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Machine learning and learning analytics are powerful tools that not only support researchers in the detailed measurement and enhancement of learning processes in various learning environments, but also enable the aggregation and synthesis of evidence regarding effective educational practices. This paper describes the development and application of machine learning algorithms aimed at semi-automatic selection of abstracts for a meta-analysis on the effects of simulation-based learning in higher education. The goal was to reduce the workload while also maintaining the transparency and objectivity of the selection process. The algorithms were trained, validated, and tested on a set of 3187 studies on simulation-based learning found in medical and educational databases collected before April 2018. Subsequently, they were utilized to classify abstracts for a follow-up meta-analysis consisting of 2373 studies (published between 2018 and 2020). The aim of training the algorithms was to predict studies' abstract eligibility based on words and combinations of words used in these abstracts. The application of the algorithms reduced the number of studies that had to be manually screened from 2373 to 711. A total of 458 studies from automatically selected abstracts were included in the full-text screening, indicating the high precision of the algorithms (also compared to the performance of human raters). We conclude that machine learning algorithms can be trained and used to classify abstracts for their eligibility, significantly reducing the workload for the researchers without diminishing objectivity and quality when updating systematic literature reviews with or without a meta-analysis. • Machine learning algorithms can be used to classify abstracts for their eligibility. • Machine learning can significantly reduce the workload without compromising quality, when updating meta-analysis. • Some machine learning algorithms can outperform human raters in precision. [ABSTRACT FROM AUTHOR]

Non-formal learning is becoming increasingly important in everyday life. Both the availability of open online learning opportunities and the number of participants in online courses continue to grow. Initially learners report high levels of motivation, but completion rates tend to be low. In the present study, we examined motivational trajectories of learners completing a non-formal online course. To this end, 450 learners of 49 open online courses offered by Bavarian universities completed up to three online questionnaires throughout the course. First, we used latent profile analysis to explore motivational trajectories within five subtypes of situational motivation, which resulted in four different motivational profiles. However, all profiles were characterized by remarkable stability over time, and differences only in the actual levels of the five motivational subtypes. Second, we used bivariate latent change score models to focus on differences of change in intrinsic motivation when analyzing simultaneously with situational interest. In addition, we considered self-regulation and mastery goal orientation as predictors of change in motivation. For intrinsic motivation there was only a small mean change and compensating effect from T1 to T2. We discuss the findings in the light of the fact that there are high dropout rates in non-formal online courses and offer practical advice on how to better address non-completers in future research. • Four profiles based on five subtypes of situational motivation. • Remarkable stability of motivation within completers of non-formal online courses. • Small change in intrinsic motivation only from T1 to T2. • Findings highlight importance of intrinsic motivation in non-formal online learning. [ABSTRACT FROM AUTHOR]

Online labor platforms function as meta-organizations, blending elements of an open market and hierarchical structure by algorithmically governing goals and objectives. This study investigates how this algorithmic management approach influences the perceived meaningfulness of work among crowdworkers, with a particular focus on its effects through identity and belonging. Drawing on survey data collected from 1291 crowdworkers, our findings highlight that algorithmic control and algorithmic matching are differently associated with the meaningfulness of work. Algorithmic control, characterized by directive oversight, exhibits a negative association with perceived meaningfulness. In contrast, algorithmic matching, which pairs workers with online tasks, fosters a positive perception of meaningfulness. We demonstrate that these associations are (partially) mediated by identity and belonging mechanisms. Specifically, we demonstrate that crowdworkers tend to self-organize support and social confirmation using online communities, which provides a sense of meaningfulness. This research advances our understanding of the experiences of crowdworkers within online labor platforms, shedding light on the multifaceted implications of algorithmic management. It emphasizes the importance of fostering supportive and communicative environments in work settings characterized by algorithmic governance mechanisms. • Algorithmic management is related to the meaningfulness of work through identity and belonging. • Algorithmic control is negatively related to the meaningfulness of work. • Algorithmic matching is only indirectly related to meaningfulness of work. • Algorithmic management both enables and constraints identity formation and belonging of crowdworkers. [ABSTRACT FROM AUTHOR]

Email is a ubiquitous and work-critical tool for many people at work today. Research suggests that people engage a range of actions to deal with work-email, with the same email action (e.g. turning off email) facilitating some goals (e.g. for well-being) but hindering others (e.g. for being helpful). Using mixed-methods across two studies with knowledge workers who use work-email, we examined whether individual differences in personality can explain why there is a goal paradox of work-email actions. The theory of purposeful work behavior (TPWB) informs our approach. In Study 1, semi-structured interviews (N = 28) uncovered (using thematic analysis) a comprehensive list of 72 work-email actions that differently impact goals related to Work, Well-being, Control and Concern. Study 2 then addressed whether personality traits could predict work-email activity directed towards these four goals. A multi-level survey (N = 341; n = 5575) of work-email activity was analyzed using cross-level hierarchical linear modelling. We found that action-goal relationships in dealing with work-email, could be predicted by people's trait-relevant goal striving. This advances understanding of why work-email actions can be both beneficial and problematic for people. Use of habitual actions also interacted with personality to strengthen action-goal relationships, except for those with low Emotional Stability. Findings are discussed in terms of their implications for theory, policy and practice. • Work-email actions differ because people strive towards different but trait-relevant goals. • Extraversion, Conscientiousness, Agreeableness and Neuroticism predict work-email goal-striving. • A comprehensive list of 72 work-email actions, related to four key work-email goals are presented. • One-size-fits-all email policies are misplaced; tailor work-email use to individual goals. [ABSTRACT FROM AUTHOR]

Mobile apps are effective tools for administering health interventions and changing user behaviors in key lifestyle areas, such as physical activity, but the attrition rates of fitness app users are high. To understand how to increase user retention rates, the present study draws from the Technology Acceptance Model (TAM) and investigates the role of exercise self-efficacy, in addition to the original TAM constructs, namely, perceived usefulness, perceived ease of use, and perceived enjoyment, in predicting current users' intention to continue using the apps. Moreover, this study extends TAM from a human-technology interaction perspective by elucidating the antecedents of perceived usefulness in terms of specific functions provided by fitness mobile apps. Samples were drawn from a large online Chinese subject pool to test the hypotheses via a survey (N = 449). The results showed that four technological functions—instruction provision, self-monitoring, self-regulation, and goal attainment—had an indirect effect on continuance intention through perceived usefulness, and this indirect effect was moderated by exercise self-efficacy such that the association between perceived usefulness and continuance intention was stronger for those with low exercise self-efficacy. • Four technological functions had an indirect effect on continuance intention through perceived usefulness. • This indirect effect was moderated by exercise self-efficacy. • Perceived ease of use and perceived enjoyment also predicted continuance intention. [ABSTRACT FROM AUTHOR]

