Instructional set and Internet use by low-income adults

Linda A. Jackson, Alexander Von Eye, Frank Biocca, Gretchen Barbatsis, Yong Zhao, Hiram Fitzgerald

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)465-472
Number of pages8
JournalCyberpsychology and Behavior
Volume8
Issue number5
DOIs
StatePublished - Oct 1 2005

ASJC Scopus subject areas

  • Communication
  • Applied Psychology
  • Human-Computer Interaction

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    Jackson, L. A., Von Eye, A., Biocca, F., Barbatsis, G., Zhao, Y., & Fitzgerald, H. (2005). Instructional set and Internet use by low-income adults. Cyberpsychology and Behavior, 8(5), 465-472. https://doi.org/10.1089/cpb.2005.8.465