Assessing emotions related to learning new software: The computer emotion scale

Authors:
Robin H. Kay;Sharon Loverock
Affiliations:
University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ontario, Canada L1H7L7;University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ontario, Canada L1H7L7
Venue:
Computers in Human Behavior
Year:
2008

Citing 6
Cited 4

Pedagogically appropriate integration of informational technology in an elementary preservice teacher education program

Journal of Technology and Teacher Education
Computer technology training for prospective teachers: computer attitudes and perceived self-efficacy

Journal of Technology and Teacher Education
Teachers‘ computer anxiety: implications for professionaldevelopment

Education and Information Technologies
Discovering Statistics Using SPSS

Discovering Statistics Using SPSS
The influence of computer anxiety on experienced computer users while performing complex computer tasks

Computers in Human Behavior
Computer anxiety of teacher trainees in the framework of personality variables

Computers in Human Behavior

The determinants and expression of computer-related anger

Computers in Human Behavior
Mesurer les émotions de l'utilisateur: quels fondements pour une démarche d'évaluation des systèmes interactifs?

Proceedings of the 21st International Conference on Association Francophone d'Interaction Homme-Machine
Stories as informal lessons about security

Proceedings of the Eighth Symposium on Usable Privacy and Security
Understanding children's behavior in an asynchronous video-mediated communication environment

Personal and Ubiquitous Computing

Quantified Score

Hi-index	0.00

Visualization

Abstract

To date, little research has been done on the role of emotions with respect to computer related behaviours. The purpose of this study was to develop a reliable, valid scale to assess emotions while learning with computers. Four emotions (anger, anxiety, happiness, and sadness), selected after a detailed review of the research, were evaluated. Internally reliability estimates were acceptable. Construct validity was confirmed by an exploratory factor analysis. Convergent validity was supported by strong correlations among emotions and affective attitude, but not cognitive and behavioural attitudes. Finally, predictive validity was corroborated by consistent and significant correlations among emotion, computer knowledge, and use.