To understand the impact of learner metacognition and goal orientation on problem-solving, this study investigated 159 undergraduate students' metacognition, goal orientations, and their problem-solving performances and processes in a laboratory setting using a Serious Game (SG) environment that adopts problem-based learning (PBL) pedagogy to teach space science. Utilizing cluster analysis, multiple regression, similarity measure and data visualization, this study analyzed multiple data sources, including computer log data, problem-solving performance scores, and survey data. The results show that both learner metacognition and goal orientation affected problem-solving. The findings of this study offer insights of how learner characteristics impact on problem-solving in SG environments with PBL pedagogy. It also contributes to understanding the design of SG environments to benefit learners based on their metacognitive levels. • Computer log data was used to analyze leaner problem-solving process. • Similarity measure was used to analyze sequence pattern. • Learner metacognition affected learner problem-solving in a serious game. • Learner goal orientation affected learner problem-solving in a serious game. • Dunning-Kruger effect and problem complexity could be the possible explanation forlearner problem-solving differences. [ABSTRACT FROM AUTHOR]

Novel educational environments, particularly those based on information and communication technologies, demand that students consciously regulate the learning process to efficiently reach their goals. However, most of the approaches pursue the acquisition of domain–knowledge (DK) than the development of cognitive skills that foster students to lead their learning activities in diverse educational domains. Hence, this work proposes a cybernetic method to instill learning strategies that enable students to handle their apprenticeship according to proactive and reactive attitudes. Cybernetic baseline supports the method that applies regulatory mechanisms to suggest actions that produce specific outcomes and manage diverse disturbances. With this aim, a real trial was performed to produce empirical evidence of how the cybernetic method to regulate learning biases students' apprenticeship in educational settings that exert a high cognitive load on learners. Due to the trial constraints, experimental students lacked a training phase to know the method, and therefore had to follow its learning strategies simultaneously to the DK acquisition, producing with it a higher cognitive load than their control peers. Despite such a handicap, outcomes reveal more promising learning tendencies for the experimental group than those for the control. The experience highlights the need for including cognitive strategy instruction in the curricula to empower students to regulate their learning processes and enhance their academic achievements. Image 1083 • Cybernetics fosters people to regulate their behavior to consciously reach goals. • Cognitive strategy instruction enables student to be aware of his learning process. • Experimental students unknown the method and dealt with a higher cognitive load. • Acquired, achieved, profit learning inferential statistics favor experimental group. • Cybernetic method strategies benefit u-Learning students to learn & develop skills. [ABSTRACT FROM AUTHOR]

Gamification experiences further growth in our society with broad practical implications of game design elements in applications, activities, and services. In our study, we focus on one single element in the form of digital achievements, one cornerstone of gamification, to gain unconfounded insights into the effects and working mechanisms of digital achievements. In a controlled experimental environment we investigate their impact on motivation and performance. Three research questions were investigated, first, if achievements are effective in enhancing motivation and performance, second, how achievements need to be designed to be effective, and third, if achievements' underlying working mechanisms resemble classical goal-setting. In three experiments, a total of 245 participants worked on different cognitive tasks. We experimentally manipulated several aspects of achievements, such as quantity and difficulty. We also compared achievements directly with classical goal-setting instructions. Results showed that achievements enhanced performance. Achievements also improved motivation, however only regarding persistence, not self-reported interest and enjoyment. The effectiveness of achievements was highly dependent on the design. Results suggest utilizing achievements with high difficulty and in low quantity. Results also support our assumption that achievements provide a direct goal-setting function. We conclude that achievements do benefit motivation and performance if designed properly. • Achievements improve performance. • Achievements improve motivation regarding persistence but not self-reports. • Achievements are more effective when designed in high difficulty and low quantity. • Achievements resemble classical goal-setting regarding their working mechanisms. • Achievements improve performance more than goal-setting over time. [ABSTRACT FROM AUTHOR]

Abstract The purpose of the study was to investigate how undergraduate and graduate business management students, as well as those who had a managerial role in their career and who did not, differ on levels of soft skills (SRL strategies, motivation, and social skills) after gender was controlled. Moreover, we intended to investigate how well soft skills factors influence business students' successes in an online learning environment after students' individual characteristics and learning characteristics were controlled. To serve this purpose, this study conducted MANCOVA and hierarchical multiple regression analyses on data collected from 162 students in fully online business courses. First, the results of the study indicated that graduate students had higher level of soft skills than undergraduate students, especially in self-regulation and motivation. Likewise, students with managerial experiences demonstrated a higher level of soft skills. Next, hierarchical regression analysis revealed that the final regression model with all soft skills factors included could predict approximately 34% of the variance in students learning outcomes to a statistically significant level. In addition, goal setting, self-efficacy, and social skills were found to be significant predictors. We suggest that instructors and instructional designers should realize that soft skills are important contributor to the learning outcomes. Therefore, mechanisms to enhance student soft skills should be embedded into the online course in order to improve student learning outcomes. This should be especially a priority for undergraduate online courses because undergraduate students do not demonstrate higher soft skills compared to graduate students. Highlights • Soft skills are important to students' learning and potential career success. • The effect of soft skills on online student's learning outcomes was investigated. • Students with managerial experiences demonstrated a higher level of soft skills. • Integrating soft skills in the curricula can improve students' learning outcomes. [ABSTRACT FROM AUTHOR]

Abstract Different goal pursuits influence the valence of social networking sites (SNS) use, with some uses being more adaptive than others (e.g., aimless scrolling vs. communicating with friends). We use a model of happiness-increasing strategies on happiness and consider the mediating effect of Instrumental Goal Pursuit on the relationship of Envy to Happiness, or subjective well-being, in SNS use. Participants were drawn from an urban English college-level population. Partial least squares structural equation modeling was used to model relationships. Findings show that, in the context of SNS use, instrumental goal pursuit may not mediate the relationship between envy and happiness. Varying goal features may have a confounding effect on goal instrumentality in increasing happiness. Life satisfaction, purpose, personal circumstances, and personality differences likely have mediating effects on happiness and SNS use. Future studies should explore a more complete model that accounts for other antecedent factors including personality differences and life circumstance that have been shown to influence subjective wellbeing and likely mediate the relationship of instrumental goal pursuit relation to happiness. Highlights • Envy on Facebook influences happiness. • Instrumental goal pursuit does not mediate link from envy on Facebook to happiness. • Findings provide partial support for Tkach and Lyubomirsky's (2006) process model. • The lack of a mediating effect of instrumental goal pursuit is discussed. • Other mechanisms may explain the link between envy on Facebook and Happiness. [ABSTRACT FROM AUTHOR]

