Variables

Computer Experience

In research on computer anxiety, computer experience is the variable most often mentioned as having the clearest relationship to CA. Computer anxiety and computer experience affect each other either positively or negatively depending on the type of experience involved. Prior positive experience coupled with lower anxiety may lead to more experience. A bad prior experience may adversely affect attitude and lead to higher computer anxiety or avoidance. The very young student seems to have an advantage in being exposed early to the language and technology of the computer, especially if the computer environment includes sympathetic adult assistance. However, the early environment of the learner is not always a positive one. As Deloughry notes, "interviews with technophobes show that their first experience was around an adult whom they admired who acted freaky" (DeLoughry, 1993, p. A26).

In an effort to determine type and extent of students' experiences, the Shashaani study developed the following several questions regarding prior experience: "1) whether or not students have taken any computer courses; 2) the number of computer courses taken; 3) home computer ownership; 4) usage of computers per week; 5) intention to take more computer classes; 6) where students first learned about computers; and 7) the areas in which they would like to use computers" (Shashaani, 1994, p. 351).

In addition to the Shashaani questions regarding experience, it is important to consider: (a) type of learner under study, (b) type of course associated with computer learning, (c) course content, (d) whether previous experience was positive or negative, (e) length of course, (f) quality of instruction and even (g) demographic or life choices. These factors may all contribute in some measure in predicting computer-related anxiety. For example, the type of learner who is math anxious in a required math class may experience a greater amount of CA when obliged to interact with a computer. The learner with previous Macintosh experience may become computer anxious when presented with the necessity of using an IBM computer and several IBM programs in order to complete course requirements. The individual with a language learning anxiety, required to take a language course which includes interaction with a computer would also find the experience stress-producing and may experience an increase in CA.

Although more experience seems to be an advantage in most cases, type of class or course should also be considered. Some computer courses may produce more anxiety than others. In most studies on CA as it relates to experience, the course type or content is not clearly defined. Some course experiences serve to reduce CA and others do not. Certain types of courses or classes which include the necessity for computer usage may carry more of a predictability for computer anxiety. The amount or type of experience that students, teachers or other individuals may have had and the point in time when they were introduced to computers also has an affect in creating positive or negative impressions regarding the use of computers. A few years back when computers first appeared in high school, many students were introduced to computers through programming classes with students learning how to write BASIC programs. "This experience often had the effect of leaving the impression that computers were only for programmers. Thus, prior experience may actually have had the effect of increasing computer anxiety" (Piña, 1994, p. 3). Today, integrated programs such as ClarisWorks or Microsoft Excel, allow the student to create spreadsheets and databases by building on a simple set of commands learned in word processing. Earlier programming classes, even though a necessary predecessor to today's computer experience "turned off a large number of people because they couldn't see any practical benefit to coding in a sorting algorithm" (Lantis, 1994, p. 84). Even a positive computer experience in the present may still carry with it some CA because of a prior negative experience. As noted in the McInerney research, "initial anxiety after computer training may be a function of an individual's prior computing experiences, attitudes towards computing, perceptions of self efficacy, and expectations of success associated with computer interaction" (McInerney, 1994, p. 27). Early researchers suggested that with more exposure to computers, anxiety should decrease, however, in the Rosen, Sears and Weil study, noted in the McIninerny research, "experience with computer interaction did not reduce computer anxiety nor improve attitudes. In fact, it was found that for the computer anxious-student, increased experience (40 hours of computing over 10 weeks for 150 students) appeared to exacerbate rather than 'cure' the problem" (McInerny, 1994, p. 28). Mixed results in the measurement of CA as it relates to computer experience seem to be due in part to the assessment of the experience itself and whether it was positive or negative, as well as other factors influencing the experience.

Factors such as the quality or type of instruction, personality, experience or even the attitude of the instructor may influence the type of experience the learner has. The Maurer study suggests that "A preponderance of research . . . seems to suggest that longer courses of instruction are more effective in reducing computer anxiety, while shorter courses are not" but this study also goes on to note that "Other variables, such as demographic characteristics (e.g. , socioeconomic status or gender) and life choices (e.g., academic major or career choices) interact indirectly with computer anxiety by affecting the amount of computer experience" (Maurer, 1994, p. 370).