Tanya McGill

This chapter discusses the domain of affective computing and reviews the area of affective tutoring systems: e-learning applications that possess the ability to detect and appropriately respond to the affective state of the learner. A significant proportion of human communication is non-verbal or implicit, and the communication of affective state provides valuable context and insights. Computers are for all intents and purposes blind to this form of communication, creating what has been described as an “affective gap.” Affective computing aims to eliminate this gap and to foster the development of a new generation of computer interfaces that emulate a more natural human-human interaction paradigm. The domain of learning is considered to be of particular note due to the complex interplay between emotions and learning. This is discussed in this chapter along with the need for new theories of learning that incorporate affect. Next, the more commonly applicable means for inferring affective state are identified and discussed. These can be broadly categorized into methods that involve the user’s input and methods that acquire the information independent of any user input. This latter category is of interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions, and physiological state. The chapter concludes with a review of prominent affective tutoring systems in current research and promotes future directions for e-learning that capitalize on the strengths of affective computing.

The technology acceptance model (TAM) is a popular model for the prediction of information systems acceptance behaviors, defining a causal linkage between beliefs, attitudes, intentions, and the usage of information technologies. Since its inception, numerous studies have utilized the TAM, providing empirical support for the model in both traditional and Internet-based computing settings. This chapter describes a research study that utilizes an adaptation of the TAM to predict successful Web page development, as an introduction of the TAM to a new domain, and the testing of a new dependent variable within the model. The study found some evidence to support the use of the TAM as a starting point for the prediction of Web development success, finding causal linkages between the belief constructs and the attitude constructs, and the intent construct and the successful development of Web pages. However, additional research is required to further study the expanded model introduced within this chapter.

Information and communications technology (ICT) has been changing rapidly over a long period and this rate of change is likely to continue or increase (Benamati & Lederer, 2001a; Lee & Xia, 2005). This rapid rate of change has produced many opportunities for organizations, but has also brought with it many challenges (Benamati & Lederer, 2001b). Among these challenges is the struggle for organizations to obtain personnel with the appropriate information technology (IT) knowledge and skills in order to meet their ICT needs (Byrd & Turner, 2001; Doke, 1999; Standbridge & Autrey, 2001). This is mirrored by the continual requirement for IT professionals to keep up to date with the skills required by organizations (Benamati et al., 2001a; Klobas & McGill, 1993; Moore, 2000). Previous research has investigated the importance employers place on various skills and perceived deficiencies in these skills (e.g., Doke, 1999; Leitheiser, 1992; Nelson, 1991; Prabhakar, Litecky, & Arnett, 2005). While the call for improved communication and social skills has been consistent, the technical skills in demand have varied dramatically over time (Prabhakar et al., 2005; Van Slyke, Kittner, & Cheney, 1998). Less has been written about students’ perceptions of the importance of various ICT skills, though this was addressed in a study that compared Australian and American students’ perceptions of ICT job skills (von Hellens, Van Slyke, & Kittner, 2000). This article provides an overview of a project that investigated the channels of information that ICT students use to keep up to date with employers’ needs.

The development of applications by end users has become an integral part of organizational information provision. It has been established that there are both benefits and risks associated with end-user development, particularly in the areas of spreadsheets and databases. Web development tools are enabling a new kind of end-user development. The fact that Web page creation may impact, not only locally but also globally, significantly raises the importance of this type of end-user application development. This article reports on the extent of Web page development amongst end users and investigates their perceptions of the benefits and risks of end-user Web development relative to those associated with spreadsheet development and explores approaches to reducing the risks.

Information and communications technology (ICT) has increasingly influenced higher education. Computer-based packages and other learning objects provide a useful supplement to students studying conventionally by illustrating aspects of the curriculum. Other packages are directed at aspects of course administration such as automated assessment (for example, see Randolph et al. (2002)). Initially such software and materials played only a supplementary role in course offerings, but this has changed rapidly. For example, Coleman et al. (1998) describe a successful early attempt to replace all lecturing with computer-aided learning. Remote delivery of courses also became a viable option because of the advent of the WWW. For example, Petre and Price (1997) report on their experiences conducting electronic tutorials for computing courses. Online education of various sorts is now routinely available to vast numbers of students (Alexander, 2001; Chen & Dwyer, 2003; Peffers & Bloom, 1999). Various terms have been used to label or describe forms of education supported by information technology. These include e-learning (e.g., Alexander, 2001; Campbell, 2004), Web-based learning (e.g. Huerta, Ryan & Igbaria, 2003; Khosrow-Pour, 2002), online learning (e.g., Simon, Brooks & Wilkes, 2003), distributed learning and technology- mediated learning (e.g., Alavi & Leidner, 2001); with e-learning probably the most commonly used term used to describe education and training that networks such as the Internet support. E-learning has become of increasing importance for various reasons. These include the rise of the information and global economy and the emergence of a consumer culture. Students demand a flexible structure so that they can study, work and participate in family life at the same time (Campbell, 2004). This flexibility is reflected in alternative delivery methods that include online learning and Internet use. We have also become more sensitive to cultural and gender differences, and to the learning needs of the challenged. These needs may be addressed by e-learning (Campbell, 2004).

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

Universities teach project management to information technology (IT) students. The project management principles that students previously have learned often are put into practice in a project course that is intended to give final-year students the experience of applying their knowledge to real or simulated projects. This article reports on research that investigated the use and usefulness of project management in student IT projects. The results show that there was a wide range in the application of project management practices, with students being more likely to produce the initial documentation associated with some of the project management knowledge areas than to make use of it throughout the project to monitor the project’s progress. The results also showed that the number of project management guidelines applied in student projects was not linked to IT project success. However, there was a strong relationship between project management plan quality and obtaining a good software product.

The information technology industry is subject to rapid change. There have been concerns expressed in the literature about the ability of information technology professionals to keep up to date with developments, and it is likely that it is even more difficult for students to do so. New graduates require marketable skills in order to gain good employment, but the skills most in demand change regularly. This paper reports on a project that investigated the channels of information that undergraduate and postgraduate telecommunications management and electronic commerce students use to keep up to date with employers’ needs. The role of instructors in this process is also discussed.

Certification has become a popular adjunct to traditional means of acquiring information technology (IT) skills, and employers increasingly specify a preference for those holding certifications. This chapter reports on a study designed to investigate student perception of both the benefits and risks of certification and its importance in obtaining employment. Certification was perceived as an important factor in achieving employment and students undertaking it anticipate that it will lead to substantial financial benefits. Yet higher salaries are not seen as the most important benefit of certification. The potential benefits that students believe are most important relate to 'real-world' experience. The respondents were aware of the possible risks of certification but did not appear to be overly concerned about them.

The development of applications by end users has become an integral part of organizational information provision. It has been established that there are both benefits and risks associated with end-user development, particularly in the areas of spreadsheets and databases. Web development tools are enabling a new kind of end-user development. The fact that Web page creation may impact, not only locally but also globally, significantly raises the importance of this type of end-user application development. This article reports on the extent of Web page development amongst end users and investigates their perceptions of the benefits and risks of end-user Web development relative to those associated with spreadsheet development and explores approaches to reducing the risks.