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digital divide</title> <meta name="description" content="Search results for: gender digital divide"> <meta name="keywords" content="gender digital divide"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="gender digital divide"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5389</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: gender digital divide</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5389</span> A General Framework to Successfully Operate the Digital Transformation Process in the Post-COVID Era</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Driss%20Kettani">Driss Kettani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we shed light on “Digital Divide 2.0,” which we see as COVID-19’s Version of the Digital Divide! We believe that “Fighting” against Digital Divide 2.0 necessitates for a Country to be seriously advanced in the Global Digital Transformation that is, naturally, a complex, delicate, costly and long-term Process. We build an argument supporting our assumption and, from there, we present the foundations of a computational framework to guide and streamline Digital Transformation at all levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide%202.0" title="digital divide 2.0">digital divide 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs%20for%20development" title=" ICTs for development"> ICTs for development</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20outcomes%20assessment" title=" computational outcomes assessment"> computational outcomes assessment</a> </p> <a href="https://publications.waset.org/abstracts/143734/a-general-framework-to-successfully-operate-the-digital-transformation-process-in-the-post-covid-era" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143734.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5388</span> Factors Underlying the Digital Divide for Disabled People: Focus on a Korean Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soungwan%20Kim">Soungwan Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study identifies factors underlying the digital divide that is faced by the disabled. The results of its analysis showed that the digital divide in PC use is affected by age, number of years of education, employment status, and household income of more than KRW 3 million. The digital divide in smart device use is affected by sex, age, number of years of education, time when disability struck, and household income of more than KRW 3 million. Based on these results, this study proposes methods for bridging the digital divide faced by the disabled. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide%20for%20the%20disabled" title=" digital divide for the disabled"> digital divide for the disabled</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20accessibility%20for%20PCs%20and%20smart%20devices" title=" information accessibility for PCs and smart devices"> information accessibility for PCs and smart devices</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20accessibility" title=" information accessibility"> information accessibility</a> </p> <a href="https://publications.waset.org/abstracts/35406/factors-underlying-the-digital-divide-for-disabled-people-focus-on-a-korean-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35406.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5387</span> Impact of Web 2.0 on Digital Divide in Azad Jammu and Kashmir</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sana%20Shokat">Sana Shokat</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabia%20Riaz"> Rabia Riaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Raja%20Shoaib%20Hussain"> Raja Shoaib Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Saba%20Shabir"> Saba Shabir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital divide is usually measured in terms of gap between those who can efficiently use new technological tools, such as Internet, and those who cannot. It is also hypothesized that web 2.0 tools motivate people to use technology i.e. Social networking sites can play an important role in bridging digital gap. This study was to determine the presence of digital divide in urban and rural areas of district Muzaffrabad, Azad Jammu & Kashmir taking internet usage as the key element. A cross-sectional community based survey was conducted involving 384 respondents from city Muzaffrabad and village Garhi Doppta. The existence of digital divide was accessed on the basis of the questionnaires given. Chi- square test was used to find the association of different demographic and ICT related factors with internet usage. Age based and area based divide still exist among the targeted population but gender based digital divide is vanishing from the intended area of study. Outcomes of the survey also revealed that web 2.0-based web sites are also becoming popular and attracting people to use internet. Trend of using internet and communication technologies can be increased by solving the highlighted problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azad%20Jammu%20and%20Kashmir" title="Azad Jammu and Kashmir">Azad Jammu and Kashmir</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Web2.0" title=" Web2.0"> Web2.0</a> </p> <a href="https://publications.waset.org/abstracts/41151/impact-of-web-20-on-digital-divide-in-azad-jammu-and-kashmir" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41151.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5386</span> The Gender Digital Divide in Education: The Case of Students from Rural Area from Republic of Moldova</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B%C4%83rbu%C8%9B%C4%83%20Alina">Bărbuță Alina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inter-causal relationship between social inequalities and the digital divide raises the relation issue of gender and information and communication technologies (ICT) - a key element in achieving sustainable development. In preparing generations as future digital citizens and for active socio-economic participation, ICT plays a key role in respecting gender equality. Although several studies over the years have shown that gender plays an important role in digital exclusion, in recent years, many studies with a focus on economically developed or developing countries identify an improvement in these aspects and a gap narrowing. By measuring students' digital competencies level, this paper aims to identify and analyse the existing gender digital inequalities among students. Our analyses are based on a sample of 1526 middle school students residing in rural areas from Republic of Moldova (54.2% girls, mean age 14,00, SD = 1.02). During the online survey they filled in a questionnaire adapted from the (yDSI) ”The Youth Digital Skills Indicator”. The instrument measures the level of five digital competence areas indicated in The European Digital Competence Framework (DigiCom 2.3.). Our results, based on t-test, indicate that depending on gender, there are no statistically significant differences regarding the levels of digital skills in 3 areas: Information navigation and processing; Communication and interaction; Problem solving. However, were identified significant differences in the level of digital skills in the area of ”Digital content creation” [t(1425) = 4.20, p = .000] and ”Safety” [t(1421) = 2.49, p = .000], with higher scores recorded by girls. Our results contradicts the general stereotype regarding the low level of digital competence among girls, in our sample girls scores being on pear with boys and even bigger in knowledge related to digital content creation and online safety skills. Additional investigations related to boys competence on digital safety are necessary as the implication of their low scores on this dimension may suggest boys exposure to digital threats. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20digital%20divide" title=" gender digital divide"> gender digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20learning" title=" remote learning"> remote learning</a> </p> <a href="https://publications.waset.org/abstracts/160853/the-gender-digital-divide-in-education-the-case-of-students-from-rural-area-from-republic-of-moldova" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5385</span> Quantifying the Second-Level Digital Divide on Sub-National Level with a Composite Index</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20Korovkin">Vladimir Korovkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20Park"> Albert Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Evgeny%20%20Kaganer"> Evgeny Kaganer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper studies the second-level digital divide (the one defined by the way how digital technology is used in everyday life) between regions of the Russian Federation. The paper offers a systemic review of literature on the measurement of the digital divide; based upon this it suggests a composite Digital Life Index, that captures the complex multi-dimensional character of the phenomenon. The model of the index studies separately the digital supply and demand across seven independent dimensions providing for 14 subindices. The Index is based on Internet-borne data, a