Abstract We explored the relationship between goal specificity, flow experience and learning outcomes in educational computer games (ECGs). Our first aim was to analyze how goal specificity affects learning performances and reading activities in an ECG. Our second aim was to assess the effects of flow experience on learning with an ECG. Concerning our first aim, results indicated that a nonspecific goal, as opposed to one that is specifically defined in the task, enhances comprehension, but not memorization. It also affects reading strategies, leading to less scrolling back. Concerning our second aim, results highlighted a beneficial influence of flow experience on both memorization and comprehension. We did not observe any effect of goal specificity on flow experience. The results for goal specificity are discussed with respect to the dual space and cognitive load explanations. The relevance of using flow experience to assess motivation in ECGs is also addressed. Highlights • We explored the links between goal specificity, flow and learning outcomes in ECGs. • A goal-specific effect was found for comprehension but not for memorization. • A specific goal produced more scrolling back, a suboptimal reading strategy. • Flow experience positively influenced memorization and comprehension. [ABSTRACT FROM AUTHOR]

Abstract Online health support groups (OHSGs) offer opportunities for people with various health conditions to gain support and associated physical and mental health benefits, however evidence suggests that those who choose to lurk in OHSGs may be less likely to accrue benefits (e.g. empowering outcomes) than those who actively contribute. Most research to date has focused on comparing the outcomes of OSHG engagement for lurkers and participators, yet there has been little research which has considered how the different reasons for lurking might be associated with levels of participation and empowering processes. In this investigation we used a survey to gather data from 237 participants to develop a new scale to measure factors influencing the Propensity for Online Community Contribution (POCCS), and to explore the relationship between these factors and OHSG engagement behaviour and empowering processes accrued from OHSG use. The POCCS comprised nine factors, 1) poor sense of community; 2) struggles with self-expression; 3) inhibited disclosure and privacy; 4) negative online interactions; 5) ease of access and use; 6) health preventing contribution; 7) delayed and selective contribution; 8) goals met without contribution; and 9) lack of time. Five of these factors (1, 3, 6, 7, and 8) significantly predicted OHSG contribution and positive experiences in the form of empowering processes. Findings advocate a more nuanced approach to OHSG engagement, rather than a simple lurking/engaging dichotomy, and may enhance understanding of the relationship between OHSG use and perceived benefits. Highlights • Various factors influence community contributions in online health support groups (OSGs). • The Propensity for Online Community Contribution Scale (POCCS) was developed. • Nine factors were found to influence online community contribution in these groups. • Five factors significantly predict OSG contribution and subsequent empowerment. • A more nuanced approach than a lurking/engaging dichotomy is recommended. [ABSTRACT FROM AUTHOR]

Abstract This study explores the effects of ad-task relevance and ad salience on ad avoidance. Through structural equation modeling (N = 555), significant effects of ad-task relevance and ad salience on ad avoidance were found, and these relationships were mediated by ad engagement and perceived goal impediment. This study also found that Internet use motivation moderated the overall relationships of a proposed construct. The results show that ad-task relevance had more influence on ad avoidance in the information-seeking motivation, while ad salience was the stronger driver of ad avoidance in the entertainment-seeking motivation. Theoretical and managerial implications are discussed. Highlights • Ad-task relevance (AR) and ad salience (AS) influence online ad avoidance (AA). • Under the information-seeking motivation, AR has a stronger influence on AA than AS. • Under the entertainment-seeking motivation, AS has a stronger influence on AA than AR. • Ad engagement and perceived goal impediment mediate the effect of AR and AS on AA. [ABSTRACT FROM AUTHOR]

The ways in which the Internet can facilitate the expression and spread of racist views and ideologies have been the subject of a growing body of research across disciplines. To date, however, there has been no systematic reviews of this research. To synthesise current knowledge on the topic and identify directions for future research, we systematically review a decade of research on cyber-racism as perpetrated by groups and individuals (i.e., according to the source of cyber-racism). Overall, the cyber-racism research reviewed shows that racist groups and individuals use different communication channels, are driven by different goals, adopt different strategies, and the effects of their communication are distinctive. Despite these differences, both groups and individuals share a high level of skill and sophistication when expressing cyber-racism. Most of the studies reviewed relied on qualitative analyses of online textual data. Our review suggests there is a need for researchers to employ a broader array of methods, devote more attention to targets' perspectives, and extend their focus by exploring issues such as the roles of Internet in mobilising isolated racist individuals and in enabling ideological clustering of supporters of racist ideologies. [ABSTRACT FROM AUTHOR]

Whereas high-performance teamwork has been studied empirically for 70 years, a new form of teaming is on the rise. Enabled through the rapid progression of artificial intelligence, a human-autonomy team (HAT) involves one or more autonomous computerized agents collaborating with humans on interdependent tasks toward the achievement of a common goal. Whereas research on HATs is exploding in recent years, that research has not strongly embraced the vast literature, theory, and methods already developed in the all-human teaming literature. Moreover, definitional and construct validity issues, in terms of what constitutes a HAT, persist in the literature. In the current article we offer construct clarity and we integrate the Input-Mediator-Output model from the high-performance teaming literature to help future researchers classify the variables under study, theorize deeper, and consolidate findings across studies. Both the construct clarity we offer and our theoretical integration will serve as a valuable perspective for contextualizing the studies in the current Special Issue as well as in designing and interpreting future research in the HAT area. • Nomenclature and terminology are developed to identify the field of Human-Autonomy Teaming. • A model of teamwork is introduced to organize and advance research on Human-Autonomy Teaming. • Existing research is reviewed with an eye toward Human-Autonomy Teaming and the opportunities offered by our model. [ABSTRACT FROM AUTHOR]

