Research Article
Dichitchai Mettarikanon, Weeratian Tawanwongsri, Pitchaya Jaruvijitrattana, Sasipaka Sindhusen, Surinnart Charoenchitt, Patsaraporn Manunyanon
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep477
ABSTRACT
The informed consent process is integral to medical procedures, including skin biopsies, which are the definitive method for diagnosing challenging skin lesions. Educational videos are recognized for effective delivery of information for informed consent. This study aimed to evaluate the efficacy of an informed consent process using educational videos to improve patient understanding and reduce preprocedural anxiety. This multicenter, randomized controlled study was conducted during December 2021-June 2023. Participants were randomly assigned to either the video or verbal group in a 1:1 ratio. They completed knowledge and anxiety questionnaires before and after biopsy. The final analysis included 54 participants (verbal group: n=28; video group: n=26) with a mean age of 51.9 years (standard deviation [SD] 18.1), and a balanced gender distribution. Post-intervention knowledge scores (median 10.0; IQR 8.0-10.0) significantly increased compared to pre-intervention scores (median 6.0; IQR 4.0-9.0), p<0.001. Post-intervention Spielberger state-trait anxiety inventory (STAI) scores (median 5.0; interquartile range, IQR 5.0-6.0) significantly decreased compared to pre-intervention scores (median 7.0; IQR 5.0-10.0), p<0.001. Knowledge scores increased more in the video group (median, 2.5; IQR 1.0-5.0) than in the verbal group (median, 1.5; IQR 0.0-4.0), p=0.217. There was no significant difference in STAI score changes between the video group (median 1.0, IQR 0.0-4.0) and the verbal group (median 1.0, IQR 0.0-3.0), p=0.824. Despite statistical insignificance, educational videos exhibited greater effectiveness in enhancing comprehension and demonstrated comparable efficacy in reducing anxiety compared to conventional intervention.
Keywords: educational videos, comprehension, anxiety, informed consent, skin biopsy
Research Article
Zeinab Azizi, Afsheen Rezai, Ehsan Namaziandost, Shouket Ahmad Tilwani
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep356
ABSTRACT
E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders.
Keywords: computer self-efficacy, e-learning anxiety, content analysis, high school students, online classes
Research Article
Osamah Ahmad Aldalalah, Al-Mothana M. Gasaymeh
CONT ED TECHNOLOGY, Volume 5, Issue 3, pp. 218-238
ABSTRACT
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High). The dependent variables were the students’ perceptions of their personal blended leaning competences (Knowledge & Technological) and students’ perceptions of the obstacles of blended leaning. The study sample consisted of 107 undergraduate educational technology students. Inferential statistics were conducted to analyze the data. Analysis of variance and pairwise post hoc tests were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that students with internal locus of control performed significantly better than external locus of control students in blended learning competencies (Knowledge &Technological) and blended learning obstacles. The findings of this study also showed that moderate anxiety students performed significantly better than low and high anxiety students in blended learning competencies (Knowledge &Technology) and blended learning obstacles. Finally, the study found that there was no significant difference between the low and high anxiety students in blended learning obstacles.
Keywords: Blended learning competencies, Blended learning obstacles, Locus of control, Anxiety level
Research Article
Ozgen Korkmaz, Cengiz Sahin, Ertugrul Usta
CONT ED TECHNOLOGY, Volume 2, Issue 3, pp. 200-212
ABSTRACT
The purpose of this study was to investigate the relationship between interaction and audience anxiety levels and Internet addiction of adults. The research was performed in the survey model as a descriptive study. A total of 384 adults with different ages living in a Central Anatolian city constituted the sample of the study. Data were collected through the Interaction and Audience Anxiety Scale (α=.91) and Internet Addiction Scale (α=.86). The mean, standard deviation, frequency, percentage, t-test, ANOVA, Scheffe test, and Pearson correlation coefficient were employed in analyzing the data (p < .05). The following results were obtained: Both the interaction anxiety and audience anxiety levels of adults were low. The levels among adults in the ages of 20-29 were significantly higher than the levels among adults in other age-groups. The levels of interaction anxiety and audience anxiety in the student group were significantly higher than other occupational groups. Gender did not differentiate interaction and audience anxiety levels of adults. There was also a positive and significant correlation between the levels of anxiety and Internet addiction.
Keywords: Interaction anxiety, Audience anxiety, Internet addiction, Adults
Research Article
Ali Simsek
CONT ED TECHNOLOGY, Volume 2, Issue 3, pp. 177-187
ABSTRACT
This study examined the relationship between computer anxiety and computer self-efficacy of students and teachers in elementary and secondary schools. The sample included a total of 845 subjects from two private school systems in Turkey. The Oetting’s Computer Anxiety Scale was used to measure computer anxiety whereas the Murphy’s Computer Self-Efficacy Scale was used to measure computer self-efficacy of subjects. The results demonstrated that elementary students were less-anxious than secondary students; males had lower anxiety scores than females; and the difference between anxiety scores of students and teachers was not significant. However, students had higher self-efficacy scores than their teachers; elementary students were more self-efficient than secondary students; and males had higher computer self-efficacy scores than females. The correlation between the variables of computer anxiety and computer self-efficacy was moderate, negative, and significant.
Keywords: Computer anxiety, Computer self-efficacy, Attitudes toward computers, Beliefs about computers, Elementary education, Secondary education