Computerphobia

Computerphobia . Psychology calls it “Resistance to technological change”, or more specifically in relation to the world of computers, “Computerphobia”, but that is when it reaches too high levels in which those who suffer it, practically paralyze in front of these machines. But that is not very frequent. The most common is that we all have – or have had – at best some kind of resistance to using the new technologies that come our way.

Table of Contents

Summary

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1 Computer Anxiety Vs. Computerphobia
2 Definition of computer literacy
3 Typology according to the user
4 Criteria for the diagnosis of computer anxiety
- 1 Definitions and considerations of computer anxiety
- 2 Descriptive model of computer anxiety
5 Suggestions for treatment
6 Source

Computer Anxiety Vs. Computerphobia

Most of the population has had their first computer experience in school or on college campuses. This experience involves learning how the principles that regulate the machine work and involves a head-on collision with a strange culture. Over time, computers have modified many of our daily activities (buying tickets for shows, bank transactions and numerous administrative tasks), almost everything is done today using technology that processes large volumes of information and allows access to the necessary data from any point and at any time.

The growth of computer technology has been accompanied by an increase in the number of individuals who are anxious or intimidated in front of computers. Some authors consider anxiety in front of computers as the result of an internal dialogue underlying the belief system, actions and behaviors mobilized in working with a computer.

It can be considered that 25% of users suffer from mild “computerphobia” and 5% are affected by the most severe form of this disorder. In the authors’ experience, 32% of undergraduate subjects suffered from these problems and 55% of a sample of adults reported feeling intimidated by computers.

Definition of computer literacy

It covers four fundamental areas:

Application programs: attitude to evaluate, select and use a wide variety of programs that give daily work a higher degree of productivity. This implies being able to assess the limitations of all programs and the social impact derived from their use.
Programming: fitness for use of a language of programming so that the user can create their own applications. Requires an understanding of problem solving strategies, algorithms, and flow charts.
Attitudes towards computing: includes personal and collective feelings related to the use of computers. Self-confidence in one’s own execution becomes a fundamental element when it comes to generating non-anxious attitudes.
Theoretical knowledge of computer systems : knowledge related to the use of Hardware and operating systems , basic for the management of application programs (installation of programs, back-up, data compression, etc …).

Typology according to the user

The perception of the computer varies depending on the knowledge and experience. In this way, the first three groups will perceive the computer with personal characteristics, while the last two will tend to see a limited machine.

“Very involved.” They have extensive knowledge about computers, they use them for most possible tasks, they tend to associate in user groups and use telematic services and / or BBS.
“Experts”. They also have extensive knowledge, although computers have not permeated their behavior as much.
“Enthusiastic inexperienced”. They have medium knowledge, they usually use computers in financial activities . However, they like to be in front of their computer, being able to belong to user groups.
“Scientists”. They have an intermediate degree of knowledge. They dedicate the computer almost exclusively to tasks related to their work and are not as enthusiastic as the previous three groups.
“Not involved.” They use their computer for word processing tasks.

Criteria for the diagnosis of computer anxiety

Avoidance of computers and the areas where they are placed.
Excessive precautions when using a computer.
Negative comments towards the computer when it is being used.
Frequent attempts to decrease the length of time a computer must be used.

Definitions and Considerations for Computer Anxiety

Defined as changes in four physiological measures, among which blood pressure and heart rate stand out, when subjects interact with a computer.
Attitudes towards computers are at the base of these difficulties with affective elements such as: fear, apprehension and subjective fear .

Descriptive model of computer anxiety

Computer anxiety model based on Meichembaum’s internal dialogues (self-instructions) , underlying beliefs and specific behaviors in front of the computer. Statistically significant differences were found in the four factors involved in the described model. In the area of internal dialogues, evidence was found that anxious subjects in front of the computer evaluated their execution of computer tasks worse than non-anxious subjects, with concomitant negative thoughts regarding their execution.

The anxious subjects also presented statistically significant differences related to the frequency of devaluing thoughts towards themselves and especially in relation to those issues that referred to their personal performance in any area.

Regarding the third factor involved in the work, it was possible to verify that the most anxious subjects were those who had less experience with computers and lower mechanical interests. Lastly, it should be noted that the subjects with greater anxiety before computers presented a greater number of indicators of physiological arousal and a greater subjective feeling of anxiety, despite the fact that the number of errors was not statistically significant.

Suggestions for treatment

The treatments to address this problem should intervene at different points. First they should consider a cognitive restructuring and the use of techniques of relaxation that contribute to the modification of the basic cognitive substrate at the origin of these difficulties. On the other hand, the introduction of educational elements related to the use of computers will help to alleviate this situation.

A significant percentage of subjects could be treated through exposure to computers in situations that were not related to their activity (work or academic) and that were therefore considered non-threatening. Perhaps this point can be illustrated by the ease with which those subjects who have previously used video games adapt to computers (exposure in a non-risk situation).