distinction from traditional research approaches that rely on official statistics or surveys. Regression analysis is used to determine the relative importance of factors like income, human capital, and policy in determining the digital divide. The result of the analysis suggests that the digital divide is driven more by the differences in demand (defined by consumer competencies) than in supply; the role of income is insignificant, and the quality of human capital is the key determinant of the divide. The paper advances the existing methodological literature on the issue and can also inform practical decision-making regarding the strategies of national and regional digital development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title="digital transformation">digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=second-level%20digital%20divide" title=" second-level digital divide"> second-level digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=composite%20index" title=" composite index"> composite index</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20policy" title=" digital policy"> digital policy</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20development" title=" regional development"> regional development</a>, <a href="https://publications.waset.org/abstracts/search?q=Russia" title=" Russia "> Russia </a> </p> <a href="https://publications.waset.org/abstracts/135919/quantifying-the-second-level-digital-divide-on-sub-national-level-with-a-composite-index" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5384</span> The Use of Knowledge Management Systems and Information Communication Technology Service Desk Management to Minimize the Digital Divide Experienced in the Museum Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruel%20A.%20Welch">Ruel A. Welch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the introduction of ServiceNow, the UK’s Science Museum Group’s (SMG) ICT service desk portal. There has not been an analysis of the tools available to SMG staff for just-in-time knowledge acquisition (knowledge management systems) and reporting ICT incidents with a focus on an aspect of professional identity, namely, gender. This study is conducted in the milieu of UK museums, galleries, arts, academic, charitable, and cultural heritage sectors. Numerous authors suggest that males and females experience ICT usage differently. Therefore, it is important for SMG to investigate the apparent disparities so that solutions can be derived to minimize this digital divide if one exists. It is acknowledged at SMG that there are challenges with keeping up with an ever-changing digital landscape. Subsequently, this entails the rapid upskilling of staff and developing an infrastructure that supports just-in-time technological knowledge acquisition and reporting technology-related issues. This problem was addressed by analyzing ServiceNow ICT incident reports and reports from knowledge articles from a six-month period from February to July. This study found a statistically significant relationship between gender and reporting an ICT incident. There is also a significant relationship between gender and the priority level of ICT incidents. Interestingly, there is no statistically significant relationship between gender and reading knowledge articles. Additionally, there is no statistically significant relationship between gender and reporting an ICT incident related to the knowledge article that was read by staff. The knowledge acquired from this study is useful to service desk management practice as it will help to inform the creation of future knowledge articles and ICT incident reporting processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20service%20desk%20practice" title=" ICT service desk practice"> ICT service desk practice</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20systems" title=" knowledge management systems"> knowledge management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20learning" title=" workplace learning"> workplace learning</a> </p> <a href="https://publications.waset.org/abstracts/138065/the-use-of-knowledge-management-systems-and-information-communication-technology-service-desk-management-to-minimize-the-digital-divide-experienced-in-the-museum-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5383</span> Analyzing the Plausible Alternatives in Contracting the Societal Fissure Caused by Digital Divide in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manuela%20Nayantara%20Jeyaraj">Manuela Nayantara Jeyaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 'Digital Divide' is a concept that has existed in this paradigm ever since the discovery of the first-generation technologies. Before the turn of the century, it was basically used to describe the gap between those with telephone communication access and those without it. At present, it is plainly descriptive in itself to illustrate the cavity among those with Internet access and those without. Though the concept of digital divide has been merely lying in sight for as long as time itself, the friction it caused has not yet been fully realized to solve major crisis situations. Unlike well-developed countries, Sri Lanka is still in the verge of moving farther away from a developing country in the race towards reaching a developed state. Access to technological resources varies from region to region, even within the island itself, with one region having a considerable percentage of its community exposed to the Internet and its related technologies, and the other unaware of such. Thus, this paper intends to analyze the roots for the still-extant gap instigated based on the concept of ‘Digital Divide’ and explores the plausible potentials that could be brought about by narrowing this prevailing percentage among the population, specifically entrenching the advantages reaped towards an economic augmentation and culture or lifestyle revolution on the path towards development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a> </p> <a href="https://publications.waset.org/abstracts/63814/analyzing-the-plausible-alternatives-in-contracting-the-societal-fissure-caused-by-digital-divide-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5382</span> Empowering Girls and Youth in Bangladesh: Importance of Creating Safe Digital Space for Online Learning and Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Rasel%20Mia">Md. Rasel Mia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashik%20Billah"> Ashik Billah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The empowerment of girls and youth in Bangladesh is a demanding issue in today's digital age, where online learning and education have become integral to personal and societal development. This abstract explores the critical importance of creating a secure online environment for girls and youth in Bangladesh, emphasizing the transformative impact it can have on their access to education and knowledge. Bangladesh, like many developing nations, faces gender inequalities in education and access to digital resources. The creation of a safe digital space not only mitigates the gender digital divide but also fosters an environment where girls and youth can thrive academically and professionally. This manuscript draws attention to the efforts through a mixed-method study to assess the current digital landscape in Bangladesh, revealing disparities in phone and internet access, online practices, and awareness of cyber security among diverse demographic groups. Moreover, the study unveils the varying levels of familial support and barriers encountered by girls and youth in their quest for digital literacy. It emphasizes the need for tailored training programs that address specific learning needs while also advocating for enhanced internet accessibility, safe online practices, and inclusive online platforms. The manuscript culminates in a call for collaborative efforts among stakeholders, including NGOs, government agencies, and telecommunications companies, to implement targeted interventions that bridge the gender digital divide and pave the way for a brighter, more equitable future for girls and youth in Bangladesh. In conclusion, this research highlights the undeniable significance of creating a safe digital space as a catalyst for the empowerment of girls and youth in Bangladesh, ensuring that they not only access but excel in the online space, thereby contributing to their personal growth and the advancement of society as a whole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20resources" title=" digital resources"> digital resources</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusiveness" title=" inclusiveness"> inclusiveness</a> </p> <a href="https://publications.waset.org/abstracts/180923/empowering-girls-and-youth-in-bangladesh-importance-of-creating-safe-digital-space-for-online-learning-and-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5381</span> Gender Differences in E-Society: The Case of Slovenia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitja%20De%C4%8Dman">Mitja Dečman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ever-increasing presence and use of information and communication technology (ICT) influences