There is a growing body of literature on internet-related behaviours and their associated problems, including Internet Addiction (IA). Although evidence suggests most people self-treat, little is known about the type, or efficacy, of the methods they implement. The current study sought to identify and describe the change strategies used to limit or reduce IA (including internet gaming and internet pornography). The study explored the content of 79 websites containing behaviour change advice provided by experts and consumers. A total of 4459 change strategies were identified. Through pragmatic content analysis, they were classified into 19 categories and organised into four phases of goal achievement. Across the entire sample, the most frequently promoted or discussed change strategy was seeking alternatives to internet usage (20% of total strategies), followed by maintaining readiness to change (10%), and avoidance of triggers of internet usage (10%). We found the frequency and content of 16 out of the 19 change strategies differs according to the type of internet problem (i.e., general, gaming, or pornography). This research provides detailed information for the development of tailored interventions. It indicates that interventions for IA could contain the same types of change strategies, but that the specific detail of strategies needs to be tailored towards the specific type of internet problem. [ABSTRACT FROM AUTHOR]

Big data in education offers unprecedented opportunities to support learners and advance research in the learning sciences. Analysis of observed behaviour using computational methods can uncover patterns that reflect theoretically established processes, such as those involved in self-regulated learning (SRL). This research addresses the question of how to integrate this bottom-up approach of mining behavioural patterns with the traditional top-down approach of using validated self-reporting instruments. Using process mining, we extracted interaction sequences from fine-grained behavioural traces for 3458 learners across three Massive Open Online Courses. We identified six distinct interaction sequence patterns. We matched each interaction sequence pattern with one or more theory-based SRL strategies and identified three clusters of learners. First, Comprehensive Learners, who follow the sequential structure of the course materials, which sets them up for gaining a deeper understanding of the content. Second, Targeting Learners, who strategically engage with specific course content that will help them pass the assessments. Third, Sampling Learners, who exhibit more erratic and less goal-oriented behaviour, report lower SRL, and underperform relative to both Comprehensive and Targeting Learners. Challenges that arise in the process of extracting theory-based patterns from observed behaviour are discussed, including analytic issues and limitations of available trace data from learning platforms. [ABSTRACT FROM AUTHOR]

An online experiment ( N = 357) examined how goals, reviewer similarity, and amount of self-disclosure interacted with review quality in the formation of an attitude about a product, and intended purchase of the product. Participants were given different goals (looking for experience attributes vs. search attributes) and shown reviews for a hotel before answering a questionnaire, to determine attitudes toward a target hotel. High quality reviews resulted in more favorable attitudes towards the hotel, which increased the purchase intention. A significant interaction emerged between reviewer similarity and review quality, suggesting that better quality reviews were expected from in-group members, than out-group members. [ABSTRACT FROM AUTHOR]

Online games are prominent computer applications worldwide. Gamers form teams to cooperate to achieve gaming goals. If gamers do not have in-game cooperation knowledge, they may find it difficult to integrate into gaming groups (e.g., teams and communities), which may further undermine their loyalty toward online games. Nevertheless, little is known about how in-game cooperation knowledge forms online gamer loyalty, indicating a research gap. This gap hinders game makers from effectively allocating resources to strengthen gamer loyalty. Based on social capital theory, we develop a model to fill this gap. We collected 3036 responses from online gamers and used hierarchical regression to analyze the data. We find that cooperation knowledge, team participation experience, and gaming community identification are positively related to online gamer loyalty. Moreover, cooperation knowledge strengthens the relationship between team participation experience and loyalty. Overall, our findings uniquely inform game providers that gamers' cooperation knowledge not only directly strengthens gamer loyalty but also amplifies the positive impact of team participation experience on loyalty. • We examine how in-game cooperation knowledge formulates gamer loyalty. • Such knowledge, team participation, and community identification fuel loyalty. • Such knowledge strengthens the link from team participation to gamer loyalty. [ABSTRACT FROM AUTHOR]

Pre-roll ads are the most prevalent online video advertising format. They are often compulsory and may induce advertising avoidance. The current study introduces two new variables into an existing advertising avoidance model to delineate the avoidance phenomenon in pre-roll ads. The results of a survey with a national sample of 513 individuals showed that prior negative experiences, perceived goal obstacles, ad length, ad clutter, and the presence of others influenced online video advertising avoidance. In addition, social factors influenced ad avoidance, both online and offline. The theoretical and managerial implications of these findings are considered. • Confirming traditional significant predictors of ad avoidance as prior negative experience, perceived goal obstacles and ad clutter. • Demonstrated new predictors of ad length, and presence of others as also significant. • Social factors also influence ad avoidance. [ABSTRACT FROM AUTHOR]

The use of leaderboards is a common approach to the gamification of employee performance, but little is known about the specific mechanisms and mediating processes by which leaderboards actually affect employee behavior. Given the lack of research in this domain, this study proposes goal-setting theory, one of the most well-established motivational theories in psychology, as a framework by which to understand these effects. In this study, a classic brainstorming task is gamified with a leaderboard in order to explore this. Participants were randomly assigned to four classic levels of goal-setting (do-your-best, easy, difficult and impossible goals) plus a leaderboard populated with initials and scores representing identical goal-setting conditions. The presence of a leaderboard was successful in motivating participants to performance levels similar to that of difficult and impossible goal-setting, suggesting participants implicitly set goals at or near the top of the leaderboard without any prompting to do so. Goal commitment, a common individual difference moderator in goal-setting theory, was also assessed and behaved similarly in the presence of the leaderboard as when traditional goals were provided. From these results, we conclude that goal-setting theory is valuable to understand the success of leaderboards, and we recommend further exploration of existing psychological theories, including goal-setting, to better explain the effects of gamification. [ABSTRACT FROM AUTHOR]

A model of the dynamics of self-regulation describes two patterns of commitment or progress that individuals may follow when selecting goal directed behaviors. In the commitment pattern, individuals are more likely to highlight congruent goal behavior choices while in the progress pattern individuals are more likely to balance between incongruent and congruent goal behavior choices. This study set out to test the model in the context of problematic Internet usage. After being primed about problematic Internet usage, a sample of 97 undergraduate university students completed an online survey rating the value of Internet, academic and social-related behaviors across three conditions. The three conditions paired behaviors so that they appeared to complement each other, appeared to compete against each other, and presented them individually. Results showed that Internet behaviors were rated more highly when presented as complementary than when presented as competing, supporting the prediction that presentation format primes progress and commitment frameworks and leads to higher ratings of incongruent goal behavior in the progress condition. While results did not fully support the model’s predictions regarding congruent goal behavior, they were in the predicted direction with small to moderate effect sizes. This study may inform clinical interventions by suggesting that individuals experiencing issues with problematic Internet usage would benefit from framing self-regulatory dilemmas in a competing format. [ABSTRACT FROM AUTHOR]

