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Based on a larger study of technophobia and technological sophistication, this study assessed computer anxiety among undergraduates in 10 countries and compared the factor structure found in the United States to that found in 9 other countries. Highlights include Interactive Computer Learning Anxiety; Consumer Technology Anxiety; Computer Victimization Factor; and Observational Computer Learning Anxiety. (59 references) (LRW)

Describes a study of undergraduates that investigated the effects of communication mode (i.e., face-to-face versus remote), information load, and distribution of information on biased discussion in groups. Topics discussed include computer-mediated communication systems (CMCS); biased discussion and information characteristics; and biased discussion and CMCS groups. (18 references) (LRW)

Discusses visual fatigue as a result of using video display units and reviews four typical methods of gathering self-report visual fatigue symptoms that appear within the human factors literature, including unstructured inquiries, forced-choice questionnaires, statements with Likert scales, and quasi-standardized health questionnaires. (33 references) (LRW)

Describes a study that examined technophobia in elementary and secondary public school teachers as an explanation for low levels of computer utilization. Highlights include empirical studies of technophobia; technophobia interventions; demographic differences; computer availability and use; computer anxiety; computer attitudes; and predictive models of technophobia. (46 references) (LRW)

Discussion of teacher attitudes toward computer-assisted instruction (CAI) highlights a study that examined the relationship between Eysenck's personality factors (i.e., extraversion, neuroticism, and psychoticism), religiosity, and attitudes toward CAI in a sample of 190 female teacher trainees at Bar-Ilan University (Israel). (36 references) (LRW)

Provides an overview of this issue that reviews Dutch research concerning knowledge-based instructional systems. Topics discussed include experimental research, conceptual models, design considerations, and guidelines; the design of student diagnostic modules, instructional modules, and interface modules; second-language teaching; intelligent computer systems; and knowledge-poor approaches. (Contains two references.) (LRW)