It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. Howe...

<p style="text-align: justify;">During COVID-19 in Athens, Greece, 535 general education and 170 special teachers were tested for computer use self-efficacy, ICT competence, attitudes. Demographic occupational factors impacted attitudes self-efficacy. The GCAS GCSES showed that liked computers. Teachers computer-savvy confident. Computer boosted self-efficacy is strongly linked with attit...

Molecular dynamics simulations in three dimensions of particles that self-assemble to form two-dimensional, membrane-like objects are presented. Anisotropic, multibody forces, chosen so as to mimic real interactions between amphiphilic molecules, generate a finite rigidity and compressibility of the assembled membranes, as well as a finite line tension at their free edges. This model and its ge...

This paper describes self-organized complexity of an ecosystem consisting of computer programs that exhibit life-like behavior. As an artificial life approach to simulating the life-like behavior on a computer, attention should be given to the emergent dynamics by which a new action is brought forth. In considering how to implement such a notion onto a computer, it could be interpreted as the g...

Two studies examined the social basis of self-assessment for learning through the application of creative computer tools that can help students assess and self-correct their own learning. Students are not usually inclined to check their own answers, but they find it relatively motivating to catch other people’s mistakes. A total of 62 students, ranging in age from nine to 11, participated in tw...

Computer aided assessment (CAA) has been used to provide students w formative self-assessment. Students could access the material at any time an feedback sought to guide further learning. Comparison of two groups of students all of the material and those who used none) revealed that those students who performed significantly better in the end of module summative assessment. T performance was no...