In a time when blended learning is the norm and not the exception, ePortfolio implementation has the potential to serve as a tool for 21st-century skills development, namely self-reflection, self-assessment, goal-setting, evidence-based learning, as well as a tool for digital literacy development. Two learning scenarios implementing ePortfolio in teaching and learning processes are presented. The first one deals with a learning model, following principles of autonomous learning applied in language learning, with a focus on goal-setting and evidence-based portfolio as a growth portfolio, with attention to applied assessment types and learning processes of university students. A constructivist approach to ePortfolio creation makes a solid foundation for the learning model. The second scenario of ePortfolio implementation presents how to use ePortfolio in pre-service teacher education, especially as an active learning strategy in the subject oriented to technology-enhanced learning. Students present in ePortfolios interviews with different target groups, relevant materials research, best practices, and applications. ePortfolios are shared between students, and create a special dynamic effect in the online course. Both presented case studies highlight the differences in positivist and constructivist approaches to ePortfolio implementation with respect to student behavior in areas of their attitudes and learning processes and evidencing. In both scenarios, learning analytics are used as an important tool to monitor students' work and for the gradual improvement of ePortfolio implementation model. Presented results prove ePortfolio tool to be a high impact practice fostering student autonomy and active learning. • Positivist and Constructivist approaches to ePortfolio implementation were employed. • EPortfolio structure and involved artefacts were analysed. • Student learning processes were monitored, analysed, and described. • Student feedback on learning interventions was collected and analysed. [ABSTRACT FROM AUTHOR]

Several approaches in technology adoption, such as the Technology Acceptance Model (TAM), ask future users to provide evaluations of technology. Such evaluations are expected to predict actual use behavior. For example, users’ evaluations in terms of perceived usefulness and perceived ease of use are considered meaningful indicators of intention to use the technology, and future usage. However, these approaches still show limited reliability and do not consider other critical aspects, such as situated, unconscious goals and the tendency to perceive related affordances. In order to test the hypothesis that technology evaluation may be influenced by unconscious goals, forty participants were split in two groups. The experimental session included two phases. In the first phase, each group explored a virtual environment that primed a specific goal. In the second phase, participants were asked to evaluate the usefulness and the easiness of use of two versions of the same technology (a mobile devices interface). Results showed that each group evaluated as more useful the version of the technology which featured an affordance related to the respective primed goal. Discussion deals with the possible unconscious influences on attitudes towards technology adoption, and provides operative guidelines to account for them in technology adoption research. [ABSTRACT FROM AUTHOR]

Users’ desire to view additional content while watching TV has increased significantly in recent years. This study investigates the optimal way to show supplementary content and evaluates the types of additional information that should be provided. We conduct two 2 (single screen vs. second screen) × 2 (providing additional content with congruent goals vs. incongruent goals) between-subjects design experiments, one with news information (utilitarian content) and the other with soft drama programming (hedonic content). The results showed that viewing supplemental content with related information on a different screen strengthens user perceptions of both news and drama. However, the interaction effect of second-screen viewing and the goals of additional content differed across the main types of TV content. The results of this study are relevant to both scholars and practitioners who seek ways to enhance the effectiveness of second-screen usage. [ABSTRACT FROM AUTHOR]

This paper contributes to the discussion on the potential of different social media platforms in health behavior change programs. More specifically, it compares the outcomes of participation in different online community platforms in an online behavioral weight loss program. Results show that active participants on online community platforms perceive their service experience more positively, follow instructions more precisely, have a more positive perception of achieving their goals, and also feel that they receive more social support than do those who do not actively participate in online community channels, although no differences were found related to weight loss itself. Furthermore, interesting differences were found in the perceptions of participants on different types of social media platforms. For example, those who actively participated in a Facebook-based online community reported receiving more emotional support than did those who participated in a discussion forum-based online community. The results shed light on what types of outcomes active participation in different kinds of online communities might have for individuals. A description is provided of possible strategies for service providers in terms of facilitating the service experience that they provide. [ABSTRACT FROM AUTHOR]

Players' game commitment is relevant and important to game makers. Hence, we need to know how to strengthen players' game commitment. The literature pointed out that two theories (flow theory and goal gradient theory) may be effective perspectives. However, we do not know how to trigger both theoretical pathways, indicating a gap. Hence, the aim of this study is to address this gap by proposing a new construct: expectancy for skill growth . We used a survey method to collect data from 1320 gamers. The structural equation modeling method was used to test the hypotheses. We found that the new construct enhances in-game flow, gaming goal proximity, and motivation to attain gaming goals, strengthening game commitment. The key interpretation is that the new construct can trigger both theoretical pathways, strengthening game commitment. • We propose a new construct: expectancy for skill growth , to assist game makers to strengthen gamers' commitment. • Expectancy for skill growth enhances in-game flow, goal proximity, motivation to attain gaming goals, and game commitment. • Goal gradient theoretical pathway explained more variance in commitment than the flow theoretical pathway. [ABSTRACT FROM AUTHOR]

We investigated ways of scaffolding information evaluation behavior (IEB) in online inquiry contexts. Previous instructional support simplified IEB and rarely critically addressed the cognitive load that accompanies multiple representations or naïve task perception that hinders critical evaluation. We conducted a longitudinal, 2 × 2 quasi-experimental study in an introductory college biology course, varying (A) Source Representation Scaffolds to address limited cue awareness and cognitive load and (B) Goal Instructions to address task perception. For treatment A, students were given an annotation tool in addition to a checklist (Control A). For treatment B, instead of persuasion goal instructions (Control B), written task directions prompted student to consider alternative ideas (balanced reasoning goals). We measured students' IEB four times. We also measured individual task perception and cognitive capacity. Multilevel analyses identified the specific nature of changes in IEB. On average, IEB did not improve much in the baseline group while task perception and cognitive capacity differentiated IEB scores. Conversely, both annotation and balanced reasoning goals yielded improved gains in IEB, but there was a negative interaction effect when they were combined. The results demonstrate the benefits of annotation and balanced reasoning goals but suggest the need to address possible difficulties in using multiple scaffolds. [ABSTRACT FROM AUTHOR]

