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Even though information and communication technology (ICT) is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A...
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... However, extensive research conducted by Qazi et al. and Hallewell Haslwanter et al. suggests that this issue is complex and that the results are highly dependent on the questions and tasks (what kind of technology and devices are addressed, as well as what skills and programs). Accordingly, our research showed that younger individuals were better able to recognize a file type and convert it to another type [10,11]. ...
Introduction. Digital literacy includes things like being able to use information systems and supporting infrastructure. With the increasing use of technology in healthcare, it is important for healthcare staff to be digitally literate. The aim of the paper is to determine the attitudes of primary and secondary health care workers towards the use of computers in health care and to examine the influence of sociodemographic factors on the information literacy of health care workers.
Methods. The research was conducted according to the principle of a cross-sectional study. The research included 80 respondents, healthcare workers. Data analysis included methods of descriptive and inferential statistics. The data will be presented in the form of a table.
Results. The results showed that certain socio-demographic factors influenced the attitude of health workers towards the use of computers. The most significant factors were the level of education and previous IT education, but the time the respondents sopent working on the computer and whether they used the computer exclusively at work or at home also had an impact.
Conclusion. Healthcare workers showed a positive attitude towards the use of computers in healthcare. The most significant socio-demographic factors influencing knowledge of computer work are the level of education of the respondents and whether and where they received their education in information technology.
... Differences in the findings of various scholars also invite neutral outcomes for gender differences toward technology. According to several other studies, there were no gender differences in study-related computer attitudes or confidence in using computers for instructional purposes (Bebetsos & Antoniou, 2009;Cai & Du, 2017;Qazi et al., 2022;Scherer & Siddiq, 2015;Siddiq & Scherer, 2019;Verma & Dahiya, 2016). This brief review shows that gender discrimination and stereotypes are important factors that contribute to women having less access to ICTs and fewer opportunities than men in terms of ICT-related knowledge and practices, which impacts future educational opportunities as well as career options and choices. ...
... In this case, there were no gender differences in the attitudes or confidence related to using computers for educational purposes, thus men and women have the same opportunity to learn the practical of learning technology (Bebetsos & Antoniou, 2009;Cai & Du, 2017;Qazi et al., 2022;Scherer & Siddiq, 2015;Siddiq & Scherer, 2019;Verma & Dahiya, 2016). ...
The integration of Information and Communications Technology (ICT) into language teaching and learning is mandated by the national policy in Indonesia. This study aims to describe 34 experienced female EFL teachers’ experiences ICT professional development.. This study reports on: 1) encouraging and discouraging factors of ICT use for participants, 2) solutions of ICT integration for participants’ professional development, and 3) peers’ perception on participants’ improvement of ICT competencies. In order to investigate the external and internal factors on the participants' ICT professional development experiences, a sequential explanatory design with mixed methods approach was used in the study. In the first phase, a questionnaire was used as the instrument to categorize participants into satisfactory ICT proficiency and less satisfactory ICT proficiency. The second phase was one-on-one interviews to find further information on the participants’ experiences on ICT professional development. The questionnaire was analyzed using SPSS, while interviews were analyzed using deductive content analysis which employs four stages in its process. Results show that all teachers with proper ICT proficiency and those who are less proficient in ICT have positive perceptions of the use of technology in education. However, there are differences in how they solve internal and external problems, and how they perceive guidance from peers and also support from the school environment. This study recommends universities and the government to develop programs of ICT professional development suitable for experienced female teachers.
... Recent research emphasizes the need to explore the complex interplay of technology habits, access, and socio-psychological factors in educational contexts (Islahi & Nasrin, 2019). A comprehensive understanding of how both men and women actively use technology in classrooms is crucial, providing insights for targeted interventions to promote equitable technology integration in science and mathematics education globally (Ayite et al., 2022;Qazi, 2022). ...
Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers’ pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers’ competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study’s findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.
... The review comprised 42 peerreviewed empirical publications and conference proceedings published between 2006 and 2020. This study showed significant inequalities in women's support for ICT literacy, [20]. ...
One of the goals of the Sustainable Development Goals is to achieve gender equality and empower women. The SDGs also mandate that women have ICT (Information and Communication Technology) skills. ICT skills are essential as women's participation is maximized in sustainable development. Research Objective: To identify the forms of women's participation in village development, especially media literacy skills in the form of ICT. The research location was in an oil palm plantation in Sukaluwei Village, Bangun Purba Sub-district, Deli Serdang Regency, Indonesia. Research informants were women who participated in development at the research location. Data collection methods used in-depth interviews, focus group discussions, and observations. Data were collected through data reduction, presentation, analysis, and conclusion. The results showed that women's participation in development generally occupies a position as members and leaders in development activities in the village. They need help involving the community in activities and the difficulty of meeting time to discuss or decide on an activity. The media literacy skills in the form of ICT possessed by informants are the ability to use smartphones, where generally informants can use smartphones to send and receive messages such as making invitations and sending them, searching for materials, and forwarding important information back to the group. Based on the results of the in-depth interviews, media literacy (especially the ability to use a smartphone) and ICT skills are critical in supporting their involvement in village development. Media Literacy and ICT Skills Make Women's Participation Faster, Smoother, and More Effective.
