Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10312941 | Computers in Human Behavior | 2005 | 17 Pages |
Abstract
The purpose of this study was to investigate whether results of the computer-mediated communication (CMC) competency scale differ depending on the survey instrument used. Data were collected from 173 undergraduate students (53% female; average age 20). Of these, 96 subjects completed the questionnaire using scantron sheets, while 77 subjects used an audience response system called Classroom Performance System (CPS). All subjects completed a second questionnaire using paper-and-pencil to evaluate their experience with either the scantron sheets or the CPS. t-Test results show that using the CPS is more fun for participants (p<.000); no more or less difficult (p=.806); and does not make a difference with regard to experienced time pressure (p=.425). Subjects have higher doubts about the validity of their recorded answers (p=.007) when using the CPS. Regression analysis shows that in two out of 12 constructs of the CMC competency scale, scoring was influenced by using a technological data collection method. The two constructs were “message factors” (p=.002) and “medium factors” (p=.002). Overall, results support the use of the CPS as an alternative to scantron sheets for measuring CMC competence.
Keywords
Related Topics
Physical Sciences and Engineering
Computer Science
Computer Science Applications
Authors
Ulla Bunz,