The Potential Benefits of Multi-modal Social Interaction on the Web for Senior Users by Anjeli Singh A thesis submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Master of Science Auburn, Alabama December 18, 2009 Keywords: computer science, human computer interaction, human factors, multimodal interaction Copyright 2009 by Anjeli Singh Approved by Juan E. Gilbert, Chair, Professor, Computer Science and Software Engineering Cheryl Seals, Associate Professor, Computer Science and Software Engineering Hari Narayanan, Professor, Computer Science and Software Engineering ii Abstract As the population of senior adults is growing rapidly, there is a high demand for social resources to support them. The Internet has become a key factor in today?s society for improving lifestyle, from entertainment to obtaining necessities. Despite this, most seniors hesitate to use the Internet, and as a result there is a lower rate of growth in Internet usage among seniors compared to the younger population. In this research, we propose a web interface using an avatar to address the problems of existing interfaces. We did a comparative study between an avatar design and a traditional design for a web-based retail store. For the most part, the results support the avatar design over a traditional web design. iii Acknowledgments The author would like to thank author?s family for their endearing support. And to all the teachers throughout the journey of education without their support, author would not have reached here. Additional thanks must also be given to author?s advisor Dr. Gilbert for his support and encouragement throughout author?s research along with his timely guidance. Dr. Umphress for providing financial support, Dr. Chattaraman, Dr. Kwon and Ms.Olivia Johnson from Consumer Affairs department for their contribution and keen interest in author?s research. Dr. Abebe for teaching and helping in data analysis. Thanks to all the members of HCCL lab for their support and working as a team. To Mr. Gregory Greg, Ms. Wanda Moes, Ms. Nidhi Gupta for helping in the Usability Study, Dr. Shaun for his timely advice and encouragement. This journey could not be easy without colleagues like Ms. Delane Abight, Mr. Michael Fuller and friends like Ms. Seema Jamavone, Mr. Sachin Jamavone, Mr. Aniket Shirgaonkar, Mr. Vishal Shrivastav, Ms. Aditi Rane, Ms. Asha Dixit, Ms. Neha Agarwal, and Dr. Rajendran Swami. Allot of thanks to Ms. Kelly Price for her timely assistance to fix server to run author?s experiments, even on weekends. With all the gratitude a special thanks to my Committee members Dr. Seals and Dr. Narayanan, for their support and teaching this great field of Human Computer Interaction. iv Table of Contents Abstract ................................................................................................................................... ii Acknowledgments ................................................................................................................... iii List of Figures .......................................................................................................................... v 1. Introduction ....................................................................................................................... 1 2. Literature Review ............................................................................................................... 4 2.1 Effects of Aging on Web ........................................................................................ 4 2.2 Agent based Learning ........................................................................................... 5 3. Problem Statement .............................................................................................................. 7 4. Experiment and Analysis .................................................................................................... 11 4.1 Participants ........................................................................................................... 11 4.2 Design .................................................................................................................. 12 4.2 Measures .............................................................................................................. 14 4.3 Procedure.............................................................................................................. 12 4.3.1 Task ....................................................................................................... 13 4.3.2 Measures .................................................................................................. 5 4.3.3 Apparatus ............................................................................................... 15 4.3.3 Data Collection Method.......................................................................... 15 4.3.3 Apparatus ............................................................................................... 15 v 4.7 Design Hypothesis ................................................................................................ 15 4.9 Results .................................................................................................................. 16 4.10 Discussion .......................................................................................................... 17 5. Conclusion and Future Work ............................................................................................. 20 5.1 Conclusion ........................................................................................................... 20 5.2 Future Work ......................................................................................................... 20 References ........................................................................................................................... 22 Appendix A: Questionnaire 1 ................................................................................................. 24 Appendix B: Questionnaire 2 ................................................................................................. 41 Appendix C: Data Analysis Results ........................................................................................ 59 vi List of Figures Figure 1: Global Population of senior and younger children .....................................................2 Figure: 3.1 Control Interface .....................................................................................................9 Figure: 3.2 Avatar Interface. .....................................................................................................9 Figure: 3.3 Avatar Interface helping in navigation .................................................................. 10 vii To my teachers, family and friends 1 1. INTRODUCTION In today?s society more people are living longer and healthier lives, which is an accomplishment for the society as a result of the advancement in technology and science [1]. Since the beginning of recorded human history, young children have outnumbered senior people, very soon this will change. For the first time in history, people age 65 and over will outnumber children under age 5 (Figure 1). This trend is emerging around the globe. Today almost 500 million people are age 65 and over, accounting for 8 percent of the world?s population [1]. This growth indicates a rising need for planning to handle the increasing demands for senior adults. These upcoming demands give us an opportunity to use technology for the empowerment of senior adults and prepare us to face new challenges in the economy, healthcare and safety. Through technology, society has improved higher living standards and people live more secure and independent lives. With these changes, the Internet is one of the turning points in our lives which revolutionized the way people handle things from shopping to reading news. The Internet has grown from a tool of the academy and Federal government to an integral part of day to day life. People are dependent on the Internet from keeping in touch with family and friends through emails to checking weather and news. While the young adults have embraced the Internet, senior adults resisted. The portion of adults over 65 who use the World Wide Web increased from 2% in 1995 to 33% in 2006. However, for this growth to reach the 2 point where all capable senior adults can access the web, researchers must solve more of the difficulties they experience when using it [2]. Figure 1: Global Population of senior and younger children Most explanations of the difficulties senior adults experience with the web are based on age?related changes to their sensorimotor and cognitive capacities. Specific causes for cognitive decline have been associated with deficient attention, working memory, information processing speed, reaction time, response inhibition strength, encoding rates, or quality and rate of inference formation [2]. 