In this study, we examined the influence of achievement goals and scaffolding on self-regulated learning (SRL) and achievement within MetaTutor, a multi-agent intelligent tutoring system. Eighty-three ( N = 83) undergraduate students were randomly assigned to either a control or prompt and feedback condition and engaged in a 1-h learning session with MetaTutor to learn about the human circulatory system. Process and product data were collected from all participants prior to, during, and following the session. MANCOVA analyses revealed that students in the prompt and feedback condition deployed more SRL strategies and spent more time viewing relevant science material compared to students in the control condition. Results also revealed a significant interaction between achievement goals and condition on achievement outcomes, such that learners adopting a dominant performance-approach demonstrated higher achievement in the prompt and feedback condition. Findings are discussed in relation to the role of motivation in self-regulated learning within computer-based learning environments. Implications for the design of pedagogical agents are also discussed. [ABSTRACT FROM AUTHOR]

Understanding the determinants of customer choice between human staff or service robots will assist service firms to encourage service robot adoption and improving their return on investment. Current technology adoption theories fail to consider users' performance goal orientations as a motivational driver, and this is an important omission. In four studies, with participants recruited from market research (M-Turk, Qualtrics) and consumer panels, this research investigates how performance goal orientations – a desire for achievement (PAP) and a desire to avoid failure (PAV) – act as the motivational drivers of service robot adoption. The first study tests the direct effect of PAP and PAV on service robot adoption. The second and third studies test challenge and threat appraisals as mediators between both measured and manipulated PAP and PAV on service robot adoption in different contexts. The final study tests the priming effect of spontaneous social influence on challenge appraisal and how this affects service robot adoption. Findings show that: PAP and PAV have a direct influence on service robot adoption; challenge appraisal mediates the aforementioned relationship; and spontaneous social influence increases challenge appraisal for customers with a PAV orientation. The theoretical and practical implications of these outcomes are discussed in detail. • Performance approach-oriented customers are more likely to choose robot over human. • Challenge appraisal mediates the effect of performance orientation on robot choice. • Customer threat appraisal has no effect on the choice of service provider. • Social influence increases challenge appraisal for avoidance-oriented customers. [ABSTRACT FROM AUTHOR]

A “jobs-to-be-done” analysis was conducted to inform training and assessment techniques in support of an Office of Naval Research funded project involving U.S. submarine navigation training. In order to maximize the return on investment in training expenditures, a jobs-to-be-done analysis ensures that the transition of technologies supports critical organizational needs and objectives, particularly when the utilization of a single technology is employed to achieve various goals. The current study investigated the jobs-to-be-done by the navigation trainer across various organizational stakeholders, using data from 481 training events representing every recorded navigation trainer use in the U.S. Submarine Force during a typical training month. Each of the training activity clusters (Schoolhouse, Commander, Responsive, Staff training) revealed a specific organizational context and utilization goal. These clusters illustrate the repurposing of the same technology tool across different user groups, in order to accomplish the various purposes or jobs required by the fleet, including learning, practice, and assessment; the cluster analysis provided a rich description of how the trainer was being used in each job context. This jobs-to-be-done analysis identifies how stakeholders are using already-deployed technologies and capabilities across a variety of situated contexts, and informs best practices for versatile use of CBT technology tools. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between social engagement and motivation to share knowledge in a hybrid college class using a web infused curriculum. Online social engagement, operationalized through concepts such as connectivity, social presence and social space has been an important topic of research in web based education for more than a decade. An important sub-text of this research is that online social engagement supports higher levels of collaboration. Students who feel comfortable with and connected to their online learning community are much more likely to be active participants in that community, working together to develop and build knowledge systems. Much of this research refers to the more social/participatory based educational theories of John Dewey and L.S. Vygotsky. There is though a second component of collaboration that helps drive community building in this theoretical frameworks; motivation to engage in a shared, relevant, goal oriented activity. While most theories on social engagement assume natural relationships between online social engagement and motivation to participate in a community, this relationship is not often discussed and examined very often. This paper specifically compares the relationship between classroom connectedness and motivation to share knowledge between students in a hybrid, web infused class and a more traditionally oriented class with a small web component. Analysis did find a highly significant relationship between connectedness and motivation to share knowledge in the hybrid class but not in the traditional class, suggesting an important relationship, but one based at least partially in targeted experience. [ABSTRACT FROM AUTHOR]

The present study assessed the effects of a short-term intervention designed to enhance students’ web searching skills, particularly query formulation, information selection and credibility evaluation. The study also explored students’ affective experiences during web searching and examined the influence of achievement goals on positive and negative affect. Using a longitudinal treatment/control design, 96 fifth and sixth graders searched for information on curriculum-related topics at four sessions. Positive and negative affect was measured before, during and after each search. Multilevel analyses showed that the patterns of change in searching skills differed across conditions, with experimental group showing significant growth throughout intervention in all searching skills, while the control group remained constant or worsened across sessions. Students also experienced high levels of positive and low levels of negative affect. Positive affect remained constant during and across sessions, while negative affect showed a quadratic trend during sessions and decreased slightly across sessions. Main effects of achievement goals on positive and negative affect were found only for mastery-approach goals. A mastery-approach by performance-approach goal interaction was found for negative affect. [ABSTRACT FROM AUTHOR]

Purpose e-Sports is an area of the game scene, in which computer game players specialize in a specific game, form game teams (clans), compete together in tournaments and meet at so-called LAN (Local Area Network) parties. The objective of this study was to compare the different types of e-Sports players from the perspective of their personality traits and explicit motives and to compare e-Sports players with casual players in selected life goals. Methods A questionnaire assessing life goals ( Pöhlmann & Brunstein, 1997 ) and basic personality traits ( Personality inventory KUD, 1986 ) were administered to 108 e-Sports players and 54 casual computer game players. Results In the group of e-Sports players, only clan leaders significantly differed in life goal power from those who were not members of any clan. Significant differences were also found between e-Sports players and casual players in terms of life goals affiliation and diversion. Conclusions e-Sports seem not only to be about playing computer games, but can also serve as a means of satisfying the need to belong. They do this by creating friendly relationships through membership in game teams and participation in LAN parties, or satisfying the need for power by upholding a position of a game team leader and determining its course of action. [ABSTRACT FROM AUTHOR]