... Equally, Qazi et al. (2022) reported a significant association between education and female Internet use further reinforcing the significant influence of socio-economic factors. Educated women have a higher odd of using the Internet than women with no education because there are prerequisite skills needed to use digital technologies. ...
Female internet use is abysmally low (17.48%) in Nigeria, and it has become an issue of serious concern due to its negative impact on their health and economic well-being. While most of the scholarly debates centers on the influence of individual socioeconomic characteristics and geographical factors to understand and improve female internet use, this study contributes to the literature by interrogating the role of women's experience of intimate partner violence (IPV) and other socioeconomic and geographical factors based on the social theory of internet use. We conduct spatial and logistic regression analyses using the 2018 cross-sectional Demographic and Health Survey of 41,821 women aged 15-49. The spatial analysis shows a significant concentration of female internet non-use in the Northern region relative to the South, while the binary logistic regression analysis indicates that the experience of IPV, age, wealth status, education, being married, urban location, and residing in Northern Nigeria are significant predictors of female internet use. The study recommends tailoring support systems and interventions that acknowledge the unique challenges faced by survivors of IPV and the improvement of the socioeconomic conditions of women to achieve greater internet use.
... A review of the literature published between 1997 and 2014 by Cai et al. (2017) revealed that men hold more favorable attitudes toward technology use. Similarly, a review of 42 papers published between 2006 and 2020 by Qazi et al., (2022) revealed small but not statistically significant gender differences in information and communications technology use and skills. An earlier study by Davison and Argyriou (2016) in the context of technology adoption in higher education showed a gender difference in digital technology use in favor of men and no gender difference in the use of communication tools. ...
This paper presents a study on gender invariance in and moderation between self-determination and technology-use efficacy in self-regulated learning at the height of the COVID-19 pandemic. Research on gender invariance and moderation in self-determination and self-regulated learning in online and distance education is not new. However, with the onset of the COVID-19 pandemic, all higher education institutions were forced to switch from face-to-face classes to blended and/or hybrid learning modalities that may have changed the landscape of many antecedents to learning. Seven hundred fifty undergraduates enrolled during the second semester of the academic year 2020 to 2021 from one of the state universities in the Eastern Visayas Region, the Philippines, participated in the study. Partial least squares structural equation modeling revealed that overall, perceived choice, perceived competence, and relatedness have direct effects on technology-use efficacy, a gender invariance exists in all variables under study, and gender moderation occurred between perceived choice and technology-use efficacy. A reflection on education during disaster situations and the need for gender-neutral and/or sensitive pedagogy and scaffolding of self-determination in self-regulated learning is provided.
... Regarding grade level, higher-grade students tend to have stronger internet adaptation abilities and more positive attitudes towards the internet, possibly because they view it more as a teaching and practical tool and believe it offers greater assistance to their studies and research. Hence, they accumulate more internet usage experience in their studies and daily life (26)(27)(28). ...
This study investigates how adolescents’ internet adaptation influences internet addiction, with a particular focus on the mediating role of internet cultural adaptation. Grounded in cross-cultural adaptation theory, the study proposes that internet cultural adaptation can mitigate the negative relationship between internet adaptation and internet addiction. Conducting a large-scale random survey among Chinese adolescents, and employing standardized measures for internet addiction, internet cultural adaptation, and internet adaptation, the study finds a significant negative correlation between internet adaptation and internet addiction. More crucially, internet cultural adaptation plays a pivotal mediating role, such that when adolescents have higher capabilities in adapting culturally to the internet, the negative relationship between their internet adaptation and addiction is effectively alleviated. These findings not only provide a new perspective in understanding adolescent internet addiction but also offer theoretical guidance for devising preventive measures. The study also discusses practical applications of the results, emphasizing the importance of enhancing adolescents’ internet cultural adaptation, and presents new strategies for preventing and mitigating issues of internet addiction.
... Sin embargo, hombres y mujeres interactúan de forma diferente con estas nuevas tecnologías y sus motivaciones suelen ser distintas (Quazi et al., 2022;Tifferet, 2020). Por ejemplo, mientras que el uso de los hombres está orientado principalmente al ocio o tiene una finalidad más práctica, las mujeres tienden a utilizarlas para conectar y socializar, de modo que tienden a expresar más emociones y a revelar más información personal (Bond, 2009;Haferkamp, et al. 2012). ...
