating research in order to understand both the short and long-term implications of this media content. This exploratory study (n = 325) seeks to investigate consumer consumption and creation of UGC and the attitudinal factors that contribute to these actions. The data confirm the established relationship between attitude and behavior and indicate attitude serves as a mediating factor between the use and creation of UGC. With regard to the creation of UGC, the ego-defensive and social functions of attitude were found to have the most explanatory power.

Understanding Internet usage: a social-cognitive approach to uses and gratifications

Abstract: Several studies have applied uses and gratifications to explain Internet usage. Like Bandura’s social-cognitive theory, the uses and gratifications framework explains media use in terms of expected positive outcomes, or gratifications. However, previous uses and gratifications research accounted for little variance in Internet behavior, although there were conflicting results. This research identifies new variables from social-cognitive theory that might further explain Internet usage and resolve inconsistencies in prior research. Measures of self-efficacy and self-disparagement were developed for the domain of Internet behavior. Internet addiction was interpreted as a deficient self-regulation within the social-cognitive framework. Finally, the negative outcomes of online behavior were analyzed for their impact on Internet usage. In a survey of 171 college students, the social-cognitive model explained 60% of the available variance in Internet usage using multiple regression analysis, a significant impro...

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Abstract: From the Publisher: A Question of Identity Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

Abstract: A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).

The stigma of obesity: a review and update.

Abstract: Obese individuals are highly stigmatized and face multiple forms of prejudice and discrimination because of their weight (1,2). The prevalence of weight discrimination in the United States has increased by 66% over the past decade (3), and is comparable to rates of racial discrimination, especially among women (4). Weight bias translates into inequities in employment settings, health-care facilities, and educational institutions, often due to widespread negative stereotypes that overweight and obese persons are lazy, unmotivated, lacking in selfdiscipline, less competent, noncompliant, and sloppy (2,5–7). These stereotypes are prevalent and are rarely challenged in Western society, leaving overweight and obese persons vulnerable to social injustice, unfair treatment, and impaired quality of life as a result of substantial disadvantages and stigma. In 2001, Puhl and Brownell published the first comprehensive review of several decades of research documenting bias and stigma toward overweight and obese persons (2). This review summarized weight stigma in domains of employment, health care, and education, demonstrating the vulnerability of obese persons to many forms of unfair treatment. Despite evidence of weight bias in important areas of living, the authors noted many gaps in research regarding the nature and extent of weight stigma in various settings, the lack of science on emotional and physical health consequences of weight bias, and the paucity of interventions to reduce negative stigma. In recent years, attention to weight bias has increased, with a growing recognition of the pervasiveness of weight bias and stigma, and its potential harmful consequences for obese persons. The aim of this article is to provide an update of scientific evidence on weight bias toward overweight and obese adults through a systematic review of published literature since the 2001 article by Puhl and Brownell. This review expands upon previous findings of weight bias in major domains of living, documents new areas where weight bias has been studied, and highlights ongoing research questions that need to be addressed to advance this field of study. A systematic literature search of studies published between January 2000 and May 2008 was undertaken on computerized psychological, medical, social science, sport, and education databases including PsycINFO, PubMed, SCOPUS, ERIC, and SPORTDiscus. The following keyword combinations were used: weight, obese, obesity, overweight, BMI, fat, fatness, size, heavy, large, appearance, big, heavyweight, bias, biased, discrimination, discriminatory, discriminate, stigma, stigmatized, stigmatization, prejudice, prejudicial, stereotype(s), stereotypical, stereotyping, victimization, victimize(d), blame(d), blaming, shame(d), shaming, teasing, tease(d), unfair, bully, bullying, harassment, assumptions, attributions, education, health, health care, sales, employment, wages, promotion, adoption, jury, customer service, housing, media, television. Reference lists of retrieved articles and books were also reviewed, and manual searches were conducted in the databases and journals for authors who had published in this field. Most studies retrieved for this review were published in the United States. Any articles published internationally are noted with their country of origin. Research on weight stigma in adolescents and children was excluded from this review, as this literature was recently reviewed elsewhere (8). Unpublished manuscripts and dissertations were also excluded. In addition, issues pertaining to measurement of weight stigmatization, and demographic variables affecting vulnerability to weight bias such as gender, age, race, and body weight are not addressed in this review. This article instead primarily reviews the evidence of specific areas where weight bias occurs toward adults and its consequences for those affected. This article is organized similarly to the first review published by Puhl and Brownell (2), with sections on weight bias in settings of employment, health care, and education. New sections have been added including weight bias in interpersonal relationships and the media, as well as psychological and physical health consequences of weight bias, and the status of stigma-reduction research. As with the 2001 article, this review also provides an update on legal initiatives to combat weight discrimination, and outlines specific questions for future research.

A systematic literature review of empirical evidence on computer games and serious games

Abstract: This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area.