Gender Differences in Computer-Related Attitudes and Behavior: A Meta-Analysis

The field of instructional technology has traditionally involved a unique blend of theory and practice. This blend is most obvious in developmental research, those studies that involve the production of knowledge with the ultimate aim of improving the processes of instructional design, development, and evaluation. Such research is based on either situation-specific problem solving or generalized inquiry procedures. Developmental research, as opposed to simple instructional development, has been defined as “the systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of internal consistency and effectiveness” (Seels & Richey, 1994, p. 127). In its simplest form, developmental research can be either

Developmental research: studies of instructional design and development

Stimulated by recent high-profile incidents, concerns about business ethics have increased over the last decade. In response, research has focused on developing theoretical and empirical frameworks to understand ethical decision making. So far, empirical studies have used traditional quantitative tools, such as regression or multiple discriminant analysis (MDA), in ethics research. More advanced tools are needed. In this exploratory research, a new approach to classifying, categorizing and analyzing ethical decision situations is presented. A comparative performance analysis of artificial neural networks, MDA and chance showed that artificial neural networks predict better in both training and testing phases. While some limitations of this approach were noted, in the field of business ethics, such networks are promising as an alternative to traditional analytic tools like MDA.

Comprehensive bibliography

A multivariate study examined relationships between the following factors: paper-and-pencil assessments of verbal and spatial ability, ability to form an accurate spatial representation of a large real-world environment, gender, computer attitudes and experience, proficiency with the navigational interface of a virtual environment (VE), and the ability to acquire and transfer spatial knowledge from a VE. Psychometrically assessed spatial ability and proficiency with the navigational interface were found to make substantial contributions to individual differences in the ability to acquire spatial information from a VE. Gender influenced many VE-related tasks, primarily through its relationship with interface proficiency and spatial ability. Measures of spatial knowledge of a VE maze were highly predictive of subsequent performance in a similar real-world maze, suggesting that VEs can be useful for training people about real-world spaces.

Thomas G. Kinsey

Papers

Effectiveness of a microcomputer-training workshop for college professionals