The calculi of emergence: computation, dynamics and induction
Proceedings of the NATO advanced research workshop and EGS topical workshop on Chaotic advection, tracer dynamics and turbulent dispersion
Effects of computer instruction, learning style, gender, and experience on computer anxiety
Computers in the Schools
Emergence: from chaos to order
Emergence: from chaos to order
Engaging girls with computers through software games
Communications of the ACM
Gender differences in computer anxiety among university entrants since 1992
Computers & Education
Testing on computers: a follow-up study comparing performance on computer and on paper
Testing on computers: a follow-up study comparing performance on computer and on paper
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It is commonly believed that positive opinions of students and teachers on the possibilities entailed by computer use would increase the efficacy of computer-based educational processes. In turn, this amounts to postulate a relationship between measures of such opinions and well-defined patterns of interaction with computer-based educational tools. In this regard, this paper reports on an investigation performed in a primary school, designed to test whether expectations and opinions on computers, both of students and teachers, detected through suitable questionnaires, might be related to the effectiveness of computer use within a particular educational context. Our findings, contrarily to what expected, do not appear to support the hypothesis that a positive opinion on computers can lead per se to higher learning efficacy in a computer-based educational environment, as compared with a traditional educational setting.