Learning Computerese: The Role of Second Language Learning Aptitude in Technology Acceptance
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| Title: | Learning Computerese: The Role of Second Language Learning Aptitude in Technology Acceptance |
|---|---|
| Language: | English |
| Authors: | Warner, Janis A., Koufteros, Xenophon, Verghese, Anto |
| Source: | Educational and Psychological Measurement. Dec 2014 74(6):991-1017. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, Language Aptitude, Computer Mediated Communication, Construct Validity, Networks, Anxiety, Computer Attitudes, Risk, Personality Traits, Cognitive Ability, Computer Software, Technological Literacy |
| Assessment and Survey Identifiers: | Computer Anxiety Scale |
| DOI: | 10.1177/0013164414520629 |
| ISSN: | 0013-1644 |
| Abstract: | This article introduces a new construct coined as Computer User Learning Aptitude (CULA). To establish construct validity, CULA is embedded in a nomological network that extends the technology acceptance model (TAM). Specifically, CULA is posited to affect perceived usefulness and perceived ease of use, the two underlying TAM constructs. Furthermore, we examine several antecedents of CULA by relying on the second language learning literature. These include computer anxiety, tolerance of ambiguity, and risk taking. Conceptualization of CULA is based on the observation that computer systems use language as communication between the computer and the user, making system usage significantly dependent on the ability of the individual to learn the language. We posit that learning to communicate with computer technology is akin to learning a second language, that is, a language learned after the first language(s) or native language(s), and is referred to as "computerese." The proposed construct, CULA, measures the aptitude of an individual to learn computerese, and it is specified as a second-order variable. It includes measures of three critical facets of computerese pertaining to general hardware/software, programming, and the Internet. Significant relationships are found between computer anxiety, tolerance of ambiguity, and taking risk with CULA, as well as between CULA and TAM constructs. |
| Abstractor: | As Provided |
| Number of References: | 71 |
| Entry Date: | 2014 |
| Accession Number: | EJ1045258 |
| Database: | ERIC |
| Abstract: | This article introduces a new construct coined as Computer User Learning Aptitude (CULA). To establish construct validity, CULA is embedded in a nomological network that extends the technology acceptance model (TAM). Specifically, CULA is posited to affect perceived usefulness and perceived ease of use, the two underlying TAM constructs. Furthermore, we examine several antecedents of CULA by relying on the second language learning literature. These include computer anxiety, tolerance of ambiguity, and risk taking. Conceptualization of CULA is based on the observation that computer systems use language as communication between the computer and the user, making system usage significantly dependent on the ability of the individual to learn the language. We posit that learning to communicate with computer technology is akin to learning a second language, that is, a language learned after the first language(s) or native language(s), and is referred to as "computerese." The proposed construct, CULA, measures the aptitude of an individual to learn computerese, and it is specified as a second-order variable. It includes measures of three critical facets of computerese pertaining to general hardware/software, programming, and the Internet. Significant relationships are found between computer anxiety, tolerance of ambiguity, and taking risk with CULA, as well as between CULA and TAM constructs. |
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| ISSN: | 0013-1644 |
| DOI: | 10.1177/0013164414520629 |