3 Unfortunately most of the current interfaces on the web are not designed to accommodate senior users need. This observation of high demand and low unavailability has motivated us to research in this area and gain more understanding about senior users need. The main questions that are investigated in this research are:- Are there any discomforts among senior users in Internet usage? Will an avatar be helpful to bridge the gap of learning and enjoying the Internet? How does an avatar interface differ from traditional web interfaces? 4 2. LITERATURE REVIEW The literature review begins with an overview of the general effects of aging on the Internet, to highlight the reasons for age-related problems in the usage of the Internet. Secondly, the research investigating the avatar?s implications on different applications is studied. 2.1 Effects of Aging on Web Aging has an effect on our cognitive as well as physical health. These effects result in our behavior, the way we perform our tasks and learn new things. Some of the age related issues which are hindrance in the use of Internet are as listed below: Response Time: Research in adult learning theory and practice indicates that reaction time slows as people age, and more time is needed to learn by rote and to process information. [7]. Learnability: Learning is a very crucial aspect of Internet adoption. Age brings some barriers to learning, such as memory loss and emotional barriers [7]. Visibility: With age, vision changes, both in focusing power and sharpness. Sometimes it can extend to limit the ability to see different colors [8]. Keyboard and mouse: One of the biggest hurdles in learning computers is to use a keyboard and mouse. The mouse is not a very intuitive device and requires good vision and control over user?s hand to point out an object on screen. 5 Mobility: With age sitting in one position and concentrating on a screen could become difficult. Unlike television where a remote control is easy to operate and the viewer can sit on a couch, the Internet user should be close enough to read and hold a mouse for interaction 2.2 Agent based Learning Many researchers have investigated that people display a natural propensity for interacting with machines as if they were interacting with people [11]. In studies, people have shown social rules for human computer interaction ranging from frustration, politeness to treating computers as personalities. [12]. In the HCI realm, work has been done by Reeves and Nass as ?Computers as a social agent (CASA) paradigm to study the rules between human- human interaction and human-computer interaction?. In one of their studies, computers were demonstrated as a social actor [13]. People build relationships based on face to face communication, as a result of that; most of the relationship building strategies are focused on ?verbal or non verbal conversational behavior?[14]. To achieve the verbal and non verbal communication on the web, a natural conversational interface will be required, which can be obtained by the use of Embodied conversational agents (ECA). ECAs are computational artifacts designed for verbal and non verbal communication with users to build long-term, social-emotional relationships. ECAs can take various embodiments including non-humanoid physical or nonphysical forms. [14]. The user experience for human computer interaction can be improved with the help of ECA. As studies have shown positive feedback is a key component in the success of learning [13]. And an ECA can provide instructions with positive feedback to user?s responses. 6 In addition, an increased emerging research has found an increased cognitive and emotional trust, and sense of control over the computer interaction in websites [15] 7 3. PROBLEM STATEMENT In studies, user experience for learning has been improved by involving social aspects in design as discussed in an earlier section. Based on these theories, use of an ECA or avatar in a website can improve the user experience by providing help in navigation to complete a given task. An avatar can be present all the time on the website so that users can approach the avatar for any assistance in navigation or searching for a desired item. For example, an avatar welcomes the user as soon as the user enters the website and informs its presence as an assistant by saying, ?Welcome to Sophisticated Casuals I am Gina, your customer service representative. What can I find for you today??This example is from an apparel website, called Sophisticated Casuals and the ECA?s name is Gina. The user can ask for a specific item and the avatar will return the results as well as provide instructions for completing the shopping task. Instructions will include step-by-step information to complete the task that can help the user in navigating the site. A prototype interface to study senior users? hesitations with existing web interfaces was developed. The design was developed based on senior adults? challenges in adopting the web as described in a previous section. Emotions are also another important factor in Internet adoption. For example, frustration is a key emotion in using the Internet. One method for diffusing frustration involves offering an apology, especially if the one apologizing is taking responsibility for the obstacle causing the frustration, thus admitting blameworthiness and regret for an undesirable event [3]. 8 This research was focused on the above parameters of providing navigational help in order to complete a desired task. Along with minimizing frustration, which can be achieved by a timely apology when the system was not able to understand the user?s query. For example, if the system could not find a requested search item, the avatar responded ?I am sorry, I could not find the requested item?. The result made the user believe it was the avatar?s mistake; as such the avatar was apologetic towards its limitations to find the requested item. In addition to the apology, the avatar assisted the user by saying ?Would you please describe your search in another way?. This action will make the user build trust in the avatar as the avatar is trying to solve the problem despite its limitations. Figure 3.2 and 3.3 show the avatar, or experiment, interfaces, and Figure 3.1 shows the control interface. Furthermore, unlike the control design, the avatar welcomed the user upon opening the site and thanked them upon completing the task, which could make the user feel good. 9 Figure.3.1: Control Interface Figure 3.2: Avatar Interface 10 Figure 3.3: Avatar Interface helping in navigation The avatar used in this research is animated, not a still picture. It has some emotions like nodding, blinking eyes and moving lips to speak. A young female avatar resembling a sales person found in a retail store was used in this research. 11 4. EXPERIMENT A laboratory controlled experiment to study the comparison between the avatar and control interface was conducted. 4.1 Participants The main focus of the study was to test the comparative impact of the avatar and control interface on senior users. By keeping this objective in mind, 61 participants were recruited. An effort was made to take a random population to cover a larger part of senior adults in terms of age, gender, education, computer literacy, internet literacy, ethnicity, profession, and income. Age: Ranged from 50 to 89 (Min=50, Max=89, Mean = 68.34, Std Dev =8.78). Gender: Female and male (M=34, F=25, 2 participant did not specify). Education: 8th grade or less to graduate degree. Computer Literacy: (Min = more than 1 year but less than 2 years, Max = more than 10 years). Internet Literacy: Some participants started using the Internet within the last 6 months; some have been using it from 10 or more year (Time Min= 6 months, Max= 10 or more years). Ethnicity: Non Hispanic White and Non Hispanic Black. 12 Occupation: Most of the participants were retired, while a few of them were working as part time, technical professionals, service workers, homemakers or administrative jobs. Income: (Min=$20,000, Max= $250,000 OR OVER) Participants were recruited through postings in the community and word-of-mouth advertisements. Most of the participants were Osher Lifelong Learning Institute (OLLI) members, which is a membership program for learning in retirement. OLLI was founded in the Spring of 1990 as AUall, it has grown to over 400 members [5]. Most members are fully retired and of age 65 or older. 