Abstract
Situated in the gender digital divide framework, this survey study investigated the role of computer anxiety in influencing female college students' perceptions toward Web 2.0 applications for learning. Based on 432 college students' Web 2.0 for learning perception ratings collected by relevant categories of Unified Theory of Acceptance and Use of Technology (UTAUT), the study revealed certain significant differences between genders on six Web 2.0 applications (blog, wiki, social networking tool, online video sharing tool, online game, and immersive virtual environment). Overall females felt more anxious of using Web 2.0 applications than males. However, such difference was not found on social networking tools and online video sharing tools. Therefore we contended that features of social networking tools and online video sharing might promote females' use of Web 2.0 applications. Future studies will cultivate the empirical relationship between genders and underlying learning processes afforded by Web 2.0 features.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 57-65 |
| Number of pages | 9 |
| Journal | Internet and Higher Education |
| Volume | 16 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2013 |
Keywords
- Anxiety
- Gender difference
- Higher education
- Technology acceptance level
- Web 2.0
ASJC Scopus subject areas
- Computer Networks and Communications
- Computer Science Applications
- Education
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Dive into the research topics of 'Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education'. Together they form a unique fingerprint.Prizes
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Highly Cited Research Award by the Internet and Higher Education Journal ((Huang, W., Hood, D., & Yoo, S.J. (2013). Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. The Internet and Higher Education, 16, 57 – 64.))
Huang, W.-H. (Recipient), 2017
Prize: Prize/Award