the different social relationships of today's society. Gender differences are especially important from the viewpoint of modern society since ICT can either deepen the existing inequalities or diminish them. In a developed Western world, gender equality has been a well-focused area for decades in many parts of society including education, employment or politics and has led to a decrease in the inequality of women and men in these and other areas. The area of digital equality, or inequality for that matter, is one of the areas where gender differences still exist in many countries of the world. The research presented in this paper focuses on Slovenia, one of the smallest EU member states, being an average achiever in the area of e-society according to the many different European benchmarking indexes. On the other hand, Slovenia is working in an alignment with many European gender equality guidelines and showing good results. The results of our research are based on the analysis of survey data from 2014 to 2017 dealing with Slovenian citizens and their households and the use of ICT. Considering gender issues, the synthesis showed that cultural differences influence some measured ICT indicators but on the other hand the differences are low and only sometimes statistically significant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20inequality" title=" gender inequality"> gender inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=Slovenia" title=" Slovenia"> Slovenia</a>, <a href="https://publications.waset.org/abstracts/search?q=e-society" title=" e-society"> e-society</a> </p> <a href="https://publications.waset.org/abstracts/99766/gender-differences-in-e-society-the-case-of-slovenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5380</span> Digital Economy as an Alternative for Post-Pandemic Recovery in Latin America: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Armijos-Orellana%20Ana">Armijos-Orellana Ana</a>, <a href="https://publications.waset.org/abstracts/search?q=Gonz%C3%A1lez-Calle%20Mar%C3%ADa"> González-Calle María</a>, <a href="https://publications.waset.org/abstracts/search?q=Maldonado-Matute%20Juan"> Maldonado-Matute Juan</a>, <a href="https://publications.waset.org/abstracts/search?q=Guerrero-Maxi%20Pedro"> Guerrero-Maxi Pedro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, the digital economy represents a fundamental element to guarantee economic and social development, whose importance increased significantly with the arrival of the COVID-19 pandemic. However, despite the benefits it offers, it can also be detrimental to those developing countries characterized by a wide digital divide. It is for this reason that the objective of this research was to identify and describe the main characteristics, benefits, and obstacles of the digital economy for Latin American countries. Through a bibliographic review, using the analytical-synthetic method in the period 1995-2021, it was determined that the digital economy could give way to structural changes, reduce inequality, and promote processes of social inclusion, as well as promote the construction and participatory development of organizational structures and institutional capacities in Latin American countries. However, the results showed that the digital economy is still incipient in the region and at least three factors are needed to establish it: joint work between academia, the business sector and the State, greater emphasis on learning and application of digital transformation and the creation of policies that encourage the creation of digital organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title="developing countries">developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20economy" title=" digital economy"> digital economy</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a> </p> <a href="https://publications.waset.org/abstracts/148398/digital-economy-as-an-alternative-for-post-pandemic-recovery-in-latin-america-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148398.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5379</span> The Role of Intermediaries in E-Government Adoption in India: Bridging the Digital Divide</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajiv%20Kumar">Rajiv Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Amit%20Sachan"> Amit Sachan</a>, <a href="https://publications.waset.org/abstracts/search?q=Arindam%20Mukherjee"> Arindam Mukherjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the transparency and benefits of e-government, and its potential to serve citizens better, there is low diffusion and adoption of e-government services in India. Limited access to computer and internet, lack of computer and internet skills, low trust in technology, and risk associated in using e-government services are major hindrances in e-government adoption in India. Despite a large number of citizens belonging to the non-adopter category, the government has made some services mandatory to be accessed online where citizens have no other choice. Also despite the digital divide, a large number of citizens prefer online access to government services. In such cases intermediaries like common service centers, internet café and services agents’ roles are significant for accessing e-government services. Hence research is needed to explore this. The study aims to investigate the role of intermediaries in online access to public services by citizens. Qualitative research methodology using semi-structured interview was used. The results show that intermediaries play an important role in bridging the digital divide. The study also highlights on what circumstances citizens are taking help of these intermediaries. The study then highlights its limitations and discusses scope for future study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adoption" title="adoption">adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=e-government" title=" e-government"> e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=intermediaries" title=" intermediaries"> intermediaries</a> </p> <a href="https://publications.waset.org/abstracts/64081/the-role-of-intermediaries-in-e-government-adoption-in-india-bridging-the-digital-divide" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5378</span> Digital Demands: Addressing the Digital Divide in Basic Education and Its Relation to Academic Performance and Aspirations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Rodrigo%20Zubiri">Jose Rodrigo Zubiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Carmen%20Tomacruz"> Sofia Carmen Tomacruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Amidst an increasingly digitalized society, information and communication technologies have been seamlessly integrated into the economic, social, and political life of individuals. Information has been regarded as a primary good, essential to the wellbeing and self-respect of individuals in society. The digital engagements of an individual play a key role in a variety of life outcomes ranging from academic performance to entrepreneurial success to health service uptake. As a result of varying degrees of access to the Internet and ICTs across populations and individuals, a digital divide emerges. Education, a sector pivotal to directing individual life trajectories, has been radically transformed with regards to the learning process and access to information and thus faces the implications of the digital divide, as new waves of inequalities are introduced in the classroom. As the period of basic education is critical to transitioning into civic life or higher education, digital inequalities are capable of aggravating pre-existing social inequalities. Through survey-questionnaires, conducted on 152 high school students from a Philippine public school, the study reveals the correlation of academic performance and aspirations (for their highest academic qualification) to access to digital technologies and the Internet, according to Van Dijk’s four measurements of digital poverty, namely: motivational access, material access, skills access, and usage access. The findings reveal a positive correlation for academic performance whereas no correlation was found between aspirations and digital access. In the study, significant correlational differences were also found between genders, specifically, in terms of skills access and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=inequality" title=" inequality"> inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20trajectories" title=" life trajectories"> life trajectories</a> </p> <a href="https://publications.waset.org/abstracts/42678/digital-demands-addressing-the-digital-divide-in-basic-education-and-its-relation-to-academic-performance-and-aspirations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5377</span> Readiness of Estonian Working and Non-working Older Adults to Benefit from eHealth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marianne%20Paimre">Marianne Paimre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Estonia is heralded as the most successful digital country in the world with the highly acclaimed eHealth system. Yet 40% of the 65–74-year-olds do not use the Internet at all, and digital divide between young and elderly people's use of ICT is larger than in many advanced countries. Poor access to ICT resource and insufficient digital skills can lead to detachment from digital health resources, delayed diagnoses, and increased rates of hospitalization. To reveal digital divide within the elderly population itself, the presentation focuses on the health information behavior of Estonian seniors who either continue or have stopped working after retirement to use digital health applications. The author's main interest is on access, trust, and skills to use the Internet for medical purposes. Fifteen in-depth interviews with 65+ working persons, as well as 15 interviews with full-time retirees, were conducted. Also, six think-aloud protocols were conducted. The results indicate that older adults, who due to the nature of their work, have regular access to computers, often search for health-related information online. They exposed high source criticism and were successful in solving the given tasks. Conversely, most of the fully retired older adults claimed not using computers or other digital devices and cited lack of skills as the main reason for their inactivity. Thus, when developing health applications, it should be borne in mind that the ability and willingness of older adults to use e-solutions are very different. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20healthcare" title=" digital healthcare"> digital healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20information%20behavior" title=" health information behavior"> health information behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20adults" title=" older adults"> older adults</a> </p> <a href="https://publications.waset.org/abstracts/125383/readiness-of-estonian-working-and-non-working-older-adults-to-benefit-from-ehealth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5376</span> The Third Level Digital Divide: Millennials and Post-Millennials Online Activities in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayanda%20Magida">Ayanda Magida</a>, <a href="https://publications.waset.org/abstracts/search?q=Brian%20Armstrong"> Brian Armstrong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to assess the third level of the digital divide among the millennials and post-millennials in South Africa. The millennials are people born from 1981-to 1996, that is, people between the ages of 25-40 years old and post-millennials are people born from 1997 to date. For the study, only post-millennials born between 1997-2003 were included as they were old enough to consent to participation in the study. Data was collected as part of the Ph.D. project that focuses on the relationship between income inequality, the digital divide, and social cohesion in South Africa. The digital divide has three main levels, namely the first, second and third. The first and second focus on access and usage, respectively. The third-level digital divide can be defined as the differences in the benefits associated with being online. The current paper focuses on the third level: the benefits derived by being online using four domains: economic, educational, social, and personal benefits. The economic benefits include income, employment and finance-related activities; the social benefits include socializing belonging, identity, and informal networks. The personal benefits include personal wellbeing and self-actualization. A total of 763 participants completed the survey, and 61.3% were post-millennials between the ages of 18-24 and s 38.6 % were millennials between 25 and 40. The majority of the respondents were female (62%), male (34%) and nonbinary (1%), respectively. Most of the respondents were black, followed by whites, Indians and colored, respectively. Thus, they represented the status of the demographics of the country. Most of the respondents had access to the internet and smartphone. Most expressed that they use laptops (68%) or mobile (71%) to access the internet and 54 % access the internet using wireless/Wi-Fi. There were no differences between the millennial and post-millennial economic and educational benefits of being online. However, the post-millennials were more inclined to use the internet for social and personal benefits than the millennials. This could be attributed to many factors, such as age. The post-millennials are still discovering themselves and therefore would derive social and personal benefits associated with being online. The findings confirm studies that argue that younger generations derive more benefits from being online than the older generation. Based on the findings, it is evident that the post-millennials are not using the internet or online activities for social networks and socializing but can derive economic benefits such as job looking and education benefits from being online. It can be inferred that there are no significant differences between the two groups, and it seems like the third-level digital divide is not evident among the two groups as they both have been able to derive meaningful benefits from being online. Further studies should focus on the third-level divide between the baby boomers and Generation X. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=third-level%20digital%20divide" title="third-level digital divide">third-level digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=millennials" title=" millennials"> millennials</a>, <a href="https://publications.waset.org/abstracts/search?q=post-millennials" title=" post-millennials"> post-millennials</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20activities" title=" online activities"> online activities</a> </p> <a href="https://publications.waset.org/abstracts/151061/the-third-level-digital-divide-millennials-and-post-millennials-online-activities-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151061.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5375</span> Influence of Nigerian Gender-based NGOS in Embodying Feminism Within Digital Spaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angela%20Nkiru%20Nwammuo">Angela Nkiru Nwammuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper evaluates the influence of selected Nigerian gender-based Non-Governmental Organizations (NGOs) in embodying feminism within digital spaces.. The study will focus on notable organizations that make use of online platforms for sensitization, advocacy, education and mobilization of women and stakeholders against gender-based violence in tertiary institutions.. The strategies they adopt in carrying out these functions, and the nature of their influence will be analyzed. Through the adoption of in-depth interview as a tool for data collection, leaders of the selected NGOs will be studied. Also Gender Studies Directors in Nigerian tertiary institutions the NGOs included in their advocacy will be interviewed to ascertain if there are noticeable results. By investigating the use of technology by the NGOs in feminism activism, this study, will underscore the importance of digital spaces in amplifying women’s voices and in advancing feminist ideologies in Nigeria and Africa, as a whole. The findings will highlight how gender-based NGOs in Africa shape, and reshape perceptions of gender equality and women’s rights throughout the continent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=embodied%20feminism" title="embodied feminism">embodied feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20spaces" title=" digital spaces"> digital spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=nigerian%20women" title=" nigerian women"> nigerian women</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-based%20NGOs" title=" gender-based NGOs"> gender-based NGOs</a>, <a href="https://publications.waset.org/abstracts/search?q=feminism%20activism" title=" feminism activism"> feminism activism</a> </p> <a href="https://publications.waset.org/abstracts/193670/influence-of-nigerian-gender-based-ngos-in-embodying-feminism-within-digital-spaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">13</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5374</span> Gender Identification Using Digital Forensics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinod%20C.%20Nayak">Vinod C. Nayak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In day-to-day forensic practice, identification is always a difficult task. Availability of anti-mortem and postmortem records plays a major rule in facilitating this tough task. However, the advent of digital forensic is a boon for forensic experts. This study has made use of digital forensics to establish identity by radiological dimensions of maxillary sinus using workstation software. The findings suggest a significant association between maxillary sinus dimensions and human gender. The author will be discussing the methods and results of the study in this e-poster. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20forensics" title="digital forensics">digital forensics</a>, <a href="https://publications.waset.org/abstracts/search?q=identification" title=" identification"> identification</a>, <a href="https://publications.waset.org/abstracts/search?q=maxillary%20sinus" title=" maxillary sinus"> maxillary sinus</a>, <a href="https://publications.waset.org/abstracts/search?q=radiology" title=" radiology"> radiology</a> </p> <a href="https://publications.waset.org/abstracts/41653/gender-identification-using-digital-forensics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5373</span> Net Regularity and Its Ethical Implications on Internet Stake Holders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nourhan%20Elshenawi">Nourhan Elshenawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Net Neutrality (NN) is the principle of treating all online data the same without any prioritization of some over others. A research gap in current scholarship about “violations of NN” and the subsequent ethical concerns paves the way for the following research question: To what extent violations of NN entail ethical concerns and implications for Internet stakeholders? To answer this question, NR is examined using the two major action-based ethical theories, Kantian and Utilitarian, across the relevant Internet stakeholders. First some necessary IT background is provided that shapes how the Internet works and who the key stakeholders are. Following the IT background, the relationship between the stakeholders, users, Internet Service Providers (ISPs) and content providers is discussed and illustrated. Then some violations of NN that are currently occurring is covered, without attracting any attention from the general public from an ethical perspective, as a new term Net Regularity (NR). Afterwards, the current scholarship on NN and its violations are discussed, that are mainly from an economic and sociopolitical perspectives to highlight the lack of ethical discussions on the issue. Before moving on to the ethical analysis however, websites are presented as digital entities that are affected by NR and their happiness is measured using functionalism. The analysis concludes that NR is prone to an unethical treatment of Internet stakeholders in the perspective of both theories. Finally, the current Digital Divide in the world is presented to be able to better illustrate the implications of NR. The implications present the new Internet divide that will take place between individuals within society. Through answering the research question using ethical analysis, it attempts to shed some light on the issue of NR and what kind of society it would lead to. NR would not just lead to a divided society, but divided individuals that are separated by something greater than distance, the Internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20entities" title=" digital entities"> digital entities</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20ontology" title=" digital ontology"> digital ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20ethics" title=" internet ethics"> internet ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20law" title=" internet law"> internet law</a>, <a href="https://publications.waset.org/abstracts/search?q=net%20neutrality" title=" net neutrality"> net neutrality</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20service%20providers" title=" internet service providers"> internet service providers</a>, <a href="https://publications.waset.org/abstracts/search?q=websites%20as%20beings" title=" websites as beings"> websites as beings</a> </p> <a href="https://publications.waset.org/abstracts/51009/net-regularity-and-its-ethical-implications-on-internet-stake-holders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5372</span> Gender Differences in Attitudes to Technology in Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radek%20Novotn%C3%BD">Radek Novotný</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Man%C4%9Bnov%C3%A1"> Martina Maněnová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents a summary of reviews on gender differences in perception of information and communication technology (ICT) by pupils in primary education. The article outlines the meaning of ICT in primary education then summarizes different studies of the use of ICT in primary education from the point of view of gender. The article also presents the specific differences of gender in the knowledge of modalities of use of specialized digital tools and the perception and value assigned to ICT, accordingly the article provides insight into the background of gender differences in performance in relation to ICT to determinate the complex meaning of pupils attitudes to the ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20in%20primary%20education" title="ICT in primary education">ICT in primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes%20to%20ICT" title=" attitudes to ICT"> attitudes to ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20ICT" title=" gender and ICT"> gender and ICT</a> </p> <a href="https://publications.waset.org/abstracts/60878/gender-differences-in-attitudes-to-technology-in-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">484</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5371</span> Challenges of the Implementation of Real Time Online Learning in a South African Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thifhuriwi%20Emmanuel%20Madzunye">Thifhuriwi Emmanuel Madzunye</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Harpur"> Patricia Harpur</a>, <a href="https://publications.waset.org/abstracts/search?q=Ephias%20Ruhode"> Ephias Ruhode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A review of the pertinent literature identified a gap concerning the hindrances and opportunities accompanying the implementation of real-time online learning systems (RTOLs) in rural areas. Whilst RTOLs present a possible solution to teaching and learning issues in rural areas, little is known about the implementation of digital strategies among schools in isolated communities. This study explores associated guidelines that have the potential to inform decision-making where Internet-based education could improve educational opportunities. A systematic literature review has the potential to consolidate and focus on disparate literature served to collect interlinked data from specific sources in a structured manner. During qualitative data analysis (QDA) of selected publications via the application of a QDA tool - ATLAS.ti, the following overarching themes emerged: digital divide, educational strategy, human factors, and support. Furthermore, findings from data collection and literature review suggest that signiant factors include a lack of digital knowledge, infrastructure shortcomings such as a lack of computers, poor internet connectivity, and handicapped real-time online may limit students’ progress. The study recommends that timeous consideration should be given to the influence of the digital divide. Additionally, the evolution of educational strategy that adopts digital approaches, a focus on training of role-players and stakeholders concerning human factors, and the seeking of governmental funding and support are essential to the implementation and success of RTOLs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title=" digital divide"> digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20skills" title=" digital skills"> digital skills</a>, <a href="https://publications.waset.org/abstracts/search?q=distance" title=" distance"> distance</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20strategy" title=" educational strategy"> educational strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructures" title=" infrastructures"> infrastructures</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=limpopo" title=" limpopo"> limpopo</a>, <a href="https://publications.waset.org/abstracts/search?q=lukalo" title=" lukalo"> lukalo</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20systems" title=" online learning systems"> online learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=political-unrest" title=" political-unrest"> political-unrest</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time" title=" real-time"> real-time</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time%20online%20learning" title=" real-time online learning"> real-time online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time%20online%20learning%20system" title=" real-time online learning system"> real-time online learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=pass-rate" title=" pass-rate"> pass-rate</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20area" title=" rural area"> rural area</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20and%20training" title=" teaching and learning and training"> teaching and learning and training</a> </p> <a href="https://publications.waset.org/abstracts/134577/challenges-of-the-implementation-of-real-time-online-learning-in-a-south-african-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5370</span> Digital Female Entrepreneurs in South Africa: Drivers and Relationship to Economic Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20van%20den%20Berg">C. van den Berg</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Pokpas"> C. Pokpas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Popular discourse touts entrepreneurship as a universal solution for underdevelopment, unemployment, and poverty. Moreover, claims are made that women