4.2 Design A between-group design with two treatments, control and avatar interfaces was used. The choice of between?group design was made due to the robustness to more easily avoid confounds introduced when a single person uses both designs [6]. Furthermore, there were enough participants to conduct a between-subject design without compromising the number of subjects in each group. Due to the large number of participants, the study was conducted over an extended period of time. Thus, the experiments were in small groups and the environment remained consistent by means of interface and surroundings. In short, the experiment had two designs, control and avatar. Each participant was randomly assigned to one of the two designs to perform the task. 13 4.3 Procedure The study was conducted in a quiet, enclosed room, free from interruption by getting users away from phone calls and other distractions. First, the users were put at ease by emphasizing that the researchers are testing the product, not the users. The researchers gave a debriefing of the consent form and instructions to all the participants. The study began with distributing a questionnaire and instructions. Beyond the instructions given in the task description and debriefing, no further assistance was provided. The user had the choice to leave the study at anytime without any explanation. Finally, at the end of the study, participants were asked to complete the post experiment questionnaire. There were two versions of the questionnaire, one for each design as some additional questions were included in the avatar design. The questionnaires contained both demographic and interface related questions. 4.4 Task Each participant was asked to purchase a given pair of pants and a blouse using the assigned website (e.g., avatar or control). Specifically, the task was divided into two parts, searching for the given product and completing the task by making the purchase. All the additional information for purchase such as credit card number, address and other related information were provided to the user. Furthermore, to eliminate any kind of assistance in describing the product, participants were given graphical pictures of the items to be purchased as shown in Fig 4.4. As researchers explicitly wanted to observe how participants would naturally 14 approach the task without any textual description. For example, Black Jacket or White Pants could be a helpful hint to search for these items if stated on the task description page therefore, this description was omitted. Figure 4.4: Task description products. To perform the given task each participant needed to access the assigned website therefore the researchers open the appropriate website at the start of the study to save time. The study took approximately 20 minutes. 4.5 Measures The main goal of the study was to examine the effectiveness of an avatar in a website for control and navigation. This was obtained by measuring a number of usability attributes as listed below. Two designs were independent variables; control and avatar. Dependant variables were difficulty in getting started, learnability, discovering new features, feedback, successful task completion, recoverability, satisfying experience and flexibility. 15 Participants were asked to rank each dependant variable on a Likert scale (1 Strongly disagree to 5 Strongly agree). 4.6 Apparatus To access the website, a desktop computer with windows XP was used. As Internet Explorer is most commonly used browser, therefore it was used to provide a familiar experience to users [19]. Headphones were provided for avatar group to hear the avatar?s voice. 4.7 Data Collection Method The questionnaire, gathered information about the participant?s demographics and user?s experience with the interface. Five point Likert scale (1 Strongly disagree to 5 Strongly agree) was used. Details of the questionnaire can be found in APPENDIX A and APPENDIX B. 4.8 Design Hypothesis The following hypotheses were established: H1: Task Completion: There should be a difference in successfully completing of the task between the control and avatar interface. H2: Satisfying Experience: The level of satisfaction in completing both tasks should not be the same. H3: Learnability: The measure of the degree to which the user interface can be learned quickly and effectively should not be the same in both designs. 16 H4: Feedback: Both interfaces should not provide the same level of feedback in terms information and comprehension. H5: Recoverability: Error recovery should not be the same in both interfaces. H6: Improve with practice: Improvement with time should not be identical in both designs. H7: Getting Started: The level of difficulty in getting started should not be identical. H8: Discovering new features: Discovering new features should not be identical in both designs. H9: Flexibility: There should not be the same level of flexibility in both designs. H10: Dull to Stimulating: There should be same level of Dull to Simulating experiences in both designs. 4.9 RESULTS The data was collected from the Likert scale of range 1 to 5 where 1-strongly disagree 2- disagree 3-neutral 4-agree 5-strongly agree. The data was treated as ordinal, therefore the researchers performed a non parametric test, Mann-Whitney U also known as Mann?Whitney? Wilcoxon for each measure [17, 18, and 20]. Furthermore, there is a graphical detailed description of means and standard deviation for each measure in Table 5.3. There were 61 participants of 68.34 years of average age. 57.6% and 42.4% of the participants were female and male, respectively. For most of the measures a statistical significant difference was not found, but means for the avatar design were higher than the control as shown in APPENDEX C. The details of the entire study are described in the next section. 17 Statistical significance was seen in Recoverability (i.e., If I made a mistake, it was easy to correct) as (Z = -2.1826, p= 0.0291). The value of mean for Recovery in avatar is higher than in control. Mean (avatar) 4.40 > Mean (control) 3.96. User Experience of the site in terms of Dull to stimulating (i.e., Dull (1-5) Stimulating) has also shown statistical significance as (Z = -2.0467, p= 0.0407). The value of mean for Recovery in avatar is higher than control. Mean (avatar) 3.76> Mean (control) 3.26. For all other measures mean values for avatar design is more than control as shown in Appendix C, although statistical significance was not found. 4.10 DISCUSSION In this section, we discuss our findings, focusing on their implications for design. 4.10.1 Merits of Avatar Interface This study found more seniors (Mean (control) = 4.31, Mean (avatar) = 4.61) were able to successfully complete their task with the avatar treatment. In addition, seniors had satisfying experiences (Mean (control) = 4.14, Mean (avatar) = 4.24) and felt the avatar website was more learnable (Mean (control) = 4.13, Mean (avatar) = 4.32). Also seniors believed their understanding for online shopping improved (Mean (control) = 3.40, Mean (avatar) = 3.46) after using the avatar website, which is a major accomplishment. Seniors found they could easily recover from errors (Mean (control) = 3.90, Mean (avatar) = 4.40) and feedback provided by avatar was understandable (Mean (control) = 4.03, Mean (avatar) = 4.38). For example, when a user was looking for a ?white shirt? and searched for ?a 18 top?, in such similar cases avatar apologized and asked the user to describe their request in another way. As a result of that, user was helped and trained by the avatar to refine his/her search and ask intelligent questions (i.e., questions which system can understand). Avatar assisted users not only performed better with searching for the desired item but also with site navigation. Secondly, seniors found getting started was easier in avatar design rather than in control (it was a negative question, therefore lower the mean easier was getting started (Mean (control) = 1.97, Mean (avatar) = 1.77)). We are assuming this is due to the welcome message that the user gets at the opening of the website. Though the difference in mean values is relatively low for getting started, the standard deviation in control group is higher than that of avatar group (Std Dev (control) = 1.24, Std Dev (avatar) = 1.09). This signifies seniors had different opinions about getting started. This raises questions about the welcome message. Before the pilot study we had highlighted the text box with a cursor blinking and the avatar prompted the user to write in the text box. During the pilot study we found that the user was searching for the area to type. We modified the design by filling the text box with a message ?Type here?, which worked well in the pilot study. During the experiment some seniors had trouble with first clicking in the text box to select it and then start typing, as some started typing directly. This resulted in higher standard deviation as some users found it helpful to start while others had tough time figuring it out. There is a significant difference in the user experience in terms of Dullness to Simulating, as the mean value for avatar is higher. Users found the avatar site more simulating than the control site.? Discovering new features? was not very difficult on avatar site, (it was a negatively framed question, lower the mean easier to discover the new features, Mean (control) = 2.03, 19 Mean (Avatar) = 1.83). One possible interpretation is that, the avatar narrated the entire navigation to the user as per the user?s needs. This may have resulted in helping the user to look and discover new features as directed out by avatar. Finally, users found the avatar design was flexible (Mean (control) = 3.88, Mean (Avatar) = 4.14) and they had a satisfying experience. 