Open University of Hong Kong

About: Open University of Hong Kong is a education organization based out in Hong Kong, Hong Kong, China. It is known for research contribution in the topics: Distance education & Computer science. The organization has 811 authors who have published 1410 publications receiving 21608 citations.

Determinants of User Acceptance of Digital Libraries: An Empirical Examination of Individual Differences and System Characteristics

Abstract: The explosion in Internet usage and huge government funding initiatives in digital libraries have drawn attention to research on digital libraries. Whereas the traditional focus of digital library research has been on the technological development, there is now a call for user-focused research. Although millions of dollars have been spent on building 'usable' systems, research on digital libraries has shown that potential users may not use the systems in spite of their availability. There is a need for research to identify the factors that determine users’ adoption of digital libraries. Using the technology acceptance model (TAM) as a theoretical framework, this study investigates the effect of a set of individual differences (computer self-efficacy and knowledge of search domain) and system characteristics (relevance, terminology, and screen design) on intention to use digital libraries. Based on a sample of 585 users of a university’s award-winning digital library, the results strongly support the utilization of TAM in predicting users’ intention to adopt digital libraries, and demonstrate the effects of critical external variables on behavior intention through perceived ease of use and perceived usefulness. All of the individual differences and system characteristics have significant effects on perceived ease of use of digital libraries. In addition, relevance has the strongest effect on perceived usefulness of digital libraries.

Cross-cultural science education: A cognitive explanation of a cultural phenomenon

Abstract: Recent developments in concept learning and in science-for-all curricula have stimulated our interest in two fields of study: how students move between their everyday life-world and the world of school science, and how students deal with cognitive conflicts between those two worlds. In the first field of study, Aikenhead conceptualized the transition between a student's life-world and school science as a cultural border crossing.In the second field, Jegede explained cognitive conflicts arising from cultural dif- ferences between students' life-world and school science in terms of collateral learning. This article (a) synthesizes cultural border crossing with its cognitive explanation (collateral learning) and (b) demon- strates by its example the efficacy of reanalyzing interpretive data published in other articles. The synthe- sis provides new intellectual tools with which to understand science for all in 21st-century science class- rooms in developing and industrialized countries. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 269 - 287, 1999

Many Labs 2: Investigating Variation in Replicability Across Samples and Settings

Abstract: We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p < .05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p < .0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely high-powered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen’s ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (< 0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than .20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above .10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). Cumulatively, variability in the observed effect sizes was attributable more to the effect being studied than to the sample or setting in which it was studied.

Gender Diversity and Securities Fraud

Abstract: We formulate theory on the effect of board of director gender diversity on the broad spectrum of securities fraud, and generate three key insights. First, based on ethicality, risk aversion, and diversity, we hypothesize that gender diversity on boards can operate as a significant moderator for the frequency of fraud. Second, we advance that the stock market response to fraud from a more gender-diverse board is significantly less pronounced. Third, we posit that women are more effective in male-dominated industries in reducing both the frequency and severity of fraud. Results of our novel empirical tests, based on data from a large sample of Chinese firms that committed securities fraud, are largely consistent with each of these hypotheses.