and other disadvantaged groups can achieve material and personal success through digital entrepreneurship. This paper examines the potential of digital technology in entrepreneurial ventures to stimulate economic growth for marginalized groups and communities. Although digital entrepreneurship is hailed as a means to empower under-resourced and socially marginalized people, these opportunities still exist within the confines of existing social and cultural practices. The perspectives of female digital entrepreneurs in developing countries are sorely understudied, particularly concerning an understanding of the complex underlying socio-cultural factors impeding women’s entrepreneurial behaviors. This qualitative study, guided by a feminist phenomenological perspective, focused on the experiences of digital female entrepreneurs in the Western Cape of South Africa. Data were collected via semi-structured interviews and analyzed through the interpretative phenomenological analysis (IPA) approach to determine the relationships between digital entrepreneurship and structural and agential enabling conditions. Findings show that digital entrepreneurship is not a panacea for economic growth in marginalized groups and communities and highlight the importance of addressing socio-cultural gender inequality to enable successful entrepreneurial activity. The paper concludes with recommendations for specialized training initiatives aimed at female entrepreneurs that address internalized constraints and barriers that keep women subservient and measures to shift gender and power beliefs. The outcome will benefit the stimulation of gender-specific public policies to develop a successful digital start-up ecosystem further. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20innovation" title="digital innovation">digital innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20digital%20entrepreneurs" title=" female digital entrepreneurs"> female digital entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=feminist%20phenomenology" title=" feminist phenomenology"> feminist phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=marginalised%20communities" title=" marginalised communities"> marginalised communities</a> </p> <a href="https://publications.waset.org/abstracts/111169/digital-female-entrepreneurs-in-south-africa-drivers-and-relationship-to-economic-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5369</span> Risk Screening in Digital Insurance Distribution: Evidence and Explanations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Finbarr%20Murphy">Finbarr Murphy</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Xu"> Wei Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Xian%20Xu"> Xian Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The embedding of digital technologies in the global economy has attracted increasing attention from economists. With a large and detailed dataset, this study examines the specific case where consumers have a choice between offline and digital channels in the context of insurance purchases. We find that digital channels screen consumers with lower unobserved risk. For the term life, endowment, and disease insurance products, the average risk of the policies purchased through digital channels was 75%, 21%, and 31%, respectively, lower than those purchased offline. As a consequence, the lower unobserved risk leads to weaker information asymmetry and higher profitability of digital channels. We highlight three mechanisms of the risk screening effect: heterogeneous marginal influence of channel features on insurance demand, the channel features directly related to risk control, and the link between the digital divide and risk. We also find that the risk screening effect mainly comes from the extensive margin, i.e., from new consumers. This paper contributes to three connected areas in the insurance context: the heterogeneous economic impacts of digital technology adoption, insurer-side risk selection, and insurance marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20economy" title="digital economy">digital economy</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20asymmetry" title=" information asymmetry"> information asymmetry</a>, <a href="https://publications.waset.org/abstracts/search?q=insurance" title=" insurance"> insurance</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20screening" title=" risk screening"> risk screening</a> </p> <a href="https://publications.waset.org/abstracts/164066/risk-screening-in-digital-insurance-distribution-evidence-and-explanations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5368</span> Hacking the Spatial Limitations in Bridging Virtual and Traditional Teaching Methodologies in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manuela%20Nayantara%20Jeyaraj">Manuela Nayantara Jeyaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Having moved into the 21<sup>st</sup> century, it is way past being arguable that innovative technology needs to be incorporated into conventional classroom teaching. Though the Western world has found presumable success in achieving this, it is still a concept under battle in developing countries such as Sri Lanka. Reaching the acme of implementing interactive virtual learning within classrooms is a struggling idealistic fascination within the island. In order to overcome this problem, this study is set to reveal facts that limit the implementation of virtual, interactive learning within the school classrooms and provide hacks that could prove the augmented use of the Virtual World to enhance teaching and learning experiences. As each classroom moves along with the usage of technology to fulfill its functionalities, a few intense hacks provided will build the administrative onuses on a virtual system. These hacks may divulge barriers based on social conventions, financial boundaries, digital literacy, intellectual capacity of the staff, and highlight the impediments in introducing students to an interactive virtual learning environment and thereby provide the necessary actions or changes to be made to succeed and march along in creating an intellectual society built on virtual learning and lifestyle. This digital learning environment will be composed of multimedia presentations, trivia and pop quizzes conducted on a GUI, assessments conducted via a virtual system, records maintained on a database, etc. The ultimate objective of this study could enhance every child's basic learning environment; hence, diminishing the digital divide that exists in certain communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning" title=" digital learning"> digital learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digitization" title=" digitization"> digitization</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methodologies" title=" teaching methodologies"> teaching methodologies</a> </p> <a href="https://publications.waset.org/abstracts/37964/hacking-the-spatial-limitations-in-bridging-virtual-and-traditional-teaching-methodologies-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5367</span> The Digital Divide: Examining the Use and Access to E-Health Based Technologies by Millennials and Older Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delana%20Theiventhiran">Delana Theiventhiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Wally%20J.%20Bartfay"> Wally J. Bartfay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Significance: As the Internet is becoming the epitome of modern communications, there are many pragmatic reasons why the digital divide matters in terms of accessing and using E-health based technologies. With the rise of technology usage globally, those in the older adult generation may not be as familiar and comfortable with technology usage and are thus put at a disadvantage compared to other generations such as millennials when examining and using E-health based platforms and technology. Currently, little is known about how older adults and millennials access and use e-health based technologies. Methods: A systemic review of the literature was undertaken employing the following three databases: (i) PubMed, (ii) ERIC, and (iii) CINAHL; employing the search term 'digital divide and generations' to identify potential articles. To extract required data from the studies, a data abstraction tool was created to obtain the following information: (a) author, (b) year of publication, (c) sample size, (d) country of origin, (e) design/methods, (f) major findings/outcomes obtained. Inclusion criteria included publication dates between the years of Jan 2009 to Aug 2018, written in the English language, target populations of older adults aged 65 and above and millennials, and peer reviewed quantitative studies only. Major Findings: PubMed provided 505 potential articles, where 23 of those articles met the inclusion criteria. Specifically, ERIC provided 53 potential articles, where no articles met criteria following data extraction. CINAHL provided 14 potential articles, where eight articles met criteria following data extraction. Conclusion: Practically speaking, identifying how newer E-health based technologies can be integrated into society and identifying why there is a gap with