4.10.2 Limitation of the Design The limitation in the design was avatar?s dialogue repetition. It was observed during the study by user?s reaction; after using the system for a while users learned to navigate, therefore the avatar?s navigational messages were repetitive. As the design of the experiment involved using the avatar until the user completes the task, it was difficult to conclude the point at which the user felt the information was repetitive. Further research can evaluate this limitation as how much navigational information should be provided to the users. Finally, we focused on users with slower learning and limited exposure to the Internet. Although there are a large number of seniors who had been exposed to the Internet for a long time and they learned fast. We learned all seniors are not novice users and the avatar?s repetitive navigation information was annoying to some users after going through one cycle of navigating the site. 20 5. CONCLUSION AND FUTURE WORK 5.1 Conclusion This research presents the finding of an experiment to study in the effectiveness of avatar in a website as a social agent. The avatar interface, which had a social agent to help senior users to navigate and search for a desired product in a website, did show some benefits over the control site. Furthermore, presence of an emphatic social avatar was better than just displaying the results and leaving novice users to complete the task by navigating the complex sites. In conclusion, the avatar design has a better interface in terms of addressing web interface related issues among seniors. However, it has limitations in discovering new features; therefore, there is a need to improve the existing design. 5.2 FUTURE WORK The future plans of this project are to continue this project by expanding the functionality of the application and working on the limitations of the design. Functionality will be expanded by adding a voice user interface. As currently only agent speaks while the user can only type his queries therefore in future both agent and user will be able to speak. We have seen in earlier section, agent script has repetition of navigation dialogues. With further research we would like to improvise the agent conversational script, to provide a better user 21 experience. Finally we would like to test three designs voice user interface design, true text based chatting without voice and a control design to get a deeper understanding of the problem. 22 REFERENCES 1. NIA website http://www.nia.nih.gov/NR/rdonlyres/9E91407E-CFE8-4903-9875- D5AA75BD1D50/0/WPAM.pdf 2. Peter, G. Fairweather. 2008 How Older and Younger Adults Differ in their Approach to Problem Solving on a Complex Website. In Proceedings of the ASSETS?08. 3. Amy L. Baylor Ph.D., Rinat B. Rosenberg-Kima, 2006. Interface agents to alleviate online frustration. In proceeding of the ICLS. 4. Younghwa Lee, Kenneth A. Kozar, Kai R. Larsen, 2005. Does Avatar email improve communication? 5. OLLI website http://www.olliatauburn.org/about/index.php 6. 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Fogg B.J, &Clifford Nass 1997. ?Silicon sycophants: the effects of computers that flatter? Int. J. Human-Computer Studies 46, 551D561 14. Timothy. W Bickmore, Rosalind W. Picard June 2005.?Establishing and Maintaining Long- Term Human-Computer Relationships? ACM Transactions on Computer-Human Interaction, Vol. 12, No. 2, Pages 293?327. 15. Qiu, L. & Benbasat, I. 2005. Online consumer trust and live help interfaces: The effects of text-to-speech voice and three-dimensional avatars. International Journal of Human- Computer Interaction, 19(1), 75-94. 16. Wang, L. C., Baker, J., Wagner, J. A., & Wakefield, K. 2007. Can a retail website be social? Journal of Marketing, 71, 143-157. 17. http://en.wikipedia.org/wiki/Mann%E2%80%93Whitney_U 18. Corder, G.W. & Foreman, D.I. 2009. Nonparametric Statistics for Non-Statisticians: A Step- by-Step Approach. 19. http://www.w3schools.com/browsers/browsers_stats.asp# 20. http://www2.sas.com/proceedings/sugi31/209-31.pdf 24 APPENDIX A Structured Questionnaire PART I: WEB SITE EVALUATION Now, we would like to learn about your evaluation of the browsing experience with the web site assigned to you. Please answer each question below to your best knowledge. DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 1 It was difficult to find information on this web site. 1 2 3 4 5 2 It was easy to locate tabs and links on this web site. 1 2 3 4 5 3 It was difficult to navigate around this website. 1 2 3 4 5 25 4 It was easy to find what I was looking for on this web site. 1 2 3 4 5 5 This web site was well-organized. 1 2 3 4 5 6 I feel I am able to competently use the Internet. 1 2 3 4 5 7 I am worried about making mistakes on this web site if I have to use it again. 1 2 3 4 5 8 I find the Internet easier to use after using this web site. 1 2 3 4 5 9 I have the required skills to accomplish shopping tasks on this web site. 1 2 3 4 5 10 I am satisfied with my current Internet skill level to use this web site. 1 2 3 4 5 11 I was comfortable using this web site. 1 2 3 4 5 12 I feel comfortable using the Internet. 1 2 3 4 5 13 I felt like a passive observer when viewing this web site. 1 2 3 4 5 14 This web site made me feel invited to participate in determining what I saw and experienced. 1 2 3 4 5 15 This web site was interactive. 1 2 3 4 5 16 This web site is easy to use. 1 2 3 4 5 Strongly Disagree Disagree Neutral Agree Strongly Agree 17 It is easy to become skillful at using this web site. 1 2 3 4 5 26 18 Learning to use this web site is easy. 1 2 3 4 5 19 This web site is flexible to interact. 1 2 3 4 5 20 My interactions with this web site are clear and understandable. 1 2 3 4 5 21 It is easy to interact with this web site. 1 2 3 4 5 22 This web site was somewhat intimidating to me. 1 2 3 4 5 23 It scared me to think that I could lose a lot of information using this web site by hitting the wrong key. 1 2 3 4 5 24 Using this web site would be a bad idea. 1 2 3 4 5 25 This web site is useful for shopping. 1 2 3 4 5 26 This web site improves my shopping. 1 2 3 4 5 27 This web site enables me to shop faster. 1 2 3 4 5 28 This web site enhances effectiveness in shopping. 1 2 3 4 5 29 This web site makes it easier to shop. 1 2 3 4 5 30 This web site enables me to accomplish my shopping more quickly. 1 2 3 4 5 DIRECTION: Here below, an incomplete sentence is given along with 6 pairs of contrasting words. For each pair of words, please circle the number (on a scale of 1 to 5) that best represents your response to complete the sentence. 27 INFORMATION ON THIS WEB SITE IS ________________. 31 simple 1 2 3 4 5 complex 32 small-scale 1 2 3 4 5 large-scale 33 uncrowded 1 2 3 4 5 crowded 34 similar 1 2 3 4 5 contrasting 35 usual 1 2 3 4 5 surprising 36 common 1 2 3 4 5 rare DIRECTION: The following list of statements address concerns some people may feel about using this web site. Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. THINKING ABOUT SHOPPING ON THIS WEB SITE IN THE FUTURE, I WOULD BE WORRIED BECAUSE _____________________________________________. Strongly Disagree Disagree Neutral Agree Strongly Agree 37 I can?t trust the company. 1 2 3 4 5 38 I may not get the product. 1 2 3 4 5 39 I may purchase something by accident. 1 2 3 4 5 28 40 My personal information may not be kept. 1 2 3 4 5 41 I may not get what I want. 1 2 3 4 5 42 My credit card number may not be secure. 1 2 3 4 5 43 I might be overcharged. 1 2 3 4 5 44 I can?t examine the actual product. 1 2 3 4 5 45 I am not able to touch and feel the item. 1 2 3 4 5 46 I must pay for shopping and handling. 1 2 3 4 5 47 I must wait for merchandise to be delivered. 1 2 3 4 5 48 Size may be a problem with buying clothing on this web site. 1 2 3 4 5 49 I can?t try on clothing online. 1 2 3 4 5 50 It?s too complicated to place an order on this web site. 1 2 3 4 5 51 It is difficult to find appropriate web pages. 