Summer bridge programs are designed to improve retention and academic success among at-risk populations in postsecondary education by focusing on successful skills, behaviors, and high impact practices that promote academic performance. Recent research on these programs has focused primarily on how students’ incoming demographics and prior academic performance predict academic performance at the university level. This study investigated changes in students’ academic motivation orientations over the course of one bridge program, and how a learning analytics-based intervention was employed by academic advisors to inform their face-to-face meetings with students. The results of our study show that students’ mastery orientation decreased over the course of the bridge program, and indicate that students’ exposure to displays of their academic performance negatively predicts this change. The findings suggest that student perceptions of their goals and formative performance need to be carefully considered in the design of learning analytics interventions since the resulting tools can affect students’ interpretations of their own data as well as their subsequent academic success. [ABSTRACT FROM AUTHOR]

Using the interactionist’s perspective of creativity, this paper proposes a new research model of creativity manifestation to explore how factors affecting individual creativity depend on team characteristics. We investigated the antecedents of creativity in the literature—task complexity, team member exchange, and knowledge sharing—and then examined the relationships and differences between temporary and permanent teams. To maximize practical implications, we studied two team types like project task force (PTF) and research and development (R&D) teams in the Information and Communication Technology (ICT) industry in Korea, where strong creativity is required for team performance. PTF teams operate with a clear mission to be completed on a deadline, while R&D teams create scientific enhancements for existing products. The proposed structural model was tested empirically with cross-sectional data from 289 professionals from the two team types. Results indicated that, in the case of PTF teams, task complexity had an indirect relationship with individual complexity through knowledge interaction among team members, while for R&D teams, task complexity was directly associated with individual creativity, and indirectly associated with the creativity through team member exchange. Thus, team characteristics must be considered together with task complexity and knowledge interactions in order to achieve team goals more effectively by maximizing each member’s creativity. [ABSTRACT FROM AUTHOR]

Highlights: [•] We designed a hybrid recommender system able to suggest learning goals to learners. [•] We defined a methodology for providing recommendations. [•] The learning goals are suggested considering learners’ knowledge. [•] We integrated the recommender system into an existing learning platform (IWT). [•] The integration allow us to improve the IWT adaptive learning courses generation. [Copyright &y& Elsevier]

Employing a hierarchical badges system to sustain users' participation and content contribution has been a common practice in online review platforms. However, it is still unclear whether this incentive mechanism is effective in inducing users to provide more substantial and useful reviews. In this paper, we draw on the goal-setting theory and status hierarchies theory to study how the hierarchical badges system impacts users' behavior such as their effort levels and expressed opinions, using the data of 234,220 reviews from a large online review platform. Our results show that users significantly increase their efforts as their status are promoted, manifesting as review frequency, length, and readability. In terms of expressed opinions, users with higher badges are less likely to post extremely negative ratings and use negative emotional words. Our results have important implications for business modes that rely on user-generated content, such as online review platforms, social question and answer sites, social media, and crowdsourcing systems. • The hierarchical badges system affects users' efforts and opinions. • Users' efforts increase with the elevation of badge levels. • Higher-badges users post more, longer, and easier to read reviews. • Users' opinions become more generous as their badges upgrade. • Higher-badges users are less likely to post negative ratings and textual reviews. [ABSTRACT FROM AUTHOR]

How successful online learners are in achieving their goals varies along geo-cultural and socioeconomic dimensions, as well as with learning design features. Despite diverse enrollments, most online courses adopt a one-size-fits-all design that presents the same learning activities to all learners. We studied how learning design can be adapted to improve learner persistence rate. We leveraged data from ten FutureLearn MOOCs (n = 49,582) to examine how variation in course activities, such as articles, videos, discussions and quizzes predicted learner persistence. We then assessed the heterogeneity in these associations by learners' geo-cultural and socioeconomic context. Our findings suggest that certain types of learning activities (e.g., discussion) facilitate progress for learners in one context (e.g., Anglo-Saxon), while inhibiting progress in another (e.g., South Asia). This research contributes new insights into the role of cultural variation in learning design preferences and can inform ongoing efforts to create online learning environments that are effective for learners from diverse backgrounds. • There is no ideal combination of coherent learning activities that work for ALL learners. • Certain learning activity types facilitate progress for learners in one context while inhibiting another. • Preference for video over text was strong in collectivists, particularly those from the South Asian region. • Making MOOC a social learning space supported western learners from affluent economies. • Overall data analysis can mask geo-cultural or socioeconomic heterogeneity in the link between learning design and outcome. [ABSTRACT FROM AUTHOR]

Highlights: [•] Research focusing on students’ tool-use and the influencing student variables. [•] Four clusters that reflect differences in tool-choice and tool-use. [•] Significant impact of goal orientation on students’ tool-use pattern. [•] No effect of self-efficacy and instructional conceptions on students’ tool-use pattern. [Copyright &y& Elsevier]

Abstract: Human multitasking is often the result of self-initiated interruptions in the performance of an ongoing task. These self-interruptions occur in the absence of external triggers such as electronic alerts or email notifications. Compared to externally induced interruptions, self-interruptions have not received enough research attention. To address this gap, this paper develops a typology of self-interruptions based on the integration of Flow Theory and Self-regulation Theory. In this new typology, the two major categories stem from positive and negative feelings of task progress and prospects of goal attainment. The proposed classification is validated in an experimental multitasking environment with pre-defined tasks. Empirical findings indicate that negative feelings trigger more self-interruptions than positive feelings. In general, more self-interruptions result in lower accuracy in all tasks. The results suggest that negative internal triggers of self-interruptions unleash a downward spiral that may degrade performance. [Copyright &y& Elsevier]

Abstract: With the growing demand in e-learning system, traditional e-learning systems have dramatically evolved to provide more adaptive ways of learning, in terms of learning objectives, courses, individual learning processes, and so on. This paper reports on differences in learning experience from the learner’s perspectives when using an adaptive e-learning system, where the learner’s knowledge or skill level is used to configure the learning path. Central to this study is the evaluation of a dynamic content sequencing system (DCSS), with empirical outcomes being interpreted using Csikszentmihalyi’s flow theory (i.e., Flow, Boredom, and Anxiety). A total of 80 participants carried out a one-way between-subject study controlled by the type of e-learning system (i.e., the DCSS vs. the non-DCSS). The results indicated that the lower or medium achievers gained certain benefits from the DCSS, whilst the high achievers in learning performance might suffer from boredom when using the DCSS. These contrasting findings can be suggested as a pragmatic design guideline for developing more engaging computer-based learning systems for unsupervised learning situations. [Copyright &y& Elsevier]

