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Investigated the acceptance of computerized assessment, particularly compared to conventional paper-and-pencil techniques, in seriously impaired psychiatric inpatients. Describes the development of a self-rating questionnaire (OPQ, Operation and Preference Questionnaire) and reports results that showed computerized assessment was convincingly well-accepted and even superior to paper-and-pencil techniques. (Author/LRW)

Technology-enhanced learning environments provide ample opportunities for learners to self-regulate their learning processes and activities for achieving the intended learning outcomes in various disciplines from soft to hard sciences and from humanities to the natural and social sciences. This special issue discusses the emerging technological advancements and cutting-edge research on self-regulated learning dealing with different cognitive, motivational, emotional, and social processes of learning both at the individual and group levels. Specifically, it discusses how to optimally use advanced technologies to facilitate learners' self-regulated learning for achieving their own individual learning needs and goals. In this special issue, seven researchers/research teams from the fields of collaborative learning, computational thinking, educational psychology, and learning analytics presented contributions to self-regulated learning with the goal of stimulating cross-border discussion in the field. [ABSTRACT FROM AUTHOR]

This paper develops an integrated theory of playfulness in computer interactions using multiple constructs. Although previous researchers have suggested that playfulness in computer interactions should be measured as both a state and a trait, we suggest that fully understanding the relevant constructs involves much more than simply a state-trait measurement issue. We synthesize the literature from social psychology, applied psychology, human resource management, management information systems, and marketing and present a comprehensive model of the network of constructs surrounding playfulness in computer interactions. This model serves to clarify both the trait and state influences on playfulness in computer interactions. Trait influences are captured through the Big Five theory of personality and microcomputer playfulness (MCP), while state influences are captured by flow theory. We encourage research into our model of playfulness in computer interactions with directional hypotheses and a suggested research agenda. [Copyright &y& Elsevier]

Social interface theory has had widespread influence within the field of human–computer interaction. The basic thesis is that humanizing cues in a computer interface can engender responses from users similar to those produced by interactions between humans. These humanizing cues often confer human characteristics on the interface (such as gender) or suggest that the interface is an agent actively interacting with the respondent. In contrast, the survey interviewing literature suggests that computer administration of surveys on highly sensitive topics reduces or eliminates social desirability effects, even when such humanizing features as recorded human voices are used. In attempting to reconcile these apparently contradictory findings, we varied features of the interface in two Web surveys and a telephone survey. In the first Web experiment, we presented an image of (1) a male researcher, (2) a female researcher, or (3) the study logo at several points throughout the questionnaire. This experiment also varied the extent of personal feedback provided to the respondent. The second Web study compared three versions of the survey: (1) One that included a photograph of a female researcher and text messages from her; (2) another version that included only the text messages; and (3) a final version that included neither the picture nor the personalizing messages. Finally, we carried out a telephone study using a method—interactive voice response (IVR)—in which the computer plays a recording of the questions over the telephone and respondents indicate their answers by pressing keys on the telephone handset. The IVR study varied the voice that administered the questions. All three surveys used questionnaires that included sensitive questions about sexual behavior and illicit drug use and questions on gender-related attitudes.We find limited support for the social interface hypothesis. There are consistent, though small, effects of the “gender” of the interface on reported gender attitudes, but few effects on socially desirable responding. We propose several possible reasons for the contradictory evidence on social interfaces. [Copyright &y& Elsevier]

Air combat scenarios present unique problems where the solution is not obvious. An advanced networked simulation environment can be used to train high-level cognitive air combat skills such as problem solving. A problem in the development of principled and construct oriented assessment is related to determining the level of specificity of the assessment. We present a detailed discussion of the definition of critical competencies associated with combat mission problem solving performance, and we describe our approach to develop and implement an embedded performance assessment system that maps outcomes to these competencies. Finally, we discuss the implications for our approach for comprehensive assessment and discuss our goals for an evaluation of the competency-based approach to assessment. [Copyright &y& Elsevier]