1 2 3 4 5 52 Pictures take too long to come up. 1 2 3 4 5 DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. 29 Strongly Disagree Disagree Neutral Agree Strongly Agree 53 I can count on this web site when things go wrong while shopping. 1 2 3 4 5 54 This web site really tries to help me. 1 2 3 4 5 55 This web site gives the help and support needed for shopping on it. 1 2 3 4 5 56 This web site is like a friend who is around when I am in need while shopping. 1 2 3 4 5 57 This web site is comforting to me. 1 2 3 4 5 58 This web site cares about my problems. 1 2 3 4 5 59 This web site is willing to help me make decisions. 1 2 3 4 5 60 This web site is competent and effective in its interactions with me. 1 2 3 4 5 61 This web site perfor s all of its roles very well. 1 2 3 4 5 62 Overall, this web site is capable and proficient. 1 2 3 4 5 63 In general, this website is informative. 1 2 3 4 5 64 I believe that this web site would act in my best interest. 1 2 3 4 5 65 If I required help, this web site would do its best to provide assistance. 1 2 3 4 5 66 This web site is interested in my well being and not just its own. 1 2 3 4 5 67 This web site is truthful in its dealing with me. 1 2 3 4 5 68 I would characterize this web site as being honest. 1 2 3 4 5 69 This web site keeps its commitments 1 2 3 4 5 70 This web site is sincere and genuine. 1 2 3 4 5 30 DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 71 This web site is entertaining. 1 2 3 4 5 72 This web site is enjoyable. 1 2 3 4 5 73 This web site is interesting. 1 2 3 4 5 74 This web site is fun. 1 2 3 4 5 75 This web site is exciting. 1 2 3 4 5 76 This web site is appealing. 1 2 3 4 5 DIRECTION: Here below, an incomplete sentence is given along with 6 pairs of contrasting words. For each pair of words, please circle the number (on a scale of 1 to 5) that best represents your response to complete the sentence. THIS WEB SITE IS _____________________. 31 77 Bad 1 2 3 4 5 Good 78 Unpleasant 1 2 3 4 5 Pleasant 79 Unfavorable 1 2 3 4 5 Favorable DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 80 I would like to stay on this web site as long as possible. 1 2 3 4 5 81 I would enjoy spending time on this web site. 1 2 3 4 5 82 I would probably spend more time shopping on this web site than I planned. 1 2 3 4 5 83 I would visit this web site again. 1 2 3 4 5 84 I would probably shop on this web site in the future. 1 2 3 4 5 85 I would patronize this web site. 1 2 3 4 5 Strongly Disagree Neutral Agree Strongly 32 Disagree Agree 86 I will use the Internet more for shopping in the future than I have done before. 1 2 3 4 5 87 I will use the Internet more in general than I have done before. 1 2 3 4 5 ALL the data for GINA 88 89 90 91 92 93 94 PART II: DEMOGRAPHIC AND OTHER INFORMATION 33 Now, we would like to learn about you and your thoughts a little bit. Please answer the following questions by filling the blanks or checking the appropriate selection. 1. What is your age? _________ YEARS OLD 2. What is your gender? ______MALE ______FEMALE 3. Which of the following best describes your current occupation? ________ RETIRED AND NO PART-TIME JOB ________ RETIRED BUT WORKING PART-TIME ________ PROFESSIONAL OR TECHNICAL (for example, accountant, artist, computer specialist, engineer, nurse, doctor, teacher) ________ MANAGER OR ADMINISTRATOR (NON-FARM) ________ SALES WORKER (for example, insurance salesperson, real estate salesperson, sales clerk, stockbroker) ________ CLERICAL WORKER (for example, bank teller, bookkeeping, office clerk, postal worker, secretary, teacher's aide) 34 ________ CRAFTSWORKER (for example, baker, carpenter, electrician, foreman, jeweler, mechanic, plumber, tailor) ________ MACHINE OPERATOR OR LABORER (for example, bus driver, conductor, factory worker, truck driver) ________ FARMER, FARM MANAGER, OR FARM LABORER ________ SERVICE WORKER OR PRIVATE HOUSEHOLD WORKER (for example, barber, bartender, cook, firefighter, police officer, waiter) ________ MILITARY ________ HOMEMAKER ________ UNABLE TO WORK ________ OTHER (Please specify: ______________________________) 4. If you are retired, which of the following best describes your occupation BEFORE retirement? (If you are not retired, please skip to question 5.) ________ PROFESSIONAL OR TECHNICAL (for example, accountant, artist, computer specialist, engineer, nurse, doctor, teacher) ________ MANAGER OR ADMINISTRATOR (NON-FARM) ________ SALES WORKER (for example, insurance salesperson, real estate salesperson, sales clerk, stockbroker) 35 ________ CLERICAL WORKER (for example, bank teller, bookkeeping, office clerk, postal worker, secretary, teacher's aide) ________ CRAFTSWORKER (for example, baker, carpenter, electrician, foreman, jeweler, mechanic, plumber, tailor) ________ MACHINE OPERATOR OR LABORER (for example, bus driver, conductor, factory worker, truck driver) ________ FARMER, FARM MANAGER, OR FARM LABORER ________ SERVICE WORKER OR PRIVATE HOUSEHOLD WORKER (for example, barber, bartender, cook, firefighter, police officer, waiter) ________ MILITARY ________ HOMEMAKER ________ OTHER (Please specify: ______________________________) 5. How long have you used COMPUTERS? ______NEVER USED COMPUTERS UNTIL TODAY ______LESS THAN 6 MONTHS ______6 MONTHS TO 1 YEAR ______MORE THAN 1 YEAR BUT LESS THAN 2 YEARS ______2 TO 4 YEARS ______MORE THAN 4 YEARS BUT LESS THAN 10 YEARS ______10 YEARS OR MORE 36 6. How long have you used the INTERNET? ______NEVER USED COMPUTERS UNTIL TODAY ______LESS THAN 6 MONTHS ______6 MONTHS TO 1 YEAR ______MORE THAN 1 YEAR BUT LESS THAN 2 YEARS ______2 TO 4 YEARS ______MORE THAN 4 YEARS BUT LESS THAN 10 YEARS ______10 YEARS OR MORE 7. On average, how many hours do you spend per week using the Internet? __________HOURS 8. What is the highest level of education you have completed? ______8TH GRADE OR LESS ______SOME HIGH SCHOOL ______HIGH SCHOOL DEGREE ______SOME COLLEGE OR TECHNICAL SCHOOL ______COLLEGE DEGREE (4 YEARS) ______SOME GRADUATE SCHOOL ______GRADUATE DEGREE (MASTER'S, DOCTORATE, ETC.) 37 9. Which of the following ethnic groups do you consider yourself to be a member of? ______NON-HISPANIC WHITE ______NON-HISPANIC BLACK ______HISPANIC ______ASIAN/PACIFIC ISLANDER ______AMERICAN INDIAN/ALASKAN NATIVE ______OTHER (Please specify: _________________________________) 10. Which of the following described your current marital status? ______SINGLE AND NEVER MARRIED ______MARRIED ______SEPARATED ______DIVORCED ______WIDOWED 11. Which of the following ranges includes your total annual household income from all ________ UNDER $5,000 ________ $10,000 TO $14,999 ________ $20,000 TO $24,999 ________ $30,000 TO $39,999 ________ $50,000 TO $59,999 ________ $70,000 TO $79,999 ________ $90,000 TO $99,999 ________ $125,000 TO $149,999 ________ $200,000 TO $249,999 ________ $5,000 TO $9,999 ________ $15,000 TO $19,999 ________ $25,000 TO $29,999 ________ $40,000 TO $49,999 ________ $60,000 TO $69,999 ________ $80,000 TO $89,999 ________ $100,000 TO $124,999 ________ $150,000 TO $199,999 ________ $250,000 OR OVER 38 sources before taxes in 2007? DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 12 I am generally open to accepting new ideas. 1 2 3 4 5 13 I am willing to try new things. 1 2 3 4 5 14 I tend to feel new ways of living and doing things are improvements over the past. 1 2 3 4 5 15 I feel that I am an innovative person. 1 2 3 4 5 16 I would rather be safe than sorry. 1 2 3 4 5 17 I want to be sure before I purchase anything. 1 2 3 4 5 18 I avoid risky things. 1 2 3 4 5 22 In general, I am among the last in my circle of friends to buy a new computer or Internet related product/service when it appears. 1 2 3 4 5 23 If I heard that a new computer or Internet 1 2 3 4 5 39 related product was available in the store, I would be interested enough to buy it. 24 Compared to my friends, I own few computer or Internet related products. 1 2 3 4 5 25 In general, I am the first in my circle of friends to know the latest computer or Internet technologies. 1 2 3 4 5 26 I will buy a computer or Internet related product even if I haven?t heard it yet. 1 2 3 4 5 27 I do not know the names of new computer or Internet technologies before other people do. 1 2 3 4 5 28 I tend to feel apprehensive about using a computer. 1 2 3 4 5 29 It scares me to think that I could cause a computer to destroy a large amount of information by hitting the wrong key. 1 2 3 4 5 30 I tend to hesitate to use a computer for fear of making mistakes that I cannot correct. 1 2 3 4 5 31 Technological change will insure a brighter future. 1 2 3 4 5 32 We are experiencing a decline in the quality 1 2 3 4 5 40 of life. Strongly Disagree Disagree Neutral Agree Strongly Agree 33 Modern business constantly builds a better tomorrow. 