Factors affecting e-collaboration technology use among management students
Computers & Education
Biometric and Intelligent Self-Assessment of Student Progress system
Computers & Education
International Journal of Human-Computer Studies
First year university students' self-perception of ICT skills: Do learning styles matter?
Education and Information Technologies
Education and Information Technologies
Student progress assessment with the help of an intelligent pupil analysis system
Engineering Applications of Artificial Intelligence
The Role of Physical Affordances in Multifunctional Mobile Device Design
International Journal of Information Technology and Web Engineering
Recommender System to Analyze Student's Academic Performance
Expert Systems with Applications: An International Journal
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The first aim of this study was to develop an instrument of self-perceived computer competence and to assess differences among university students. For this purpose, two instruments were developed: 'quantity of computer applications' (16 items) and 'quality of application use' (30 items). Questionnaires were administered to two samples of first-year university students in psychology, education and andragogics. The results indicated a high correlation between the two computer competence scales. The second aim was to identify possible determinants of self-perceived computer competence and to test the impact at an individual level. The results from a path model demonstrated that self-perceived computer competence (quality of application use) was affected by four factors: computer confidence, computer experience expressed in time, intensity of computer use and home access to a computer. The four variables accounted for a significant proportion of the variation (54%) in the self-perceived computer competence variable.