digital technology will help reduce the impact on generations and individuals who are not as familiar with technology and Internet usage. The largest concern of all is how to prepare older adults for new and emerging E-health technologies. Currently, there is a dearth of literature in this area because it is a newer area of research and little is known about it. The benefits and consequences of technology being integrated into daily living are being investigated as a newer area of research. Several of the articles (N=11) indicated that age is one of the larger factors contributing to the digital divide. Similarly, many of the examined articles (N=5) identify that privacy concerns were one of the main deterrents of technology usage for elderly individuals aged 65 and above. The older adult generation feels that privacy is one of the major concerns, especially in regards to how data is collected, used and possibly sold to third party groups by various websites. Additionally, access to technology, the Internet, and infrastructure also plays a large part in the way that individuals are able to receive and use information. Lastly, a change in the way that healthcare is currently used, received and distributed would also help attribute to the change to ensure that no generation is left behind in a technologically advanced society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20divide" title="digital divide">digital divide</a>, <a href="https://publications.waset.org/abstracts/search?q=e-health" title=" e-health"> e-health</a>, <a href="https://publications.waset.org/abstracts/search?q=millennials" title=" millennials"> millennials</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20adults" title=" older adults"> older adults</a> </p> <a href="https://publications.waset.org/abstracts/103901/the-digital-divide-examining-the-use-and-access-to-e-health-based-technologies-by-millennials-and-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5366</span> K-12 Students’ Digital Life: Activities and Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meital%20Amzalag">Meital Amzalag</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Hardof-Jaffe"> Sharon Hardof-Jaffe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last few decades, children and youth have been immersed in digital technologies. Indeed, recent studies explored the implication of technology use in their leisure and learning activities. Educators face an essential need to utilize technology and implement them into the curriculum. To do that, educators need to understand how young people use digital technology. This study aims to explore K12 students' digital lives from their point of view, to reveal their digital activities, age and gender differences with respect to digital activities, and to present the students' attitudes towards technologies in learning. The study approach is quantitative and includes354 students ages 6-16 from three schools in Israel. The online questionnaire was based on self-reports and consists of four parts: Digital activities: leisure time activities (such as social networks, gaming types), search activities (information types and platforms), and digital application use (e.g., calendar, notes); Digital skills (requisite digital platform skills such as evaluation and creativity); Social and emotional aspects of digital use (conducting digital activities alone and with friends, feelings, and emotions during digital use such as happiness, bullying); Digital attitudes towards digital integration in learning. An academic ethics board approved the study. The main findings reveal the most popular K12digital activities: Navigating social network sites, watching TV, playing mobile games, seeking information on the internet, and playing computer games. In addition, the findings reveal age differences in digital activities, such as significant differences in the use of social network sites. Moreover, the finding raises gender differences as girls use more social network sites and boys use more digital games, which are characterized by high complexity and challenges. Additionally, we found positive attitudes towards technology integration in school. Students perceive technology as enhancing creativity, promoting active learning, encouraging self-learning, and helping students with learning difficulties. The presentation will provide an up-to-date, accurate picture of the use of various digital technologies by k12 students. In addition, it will discuss the learning potentials of such use and how to implement digital technologies in the curriculum. Acknowledgments: This study is a part of a broader study about K-12 digital life in Israel and is supported by Mofet-the Israel Institute for Teachers'Development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20and%20learning" title="technology and learning">technology and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12" title=" K-12"> K-12</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20life" title=" digital life"> digital life</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a> </p> <a href="https://publications.waset.org/abstracts/154098/k-12-students-digital-life-activities-and-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154098.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5365</span> Multithreading/Multiprocessing Simulation of The International Space Station Multibody System Using A Divide and Conquer Dynamics Formulation with Flexible Bodies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luong%20A.%20Nguyen">Luong A. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Elihu%20Deneke"> Elihu Deneke</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20L.%20Harman"> Thomas L. Harman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a multibody dynamics algorithm formulated for parallel implementation on multiprocessor computing platforms using the divide-and-conquer approach. The system of interest is a general topology of rigid and elastic articulated bodies with or without loops. The algorithm is an extension of Featherstone’s divide and conquer approach to include the flexible-body dynamics formulation. The equations of motion, configured for the International Space Station (ISS) with its robotic manipulator arm as a system of articulated flexible bodies, are implemented in separate computer processors. The performance of this divide-and-conquer algorithm implementation in multiple processors is compared with an existing method implemented on a single processor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multibody%20dynamics" title="multibody dynamics">multibody dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20processors" title=" multiple processors"> multiple processors</a>, <a href="https://publications.waset.org/abstracts/search?q=multithreading" title=" multithreading"> multithreading</a>, <a href="https://publications.waset.org/abstracts/search?q=divide-and-conquer%20algorithm" title=" divide-and-conquer algorithm"> divide-and-conquer algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20efficiency" title=" computational efficiency"> computational efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=flexible%20body%20dynamics" title=" flexible body dynamics"> flexible body dynamics</a> </p> <a href="https://publications.waset.org/abstracts/60738/multithreadingmultiprocessing-simulation-of-the-international-space-station-multibody-system-using-a-divide-and-conquer-dynamics-formulation-with-flexible-bodies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5364</span> Analyzing Large Scale Recurrent Event Data with a Divide-And-Conquer Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jerry%20Q.%20Cheng">Jerry Q. Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, in analyzing large-scale recurrent event data, there are many challenges such as memory limitations, unscalable computing time, etc. In this research, a divide-and-conquer method is proposed using parametric frailty models. Specifically, the data is randomly divided into many subsets, and the maximum likelihood estimator from each individual data set is obtained. Then a weighted method is proposed to combine these individual estimators as the final estimator. It is shown that this divide-and-conquer estimator is asymptotically equivalent to the estimator based on the full data. Simulation studies are conducted to demonstrate the performance of this proposed method. This approach is applied to a large real dataset of repeated heart failure hospitalizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20data%20analytics" title="big data analytics">big data analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=divide-and-conquer" title=" divide-and-conquer"> divide-and-conquer</a>, <a href="https://publications.waset.org/abstracts/search?q=recurrent%20event%20data" title=" recurrent event data"> recurrent event data</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20computing" title=" statistical computing"> statistical computing</a> </p> <a href="https://publications.waset.org/abstracts/100777/analyzing-large-scale-recurrent-event-data-with-a-divide-and-conquer-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100777.