1 2 3 4 5 34 Things used to be better in the good old days. 1 2 3 4 5 35 History involves a steady improvement in human welfare. 1 2 3 4 5 36 Products are getting shoddier and shoddier. 1 2 3 4 5 37 They don?t make them like they used to. 1 2 3 4 5 38 Steady growth in GNP has brought increased human happiness. 1 2 3 4 5 Thank you very much for your participation in this study! 41 APPENDIX B Condition #: _3_____ Participant #: _____________ PART I: WEB SITE EVALUATION Now, we would like to learn about your evaluation of the browsing experience with the web site assigned to you. Please answer each question below to your best knowledge. DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 1 Getting started with this web site was difficult. 1 2 3 4 5 2 I was able to learn fast to use this web site. 1 2 3 4 5 3 Discovering new features on this web site was difficult. 1 2 3 4 5 42 4 On this web site, task can be performed in a straight-forward manner. 1 2 3 4 5 5 There were too many steps to complete the task. 1 2 3 4 5 6 Steps to complete the task followed a logical sequence. 1 2 3 4 5 7 Feedback on the completion of the steps was clear. 1 2 3 4 5 8 I was able to successfully complete the task. 1 2 3 4 5 9 It was easy to locate tabs and links on this web site. 1 2 3 4 5 10 It was difficult to navigate around this website. 1 2 3 4 5 11 It was easy to find what I was looking for on this web site. 1 2 3 4 5 12 This web site was well-organized. 1 2 3 4 5 13 I feel I am able to competently use the Internet. 1 2 3 4 5 14 I am worried about making mistakes on this web site if I have to use it again. 1 2 3 4 5 15 I find the Internet easier to use after using this web site. 1 2 3 4 5 16 I have the required skills to accomplish shopping tasks on this web site. 1 2 3 4 5 Strongly Disagree Disagree Neutral Agree Strongly Agree 43 17 I am satisfied with my current Internet skill level to use this web site. 1 2 3 4 5 18 I was comfortable using this web site. 1 2 3 4 5 19 I feel comfortable using the Internet. 1 2 3 4 5 20 I felt like a passive observer when viewing this web site. 1 2 3 4 5 21 This web site made me feel invited to participate in determining what I saw and experienced. 1 2 3 4 5 22 This web site was interactive. 1 2 3 4 5 23 This web site is easy to use. 1 2 3 4 5 24 It is easy to become skillful at using this web site. 1 2 3 4 5 25 Learning to use this web site is easy. 1 2 3 4 5 26 This web site is flexible to interact. 1 2 3 4 5 27 My interactions with this web site are clear and understandable. 1 2 3 4 5 28 It is easy to interact with this web site. 1 2 3 4 5 29 This web site was somewhat intimidating to me. 1 2 3 4 5 30 It scared me to think that I could lose a lot of information using this web site by hitting the wrong key. 1 2 3 4 5 31 Using this web site would be a bad idea. 1 2 3 4 5 32 This web site is useful for shopping. 1 2 3 4 5 33 This web site improves my shopping. 1 2 3 4 5 44 34 This web site enables me to shop faster. 1 2 3 4 5 35 This web site enhances effectiveness in shopping. 1 2 3 4 5 36 This web site makes it easier to shop. 1 2 3 4 5 37 This web site enables me to accomplish my shopping more quickly. 1 2 3 4 5 38 If I made a mistake, it was easy to correct. 1 2 3 4 5 39 After using this web site, my understanding of online shopping improved. 1 2 3 4 5 DIRECTION: Here below, an incomplete sentence is given along with 6 pairs of contrasting words. For each pair of words, please circle the number (on a scale of 1 to 5) that best represents your response to complete the sentence. INFORMATION ON THIS WEB SITE IS ________________. 40 simple 1 2 3 4 5 complex 41 small-scale 1 2 3 4 5 large-scale 42 uncrowded 1 2 3 4 5 crowded 43 similar 1 2 3 4 5 contrasting 44 usual 1 2 3 4 5 surprising 45 45 common 1 2 3 4 5 rare DIRECTION: The following list of statements address concerns some people may feel about using this web site. Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. IF I HAD TO SHOP ON THIS WEB SITE IN REALITY, I WOULD BE WORRIED BECAUSE _____________________________________________. Strongly Disagree Disagree Neutral Agree Strongly Agree 46 I can?t trust the company. 1 2 3 4 5 47 I may not get the product. 1 2 3 4 5 48 I may purchase something by accident. 1 2 3 4 5 49 My personal information may not be kept. 1 2 3 4 5 50 I may not get what I want. 1 2 3 4 5 51 My credit card number may not be secure. 1 2 3 4 5 52 I might be overcharged. 1 2 3 4 5 53 I can?t examine the actual product. 1 2 3 4 5 54 I am not able to touch and feel the item. 1 2 3 4 5 55 I must pay for shopping and handling. 1 2 3 4 5 56 I must wait for merchandise to be delivered. 1 2 3 4 5 46 IF I HAD TO SHOP ON THIS WEB SITE IN REALITY, I WOULD BE WORRIED BECAUSE _____________________________________________. Strongly Disagree Disagree Neutral Agree Strongly Agree 57 Size may be a problem with buying clothing on this web site. 1 2 3 4 5 58 I can?t try on clothing online. 1 2 3 4 5 59 It?s too complicated to place an order on this web site. 1 2 3 4 5 60 It is difficult to find appropriate web pages. 1 2 3 4 5 61 Pictures take too long to come up. 1 2 3 4 5 DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 62 I can count on this web site when things go wrong while shopping. 1 2 3 4 5 63 This web site really tries to help me. 1 2 3 4 5 64 This web site gives the help and support needed for shopping on it. 1 2 3 4 5 65 This web site is like a friend who is around when I am in need while shopping. 1 2 3 4 5 47 66 This web site is comforting to me. 1 2 3 4 5 67 This web site cares about my problems. 1 2 3 4 5 68 This web site is willing to help me make decisions. 1 2 3 4 5 69 This web site is competent and effective in its interactions with me. 1 2 3 4 5 70 This web site perfor s all of its roles very well. 1 2 3 4 5 71 Overall, this web site is capable and proficient. 1 2 3 4 5 72 In general, this website is informative. 1 2 3 4 5 73 I believe that this web site would act in my best interest. 1 2 3 4 5 Strongly Disagree Disagree Neutral Agree Strongly Agree 74 If I required help, this web site would do its best to provide assistance. 1 2 3 4 5 75 This web site is interested in my well being and not just its own. 1 2 3 4 5 76 This web site is truthful in its dealing with me. 1 2 3 4 5 77 I would characterize this web site as being honest. 1 2 3 4 5 78 This web site keeps its commitments 1 2 3 4 5 79 This web site is sincere and genuine. 1 2 3 4 5 DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Neutral Agree Strongly 48 Disagree Agree 80 This web site is entertaining. 1 2 3 4 5 81 This web site is enjoyable. 1 2 3 4 5 82 This web site is interesting. 1 2 3 4 5 83 This web site is fun. 1 2 3 4 5 84 This web site is exciting. 1 2 3 4 5 85 This web site is appealing. 1 2 3 4 5 DIRECTION: Here below, an incomplete sentence is given along with 6 pairs of contrasting words. For each pair of words, please circle the number (on a scale of 1 to 5) that best represents your response to complete the sentence. OVERALL, USING THIS WEB SITE IS _____________________. 86 Unpleasant 1 2 3 4 5 Pleasant 87 Unfavorable 1 2 3 4 5 Favorable 88 Bad 1 2 3 4 5 Good 89 Frustrating 1 2 3 4 5 Satisfying 90 Dull 1 2 3 4 5 Stimulating 91 Rigid 1 2 3 4 5 Flexible DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. 49 IF THIS WEB SITE WAS PUBLICLY AVAILABLE, ____________________. Strongly Disagree Disagree Neutral Agree Strongly Agree 92 I would like to stay on this web site as long as possible. 1 2 3 4 5 93 I would enjoy spending time on this web site. 1 2 3 4 5 94 I would probably spend more time shopping on this web site than I planned. 1 2 3 4 5 95 I would visit this web site again. 1 2 3 4 5 96 I would shop on this web site again. 1 2 3 4 5 97 I would patronize this web site. 1 2 3 4 5 DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. AFTER TODAY?S PARTICIPATION IN THE INTERNET ACTIVITY, I THINK THAT __________________________. 50 Strongly Disagree Disagree Neutral Agree Strongly Agree 98 I will use the Internet more for shopping in the future than I have done before. 1 2 3 4 5 99 I will use the Internet more in general than I have done before. 1 2 3 4 5 DIRECTION: We are interested in how helpful Gina (the online customer service representative) was during your shopping on this web site. Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 100 Gina provided helpful suggestions. 1 2 3 4 5 101 Gina understood well what I typed. 1 2 3 4 5 102 Gina?s conversation was difficult to understand. 1 2 3 4 5 Strongly Disagree Disagree Neutral Agree Strongly Agree 103 I knew what to say in response to Gina 1 2 3 4 5 51 during my interaction with her. 104 Gina behaved the way I expected. 1 2 3 4 5 105 I was able to pay attention to Gina throughout the shopping. 