Gwen Petro
University of California, Santa Barbara, Santa Barbara, CA, USA
Despite high levels of digital technology access among college students, technology disruption remains an issue. This study was conducted to understand how technology disruption might contribute to socio-economic disparities in academic performance. Data were analyzed from a non-representative sample of 748 undergraduate students. We examined socio-economic differences in types of technology problems students experience; the consequences of those problems; and beliefs about how to handle future problems. Socio-economic status was not associated with types of technology problems, but it was associated with greater negative consequences and less-efficacious beliefs about handling future situations. These findings are consistent with sociological work on socio-economic differences in student help-seeking. They also elaborate mechanistic understanding of the technology maintenance construct. Finally, for those interested in designing to reduce socio-economic inequalities, they suggest the need for interfaces that go beyond information accessibility to facilitate student empowerment and student-teacher communication.
https://doi.org/10.1145/3313831.3376156
The ACM CHI Conference on Human Factors in Computing Systems (https://chi2020.acm.org/)