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5363</span> Psychological Reactance to Anti-Piracy Messages Explained by Gender and Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kate%20Whitman">Kate Whitman</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Murad"> Zahra Murad</a>, <a href="https://publications.waset.org/abstracts/search?q=Joe%20Cox"> Joe Cox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital piracy is costly to creative economies across the world. Anti-piracy messages can cause people to pirate more rather than less, suggesting the presence of psychological reactance. Gender differences in message reactance and the moderating impact of attitudes have not been explored. In this paper, we examine whether messages based on real-world anti-piracy campaigns cause reactance and whether this effect is explained by gender and attitudes. An experiment compares two threatening and one prosocial message against a control group, with changes in piracy intention from past behavior for digital TV/film analysed. The results suggest that the prosocial message is ineffective for both genders. However, the threatening messages have significantly opposing effects on men and women. One threatening message influences women to reduce their piracy intentions by over 50% and men to increase it by 18%. Gender effects are moderated by pre-existing attitudes, with men and women who report the most favorable attitudes towards piracy having the most polarised changes in piracy intentions. The results suggest that men and women process threatening messages differently and that the creative industries should take care when targeting their messages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=piracy" title="piracy">piracy</a>, <a href="https://publications.waset.org/abstracts/search?q=reactance" title=" reactance"> reactance</a>, <a href="https://publications.waset.org/abstracts/search?q=persuasive-messages" title=" persuasive-messages"> persuasive-messages</a>, <a href="https://publications.waset.org/abstracts/search?q=TV%2Ffilm" title=" TV/film"> TV/film</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/161473/psychological-reactance-to-anti-piracy-messages-explained-by-gender-and-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161473.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5362</span> Tackling the Digital Divide: Enhancing Video Consultation Access for Digital Illiterate Patients in the Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wieke%20Ellen%20Bouwes">Wieke Ellen Bouwes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to unravel which factors enhance accessibility of video consultations (VCs) for patients with low digital literacy. Thirteen in-depth interviews with patients, hospital employees, eHealth experts, and digital support organizations were held. Patients with low digital literacy received in-home support during real-time video consultations and are observed during the set-up of these consultations. Key findings highlight the importance of patient acceptance, emphasizing video consultations benefits and avoiding standardized courses. The lack of a uniform video consultation system across healthcare providers poses a barrier. Familiarity with support organizations – to support patients in usage of digital tools - among healthcare practitioners enhances accessibility. Moreover, considerations regarding the Dutch General Data Protection Regulation (GDPR) law influence support patients receive. Also, provider readiness to use video consultations influences patient access. Further, alignment between learning styles and support methods seems to determine abilities to learn how to use video consultations. Future research could delve into tailored learning styles and technological solutions for remote access to further explore effectiveness of learning methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20consultations" title="video consultations">video consultations</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy%20skills" title=" digital literacy skills"> digital literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness%20of%20support" title=" effectiveness of support"> effectiveness of support</a>, <a href="https://publications.waset.org/abstracts/search?q=intra-%20and%20inter-organizational%20relationships" title=" intra- and inter-organizational relationships"> intra- and inter-organizational relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20acceptance%20of%20video%20consultations" title=" patient acceptance of video consultations"> patient acceptance of video consultations</a> </p> <a href="https://publications.waset.org/abstracts/173756/tackling-the-digital-divide-enhancing-video-consultation-access-for-digital-illiterate-patients-in-the-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173756.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5361</span> Bridging the Digital Divide in India: Issus and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parveen%20Kumar">Parveen Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The cope the rapid change of technology and to control the ephemeral rate of information generation, librarians along with their professional colleagues need to equip themselves as per the requirement of the electronic information society. E-learning is purely based on computer and communication technologies. The terminologies like computer based learning. It is the delivery of content via all electronic media through internet, internet, Extranets television broadcast, CD-Rom documents, etc. E-learning poses lot of issues in the transformation of literature or knowledge from the conventional medium to ICT based format and web based services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20libraries" title=" digital libraries"> digital libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20information%20society" title=" electronic information society"> electronic information society</a> </p> <a href="https://publications.waset.org/abstracts/26089/bridging-the-digital-divide-in-india-issus-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26089.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5360</span> A Short Study on the Effects of Public Service Advertisement on Gender Bias in Accessible and Non-Accessible Format</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amrin%20Moger">Amrin Moger</a>, <a href="https://publications.waset.org/abstracts/search?q=Sagar%20Bhalerao"> Sagar Bhalerao</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Mathew"> Martin Mathew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advertisements play a vital role in dissemination of information regarding products and services. Advertisements as Mass Media tool is not only a source of entertainment, but also a source of information, education and entertainment. It provides information about the outside world and exposes us to other ways of life and culture. Public service advertisements (PSA) are generally aimed at public well-being. Aim of PSA is not to make profit, but rather to change public opinion and raise awareness in the Society about a social issue.’ Start with the boys’ is one such PSA aims to create awareness about issue of ‘gender bias’ that is taught prevalent in the society. Persons with disabilities (PWDs) are also consumers of PSA in the society. The population of persons with disability in the society also faces gender bias and discrimination. It is a double discrimination. The advertisement selected for the study gives out a strong message on gender bias and therefore must be accessible to everyone including PWDs in the society. Accessibility of PSA in the digital format can be done with the help of Universal Design (UD) in digital media application. Features of UD inclusive in nature, and it focus on eliminating established barriers through initial designs. It considers the needs of diverse people, whether they are persons with or without disability. In this research two aspects of UD in digital media: captioning and Indian sign language (ISL) is used. Hence a short survey study was under taken to know the effects of a multimedia on gender bias, in accessible format on persons with and without disability. The result demonstrated a significant difference in the opinion, on the usage accessible and non-accessible format for persons with and without disability and their understanding of message in the PSA selected for the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20service%20advertisements" title="public service advertisements">public service advertisements</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=accessibility" title=" accessibility"> accessibility</a> </p> <a href="https://publications.waset.org/abstracts/40214/a-short-study-on-the-effects-of-public-service-advertisement-on-gender-bias-in-accessible-and-non-accessible-format" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=gender%20digital%20divide&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=gender%20digital%20divide&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=gender%20digital%20divide&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=gender%20digital%20divide&page=5">5</a></li> <li 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