1 2 3 4 5 106 Gina did not appear to be a real person. 1 2 3 4 5 Here below, please provide any additional comments that you have to improve this web site. PART II: DEMOGRAPHIC AND OTHER INFORMATION Now, we would like to learn about you and your thoughts a little bit. Please answer the following questions by filling the blanks or checking the appropriate selection. 12. What is your gender? ______MALE ______FEMALE 13. What is your age? _________ YEARS OLD 52 14. What is the highest level of education you have completed? ______8TH GRADE OR LESS ______SOME HIGH SCHOOL ______HIGH SCHOOL DEGREE ______SOME COLLEGE OR TECHNICAL SCHOOL ______COLLEGE DEGREE (4 YEARS) ______SOME GRADUATE SCHOOL ______GRADUATE DEGREE (MASTER'S, DOCTORATE, ETC.) 15. Which of the following ethnic groups do you consider yourself to be a member of? ______NON-HISPANIC WHITE ______NON-HISPANIC BLACK ______HISPANIC ______ASIAN/PACIFIC ISLANDER ______AMERICAN INDIAN/ALASKAN NATIVE ______OTHER (Please specify: _________________________________) 16. Which of the following ranges includes your total annual household income from all ________ UNDER $5,000 ________ $10,000 TO $14,999 ________ $20,000 TO $24,999 ________ $30,000 TO $39,999 ________ $50,000 TO $59,999 ________ $70,000 TO $79,999 ________ $90,000 TO $99,999 ________ $125,000 TO $149,999 ________ $200,000 TO $249,999 ________ $5,000 TO $9,999 ________ $15,000 TO $19,999 ________ $25,000 TO $29,999 ________ $40,000 TO $49,999 ________ $60,000 TO $69,999 ________ $80,000 TO $89,999 ________ $100,000 TO $124,999 ________ $150,000 TO $199,999 ________ $250,000 OR OVER 53 sources before taxes in 2007? 17. Which of the following best describes your current occupation? ________ RETIRED AND NO PART-TIME JOB ________ RETIRED BUT WORKING PART-TIME ________ PROFESSIONAL OR TECHNICAL (for example, accountant, artist, computer specialist, engineer, nurse, doctor, teacher) ________ MANAGER OR ADMINISTRATOR (NON-FARM) ________ SALES WORKER (for example, insurance salesperson, real estate salesperson, sales clerk, stockbroker) ________ CLERICAL WORKER (for example, bank teller, bookkeeping, office clerk, postal worker, secretary, teacher's aide) ________ CRAFTSWORKER (for example, baker, carpenter, electrician, foreman, jeweler, mechanic, plumber, tailor) ________ MACHINE OPERATOR OR LABORER (for example, bus driver, conductor, factory worker, truck driver) ________ FARMER, FARM MANAGER, OR FARM LABORER ________ SERVICE WORKER OR PRIVATE HOUSEHOLD WORKER (for example, barber, bartender, cook, firefighter, police officer, waiter) ________ MILITARY ________ HOMEMAKER 54 ________ UNABLE TO WORK ________ OTHER (Please specify: ______________________________) 18. If you are retired, which of the following best describes your occupation BEFORE retirement? (If you are not retired, please skip to question 8.) ________ PROFESSIONAL OR TECHNICAL (for example, accountant, artist, computer specialist, engineer, nurse, doctor, teacher) ________ MANAGER OR ADMINISTRATOR (NON-FARM) ________ SALES WORKER (for example, insurance salesperson, real estate salesperson, sales clerk, stockbroker) ________ CLERICAL WORKER (for example, bank teller, bookkeeping, office clerk, postal worker, secretary, teacher's aide) ________ CRAFTSWORKER (for example, baker, carpenter, electrician, foreman, jeweler, mechanic, plumber, tailor) ________ MACHINE OPERATOR OR LABORER (for example, bus driver, conductor, factory worker, truck driver) ________ FARMER, FARM MANAGER, OR FARM LABORER ________ SERVICE WORKER OR PRIVATE HOUSEHOLD WORKER (for example, barber, bartender, cook, firefighter, police officer, waiter) ________ MILITARY ________ HOMEMAKER ________ OTHER (Please specify: ______________________________) 55 19. Which of the following described your current marital status? ______SINGLE AND NEVER MARRIED ______MARRIED ______SEPARATED ______DIVORCED ______WIDOWED 20. How long have you used COMPUTERS? ______NEVER USED COMPUTERS UNTIL TODAY ______LESS THAN 6 MONTHS ______6 MONTHS TO 1 YEAR ______MORE THAN 1 YEAR BUT LESS THAN 2 YEARS ______2 TO 4 YEARS ______MORE THAN 4 YEARS BUT LESS THAN 10 YEARS ______10 YEARS OR MORE 21. On average, how many times do you use a computer during the course of a week? ______ 0-1 ______2-3 _______4-5 _______6 or more 56 22. How long have you used the INTERNET? ______NEVER USED COMPUTERS UNTIL TODAY ______LESS THAN 6 MONTHS ______6 MONTHS TO 1 YEAR ______MORE THAN 1 YEAR BUT LESS THAN 2 YEARS ______2 TO 4 YEARS ______MORE THAN 4 YEARS BUT LESS THAN 10 YEARS ______10 YEARS OR MORE 23. On average, how many hours do you spend per week using the Internet? __________HOURS DIRECTION: Please circle the number that best matches your level of agreement with each of the following statements using a 5-point scale with 1 for ?strongly disagree? and 5 for ?strongly agree?. Strongly Disagree Disagree Neutral Agree Strongly Agree 57 13 I would rather be safe than sorry. 1 2 3 4 5 14 I want to be sure before I purchase anything. 1 2 3 4 5 15 I avoid risky things. 1 2 3 4 5 16 In general, I am among the last in my circle of friends to buy a new computer or Internet related product/service when it appears. 1 2 3 4 5 17 If I heard that a new computer or Internet related product was available in the store, I would be interested enough to buy it. 1 2 3 4 5 18 Compared to my friends, I own few computer or Internet related products. 1 2 3 4 5 19 In general, I am the first in my circle of friends to know the latest computer or Internet technologies. 1 2 3 4 5 20 I will buy a computer or Internet related product even if I haven?t heard it yet. 1 2 3 4 5 21 I do not know the names of new computer or Internet technologies before other people do. 1 2 3 4 5 22 I am computer literate. 1 2 3 4 5 58 Strongly Disagree Disagree Neutral Agree Strongly Agree 23 I am good with computers. 1 2 3 4 5 24 I trust computers to do online shopping. 1 2 3 4 5 25 I am comfortable using computers to pay household bills. 1 2 3 4 5 26 I trust computers to securely send my personal information over the Internet. 1 2 3 4 5 27 I tend to feel apprehensive about using a computer. 1 2 3 4 5 28 It tends to scare me to think that I could cause a computer to destroy a large amount of information by hitting the wrong key. 1 2 3 4 5 29 I tend to hesitate to use a computer for fear of making mistakes that I cannot correct. 1 2 3 4 5 Thank you very much for your participation in this study! 59 APPENDIX C Item Number Mapping Item1 Getting started with this web site was difficult. Item2 I was able to learn fast to use this web site. Item3 Discovering new features on this web site was difficult. Item4 On this web site, task can be performed in a straight-forward manner. Item5 There were too many steps to complete the task. Item6 Steps to complete the task followed a logical sequence. Item7 Feedback on the completion of the steps was clear. Item8 I was able to successfully complete the task. Item38 If I made a mistake, it was easy to correct. Item39 After using this web site, my understanding of online shopping improved. Item89 Frustrating(1-5) Satisfying 60 Item90 Dull(1-5)Stimulating Item91 Rigid(1-5)Flexible The SAS System 14:58 Sunday, October 4, 2009 140 Proc Logistic Analysis Obs Condition Item1 Item2 Item3 Item4 Item5 Item6 Item7 Item8 Item38 Item39 Item89 Item90 Item91 1 1 1 5 1 5 1 5 3 5 3 3 5 3 1 2 1 1 5 1 5 1 4 4 5 4 5 4 3 5 3 1 1 5 1 5 1 5 5 5 5 5 . . . 4 1 1 4 1 5 2 4 4 4 4 2 5 4 4 5 1 1 4 2 4 2 4 4 5 4 3 4 3 3 6 1 1 5 1 5 1 5 5 5 5 2 4 3 4 7 1 1 5 1 4 2 4 3 4 5 5 3 3 4 8 1 1 5 2 4 2 4 4 4 4 4 4 4 4 9 1 1 5 1 5 1 5 5 5 4 3 5 4 5 10 1 1 5 1 5 1 5 . 5 5 2 5 3 5 11 1 1 5 3 4 2 4 4 5 4 2 3 3 2 61 12 1 1 5 3 5 2 4 4 4 4 3 4 3 3 13 1 1 5 1 5 1 5 4 5 4 5 5 1 4 14 1 1 5 1 5 1 5 5 5 5 3 5 4 5 15 1 2 . 1 4 1 4 5 5 4 4 5 4 4 16 1 2 1 1 1 2 1 1 1 5 3 5 3 4 17 1 2 5 2 5 2 4 4 5 4 3 4 4 5 18 1 2 4 2 5 1 4 4 5 3 3 4 3 4 19 1 2 4 1 5 2 4 5 . 5 3 3 3 3 20 1 2 1 2 1 2 4 4 1 2 3 5 4 5 21 1 2 4 3 5 1 5 4 4 4 3 4 3 4 22 1 2 4 3 4 2 4 4 4 3 2 3 3 3 23 1 2 4 1 5 1 5 5 5 5 5 . . . 24 1 2 4 1 4 1 5 5 5 4 3 4 3 4 25 1 3 4 3 5 1 4 2 5 3 4 4 3 4 26 1 4 2 4 2 5 2 2 1 4 4 4 3 3 27 1 4 5 5 4 2 4 . 4 1 5 1 . . 28 1 4 4 2 4 3 4 4 4 4 4 5 5 5 29 1 5 1 5 1 5 4 5 5 3 3 4 3 3 30 1 5 5 5 5 1 5 5 5 3 3 5 3 5 31 3 1 5 1 5 1 5 5 5 5 5 5 3 4 32 3 1 5 1 5 1 5 5 5 5 3 1 1 2 33 3 1 4 1 4 4 4 4 5 5 3 4 4 3 62 34 3 1 5 2 5 2 5 5 5 5 3 5 5 5 35 3 1 5 1 5 1 5 4 5 5 5 5 5 5 36 3 1 5 5 5 1 5 5 5 5 1 4 3 3 37 3 1 5 1 5 1 5 5 5 3 5 5 5 5 38 3 1 1 3 5 . 4 5 5 3 4 4 3 4 39 3 1 5 1 5 1 5 5 5 5 4 5 5 5 40 3 1 5 1 3 2 4 4 5 5 1 4 3 4 41 3 1 5 1 5 1 5 5 5 5 4 4 4 5 42 3 1 5 1 5 2 5 5 5 4 5 5 5 5 43 3 1 4 . 4 . 