La interiorización de los estereotipos de género comienza en una etapa tan temprana como la preadolescencia y la adolescencia. Las redes sociales y los influencers destacan entre todos los factores involucrados en su adopción y asimilación. Dado que los menores comienzan a consumir contenido en redes sociales muy pequeños, los influencers se han convertido en modelos de referencia para ellos. La presente investigación tiene por objetivo examinar las preferencias y comportamientos de los menores en redes sociales respecto a sus influencers favoritos y detectar hasta qué punto pueden reforzar los estereotipos de género preexistentes. Con este objetivo, se ha llevado a cabo un cuestionario (nivel de confianza <95% y error muestral +-3,5%) entre 800 menores españoles de 8 a 16 años, consumidores habituales de contenido creado por influencers. Los resultados de la encuesta muestran que los niños y adolescentes tienden a seguir influencers con diferentes perfiles, dedican una cantidad de tiempo desigual a esta actividad y muestran preferencias por diferentes redes sociales y tipos de contenidos. Estos resultaron conducen a la conclusión de que hay una tendencia generalizada a reproducir comportamientos y preferencias asociadas con los estereotipos tradicionales masculino y femenino.
... Our previous SLR studies [34][35][36] served as the basis for the approach that was used in this current research keeping in mind the original PRISMA guideline that mainly follows four steps of the review process: (i) resources identification, (ii) search term, (iii) inclusion and exclusion criteria, and (iv) analysis of data. ...
The substantial upsurge in Web 2.0 deployment allows a large number of consumers to share their opinions with potential consumers and producers through product and service review platforms. Customer decision-making relies on an important aspect of review: spam-free opinions. Unfortunately, fraudulent activities produced spam reviews that misled potential buyers and traders. Subsequently, it does stop opinion-mining techniques from reaching accurate conclusions. This study aims to identify and review existing state-of-the-art methodologies for three groups: (1) spam reviews, (2) individual spammers, and (3) group spam. The machine learning (ML) and deep learning (DL) techniques for spam detection are categorized, and we establish an assessment that may be deemed appropriate in the field. The findings reveal a total of 10 metrics, with accuracy being the most often used (25%) concerning ML-based techniques in spam detection. Followed by recall in 24% of studies, and precision in 22% of studies. In addition, the F-measure, the area under the curve (AUC), and F1-score evaluation metrics reveal that the use of the Amazon dataset as a whole increased by 7%. This study concludes that the majority of SMS spam filtering strategies are leading solutions. In addition, the taxonomy of existing state-of-the-art methodologies is developed, and it is concluded that a substantial number of studies utilize these existing SMS anti-spam applications. This research uncovered previously unexplored areas of ML and DL’s application to spam review and provided a new paradigm for applying these technologies to the issue. The findings provide both academics and practitioners with a deeper understanding of the barriers to spam review identification, as well as potential improvement opportunities using ML techniques. These individuals will now have the chance to consider a benchmark for future research.
... A hypothesis model was constructed to explore the influence of learners' perceived teachers' enthusiasm, online learning enjoyment, and perceived group interaction on L2 communication intention in the online learning environment. Gender, as a pervasive demographic factor, can influence learning styles, engagement, and outcomes in online settings, especially regarding learning methods and using technology (Cai et al., 2017;Qazi et al., 2022). Self-online learning time is an intrinsic factor in the online learning environment. ...
... In addition, differences exist in the communication styles between men and women (Merchant, 2012). Men may prefer task-oriented communication that focuses on problem-solving and achieving goals (Merchant, 2012;Qazi et al., 2022), while women may prefer relationship-oriented communication that emphasizes empathy and social connection (Spadaro et al., 2023), which may lead men to be more willing to communicate in group settings, whereas task-oriented communication may be valued more highly (Adams & Webster, 2022). ...
Few previous studies have focused on the effect of online environment factors (teachers’ enthusiasm, group interaction, etc.) on learners’ willingness to communicate in the context of learning Chinese as a second language (CSL). To fill this gap, this study investigated 471 CSL learners (1) to explore the mediating role of online learning enjoyment and perceived group interaction on the perception of teachers’ enthusiasm and willingness to communicate in L2 in online CSL classes; and (2) to clarify whether gender, weekly self-online learning time and learning achievement moderate those relations. A moderated mediation structural equation model with good fitness revealed that both perceived group interaction and online learning enjoyment fully mediated the relationship between perceived teachers’ enthusiasm and willingness to communicate in L2, with perceived group interaction being a more vital mediator than learning enjoyment. The results illustrated that the structural mediating relationships significantly differ across genders, weekly self-learning times, and learners with different learning achievements. The findings advance the understanding of the pyramid model of willingness to communicate in online L2 learning and provide significant pedagogical implications.