Abstract: Video game goals are important features of video games. Player’s interaction with goals can not only shape the gaming experience by evoking cognitive and affective reactions in players, but also lead to learning outcomes. However, there are few empirical studies on the effects of interacting with game goals, and no previous research has manipulated goal setting. In two experimental studies, participants were randomly assigned to one of the following five conditions: self-set goal repetitive play, assigned goal repetitive play, no-set goal repetitive play, no-set goal single play, and no play. Results show that playing earthquake preparedness video games generates significant learning outcomes; playing repeatedly with self-set goals yields greater learning compared to playing once with no-set goals or not playing; and cognitive reactions mediates the relation between goal interaction and learning. Implications of the results for the design and evaluation of future video games for learning are explored. [Copyright &y& Elsevier]

Abstract: The purpose of this study is to analyse individual students’ goal setting and metacognitive knowledge using the learning platform developed for the “Electricity in Our Lives” unit. A descriptive case study was applied in this work. The participants were three fourteen-year-old students from a seventh grade classroom. The data were gathered from the students’ self-explanations as recorded in the learning platform database. The content analysis showed that the instruction with the learning platform helped the students overcome the difficulties they felt regarding the concept of electricity and enabled them to set goals with an intrinsic orientation. However, while the students were engaged in the same learning platform activities, they made different reflections on their metacognitive knowledge. Remarkable progress was observed in all but one students’ metacognitive knowledge. It was suggested that the students should have educational experiences via learning platform for longer periods and in a wider range of activities in order for them to monitor their goal setting and metacognitive knowledge effectively. [Copyright &y& Elsevier]

Abstract: Using the rational actor perspective as a guiding frame, this exploratory study examined individuals’ social media diet (i.e., amount, frequency, and duration of use) as a function of task load and expected goal attainment. Surveys were distributed (N =337) focusing on Twitter and Facebook usage for informational and relational purposes, respectfully. Increased task load – conceptualized as a cognitive cost – directly negatively influenced Twitter use but only indirectly influenced Facebook use as a function of perceived benefits. Across conditions, perceived self-efficacy was negatively associated with perceived task load and positively associated with goal attainment, and goal attainment was a significant correlate of increased social media usage. Interpreted, we see that a transparent technology such as Facebook has no cognitive costs associated with its use, while an opaque technology such as Twitter seems to have a salient cognitive cost element. Further, we found that older users of Facebook were more likely to judge the channel as more cognitively demanding and themselves as having lower self-efficacy in using it. Finally, results indicated that for both Facebook and Twitter, males perceived both channels as more cognitively demanding than females. Theoretical and practical explanations and applications for these findings are presented. [Copyright &y& Elsevier]

Abstract: This paper explores the way one particular manager of the MIS department at TaiJen uses expert knowledge to adopt political tactics to achieve his goals of self-interest in information system development (ISD) processes. Based on qualitative data collected from TaiJen (pseudonym), the study interweaves Chinese Power Game: Face and Favor Theory and Confucian Relationalism into the different kinds of political tactics utilized by the MIS department manager. An appropriate categorization of political tactics is constructed based on two dimensions: “relatively strong/weak power” and “winning/losing position.” Nine kinds of political tactics are grouped into four types: aggression, defense, strengthening and withdrawal, and the different tactics used by the manager of the MIS department on his supervisors, equals and subordinates are categorized on the basis of these types. In view of the important role played by Asia in the 21st Century, particularly by Chinese cultural societies, which represent a hugely significant market to all global enterprises, it is hoped that this study will assist the business world in understanding the culture that places emphasis on the conducting of business through interpersonal relationships. [Copyright &y& Elsevier]

Abstract: We conducted an experiment to study the effects of goal structure in multiplayer gaming (competition vs. cooperation) and relationship type between players (positive pre-existing relationship [friends] vs. no pre-existing relationship [strangers]) on player motivation (as indicated by perceived effort put into the task), goal commitment, and performance in playing a balloon popping game. The cooperative goal structure was found to lead to greater effort put into the game than the competitive goal structure. In addition, playing with friends resulted in a stronger commitment to the in-game goals than playing with strangers in the cooperative goal structure context, yet no difference was found between playing with friends and playing with strangers with regard to goal commitment in the competitive goal structure context. A moderated mediation relationship was found among the variables. Theoretical contributions to the current literature on goal structure and motivation, practical implications for exergame design, and directions for future research are discussed. [Copyright &y& Elsevier]

Abstract: This study tries to test the theory of uses and gratifications and the theory of situated action as explanations of multitasking in computer-mediated communication. Based on the data collected from an online survey (N =234), we find that as hypothesized, different gratifications and situations are connected to different types of multitasking in different ways. In particular, multimedia and work-related multitasking are primarily driven by instrumental gratifications whereas affective gratifications contribute to multimedia and interaction type of multitasking. Situational factors have less powerful influence compared to gratifications. However, there are clear differences that discern types of computer multitasking along the situational dimension. [Copyright &y& Elsevier]

Abstract: The purpose of the current study was to extend existing research examining the specific motives for creating and maintaining Facebook, and to connect these motives to users’ levels of self-disclosure and satisfaction with Facebook. Undergraduate students identified their reasons for using Facebook, privacy and self-disclosure settings, and satisfaction with Facebook’s ability to meet these motivational needs. Results indicated that the most common motives for using Facebook were relationship maintenance, passing time, and entertainment, although gender differences in motives for creating a Facebook page were observed. Males and females also differed in the overall level of self-disclosure as well as the type of information presented on their Facebook pages. Levels of self-disclosure, but not privacy levels, were associated with greater levels of satisfaction with Facebook to meet certain motivational goals. [Copyright &y& Elsevier]

Abstract: Technology has become a fundamental component of both education and work. Yet regardless of perceived benefits, in many cases students do not use technology effectively. One challenge educators confront is how to motivate students to effectively use the technological mediums provided in their classes. The goal of the current study is twofold: to use the Technology Acceptance Model (TAM) to examine two motivators of behavior, ease of use and perceived need, and to assess how they affect students’ likelihood of effectively using technology. Second, we evaluate how the match between expectations of the use of technology and the actual student use affect actual classroom performance. To test our hypotheses, college students (N =384) in introductory psychology classes completed a survey. We also obtained the instructor’s perceptions of the need for technology in their class and students’ final class grades. Results showed that ease of use and perceived need of technology were related to the frequency of computer use and intentions to use technology. Additionally, findings suggested that technology use, specifically technology deemed important by the instructor, was related to academic success (i.e., final grade in class). [Copyright &y& Elsevier]