Instructional set and internet use by low-income adults.
This research examined the effects of instructional set on Internet use by low-income adults during a 16-month longitudinal study. Participants (n = 117) received instructions that focused on either the Internet's communication tools or its information tools. Internet use was continuously and automatically recorded. Survey measures of computer and Internet experiences, affect and attitudes were obtained to examine their mediational role in the relationship between instructional set and Internet use. Results indicated that instructions focused on the Internet's information tools led to greater Internet use than instructions focused on its communication tools or only basic instructions about how to use the Internet. Implications for reducing the digital divide are discussed.
Jackson
Linda A
LA
Department of Psychology, Michigan State University, East Lansing, Michigan 48824, USA. Jackso67@msu.edu
Eye
Alexander Von
AV
Biocca
Frank
F
Barbatsis
Gretchen
G
Zhao
Yong
Y
Fitzgerald
Hiram
H
D000328:Adult; D001292:Attitude to Computers; D003195:Computer Communication Networks / Q000706:statistics & numerical data; D003200:Computer User Training / Q000706:statistics & numerical data*; D003194:Computer-Assisted Instruction / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D016247:Information Storage and Retrieval / Q000706:statistics & numerical data; D008137:Longitudinal Studies; D008297:Male; D015146:Midwestern United States; D011203:Poverty / Q000706:statistics & numerical data*; D012718:Set, Psychology; D014505:Urban Population / Q000706:statistics & numerical data*; D014600:Utilization Review / Q000706:statistics & numerical data