Attitudes towards computers among students in higher education: A case study in Singapore

Introduction Over the years, the use of computer has become an integral part of education and its impact on teaching and learning is widely accepted (Mitra et al, 2000). The successful integration of computers in educational environments depends, to a great extent, on students’ attitudes towards them (Palaigeorgiou, Siozos, Konstantakis & Tsoukalas, 2005). Computer attitude has been defined as a person’s general evaluation or feeling of favour or antipathy towards computer technologies and specific computer-related activities (Smith, Caputi & Rawstone, 2000). Of the various variables associated with computer attitude, Woodrow (1991) suggested: (1) computer importance (CI) (perceived usefulness); (2) computer enjoyment (CE) (liking); and (3) computer anxiety (CA) (student’s confidence in using the computer).