4 4 4 5 5 5 4 5 44 3 1 5 1 5 1 5 5 5 5 3 5 5 5 45 3 1 5 2 5 1 4 4 5 5 3 5 5 5 46 3 1 1 1 1 1 1 1 1 5 1 5 3 4 47 3 1 5 1 5 1 5 5 5 3 2 5 3 3 48 3 2 5 2 5 5 5 5 2 5 5 4 3 4 49 3 2 4 2 4 2 4 4 4 4 3 5 4 4 50 3 2 4 2 5 1 5 5 5 5 5 5 5 5 63 The SAS System 14:58 Sunday, October 4, 2009 141 Proc Logistic Analysis Obs Condition Item1 Item2 Item3 Item4 Item5 Item6 Item7 Item8 Item38 Item39 Item89 Item90 Item91 51 3 2 4 2 . 2 5 5 5 5 5 5 5 5 52 3 2 5 1 4 1 5 5 5 3 2 . . . 53 3 2 3 2 4 2 4 4 4 3 3 3 3 3 54 3 2 4 2 4 2 4 4 4 3 3 4 3 4 55 3 2 5 1 5 1 5 2 5 . . . . . 56 3 3 5 1 5 1 4 5 5 4 5 1 3 4 57 3 3 4 2 5 2 4 4 5 4 4 3 3 4 58 3 3 3 4 4 2 4 4 4 4 4 4 3 4 59 3 4 4 2 4 2 4 5 5 5 4 4 4 4 60 3 4 4 3 5 2 4 5 5 4 3 5 4 4 61 3 5 5 5 3 4 4 3 5 5 1 4 3 3 64 The SAS System 14:58 Sunday, October 4, 2009 142 Proc Logistic Analysis ------------------------------------------ Condition=1 ------------------------------------------- The MEANS Procedure Variable N Mean Std Dev Minimum Maximum ?????????????????????????????????????????????????????????????????????????????? Item1 30 1.9666667 1.2452207 1.0000000 5.0000000 Item2 29 4.1379310 1.2740301 1.0000000 5.0000000 Item3 30 2.0333333 1.3256965 1.0000000 5.0000000 Item4 30 4.2000000 1.2703516 1.0000000 5.0000000 Item5 30 1.7333333 1.0482607 1.0000000 5.0000000 Item6 30 4.2000000 0.8866831 1.0000000 5.0000000 Item7 28 4.0357143 1.0357371 1.0000000 5.0000000 Item8 29 4.3103448 1.2277578 1.0000000 5.0000000 Item38 30 3.9000000 0.9595257 1.0000000 5.0000000 Item39 30 3.4000000 1.0034424 2.0000000 5.0000000 Item89 28 4.1428571 0.9315175 1.0000000 5.0000000 65 Item90 27 3.2592593 0.7121253 1.0000000 5.0000000 Item91 27 3.8888889 1.0127394 1.0000000 5.0000000 ?????????????????????????????????????????????????????????????????????????????? ------------------------------------------ Condition=3 ------------------------------------------- Variable N Mean Std Dev Minimum Maximum ?????????????????????????????????????????????????????????????????????????????? Item1 31 1.7741935 1.0865750 1.0000000 5.0000000 Item2 31 4.3225806 1.0766335 1.0000000 5.0000000 Item3 30 1.8333333 1.1472105 1.0000000 5.0000000 Item4 30 4.4666667 0.8995529 1.0000000 5.0000000 Item5 29 1.7241379 1.0315229 1.0000000 5.0000000 Item6 31 4.4193548 0.8072254 1.0000000 5.0000000 Item7 31 4.3870968 0.9548968 1.0000000 5.0000000 Item8 31 4.6129032 0.9193265 1.0000000 5.0000000 Item38 30 4.4000000 0.8136762 3.0000000 5.0000000 Item39 30 3.4666667 1.3578211 1.0000000 5.0000000 Item89 29 4.2413793 1.0907131 1.0000000 5.0000000 66 Item90 29 3.7586207 1.0231315 1.0000000 5.0000000 Item91 29 4.1379310 0.8334154 2.0000000 5.0000000 The SAS System 14:58 Sunday, October 4, 2009 143 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item1 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 30 968.50 930.0 63.619225 32.283333 3 31 922.50 961.0 63.619225 29.758065 Average scores were used for ties. Wilcoxon Two-Sample Test 67 Statistic (S) 968.5000 Normal Approximation Z 0.6052 One-Sided Pr > Z 0.2725 Two-Sided Pr > |Z| 0.5451 t Approximation One-Sided Pr > Z 0.2737 Two-Sided Pr > |Z| 0.5474 Exact Test One-Sided Pr >= S 0.2780 Two-Sided Pr >= |S - Mean| 0.5573 Kruskal-Wallis Test Chi-Square 0.3662 DF 1 Pr > Chi-Square 0.5451 68 The SAS System 14:58 Sunday, October 4, 2009 144 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item2 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 29 855.0 884.50 60.519940 29.482759 3 31 975.0 945.50 60.519940 31.451613 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 855.0000 69 Normal Approximation Z -0.4874 One-Sided Pr < Z 0.3130 Two-Sided Pr > |Z| 0.6259 t Approximation One-Sided Pr < Z 0.3139 Two-Sided Pr > |Z| 0.6278 Exact Test One-Sided Pr <= S 0.3061 Two-Sided Pr >= |S - Mean| 0.6099 Kruskal-Wallis Test Chi-Square 0.2376 DF 1 Pr > Chi-Square 0.6259 70 The SAS System 14:58 Sunday, October 4, 2009 145 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item3 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 30 942.0 915.0 62.508982 31.40 3 30 888.0 915.0 62.508982 29.60 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 942.0000 71 Normal Approximation Z 0.4319 One-Sided Pr > Z 0.3329 Two-Sided Pr > |Z| 0.6658 t Approximation One-Sided Pr > Z 0.3337 Two-Sided Pr > |Z| 0.6674 Exact Test One-Sided Pr >= S 0.3425 Two-Sided Pr >= |S - Mean| 0.6849 Kruskal-Wallis Test Chi-Square 0.1866 DF 1 Pr > Chi-Square 0.6658 72 The SAS System 14:58 Sunday, October 4, 2009 146 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item4 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 30 879.0 915.0 59.009838 29.30 3 30 951.0 915.0 59.009838 31.70 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 879.0000 73 Normal Approximation Z -0.6101 One-Sided Pr < Z 0.2709 Two-Sided Pr > |Z| 0.5418 t Approximation One-Sided Pr < Z 0.2721 Two-Sided Pr > |Z| 0.5442 Exact Test One-Sided Pr <= S 0.2652 Two-Sided Pr >= |S - Mean| 0.5304 Kruskal-Wallis Test Chi-Square 0.3722 DF 1 Pr > Chi-Square 0.5418 74 The SAS System 14:58 Sunday, October 4, 2009 147 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item5 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 30 906.50 900.0 59.335301 30.216667 3 29 863.50 870.0 59.335301 29.775862 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 863.5000 75 Normal Approximation Z -0.1095 One-Sided Pr < Z 0.4564 Two-Sided Pr > |Z| 0.9128 t Approximation One-Sided Pr < Z 0.4566 Two-Sided Pr > |Z| 0.9131 Exact Test One-Sided Pr <= S 0.4617 Two-Sided Pr >= |S - Mean| 0.9309 Kruskal-Wallis Test Chi-Square 0.0120 DF 1 Pr > Chi-Square 0.9128 76 The SAS System 14:58 Sunday, October 4, 2009 148 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item6 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 30 855.50 930.0 61.306573 28.516667 3 31 1035.50 961.0 61.306573 33.403226 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 855.5000 77 Normal Approximation Z -1.2152 One-Sided Pr < Z 0.1121 Two-Sided Pr > |Z| 0.2243 t Approximation One-Sided Pr < Z 0.1145 Two-Sided Pr > |Z| 0.2290 Exact Test One-Sided Pr <= S 0.1340 Two-Sided Pr >= |S - Mean| 0.2540 Kruskal-Wallis Test Chi-Square 1.4767 DF 1 Pr > Chi-Square 0.2243 78 The SAS System 14:58 Sunday, October 4, 2009 149 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item7 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 28 738.50 840.0 60.155949 26.375000 3 31 1031.50 930.0 60.155949 33.274194 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 738.5000 79 Normal Approximation Z -1.6873 One-Sided Pr < Z 0.0458 Two-Sided Pr > |Z| 0.0915 t Approximation One-Sided Pr < Z 0.0485 Two-Sided Pr > |Z| 0.0969 Exact Test One-Sided Pr <= S 0.0488 Two-Sided Pr >= |S - Mean| 0.0945 Kruskal-Wallis Test Chi-Square 2.8469 DF 1 Pr > Chi-Square 0.0915 80 The SAS System 14:58 Sunday, October 4, 2009 150 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item8 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 29 814.50 884.50 54.363582 28.086207 3 31 1015.50 945.50 54.363582 32.758065 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 814.5000 81 Normal Approximation Z -1.2876 One-Sided Pr < Z 0.0989 Two-Sided Pr > |Z| 0.1979 t Approximation One-Sided Pr < Z 0.1015 Two-Sided Pr > |Z| 0.2029 Exact Test One-Sided Pr <= S 0.1045 Two-Sided Pr >= |S - Mean| 0.2056 Kruskal-Wallis Test Chi-Square 1.6580 DF 1 Pr > Chi-Square 0.1979 82 The SAS System 14:58 Sunday, October 4, 2009 151 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item38 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 30 777.0 915.0 63.227796 25.90 3 30 1053.0 915.0 63.227796 35.10 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 777.0000 83 Normal Approximation Z -2.1826 One-Sided Pr < Z 0.0145 Two-Sided Pr > |Z| 0.0291 t Approximation One-Sided Pr < Z 0.0165 Two-Sided Pr > |Z| 0.0331 Exact Test One-Sided Pr <= S 0.0157 Two-Sided Pr >= |S - Mean| 0.0314 Kruskal-Wallis Test Chi-Square 4.7637 DF 1 Pr > Chi-Square 0.0291 84 The SAS System 14:58 Sunday, October 4, 2009 152 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item39 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 30 880.0 915.0 64.885819 29.333333 3 30 950.0 915.0 64.885819 31.666667 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 880.0000 85 Normal Approximation Z -0.5394 One-Sided Pr < Z 0.2948 Two-Sided Pr > |Z| 0.5896 t Approximation One-Sided Pr < Z 0.2958 Two-Sided Pr > |Z| 0.5916 Exact Test One-Sided Pr <= S 0.2951 Two-Sided Pr >= |S - Mean| 0.5902 Kruskal-Wallis Test Chi-Square 0.2910 DF 1 Pr > Chi-Square 0.5896 86 The SAS System 14:58 Sunday, October 4, 2009 153 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item89 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 28 763.50 812.0 57.640332 27.267857 3 29 889.50 841.0 57.640332 30.672414 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 763.5000 87 Normal Approximation Z -0.8414 One-Sided Pr < Z 0.2001 Two-Sided Pr > |Z| 0.4001 t Approximation One-Sided Pr < Z 0.2018 Two-Sided Pr > |Z| 0.4037 Exact Test One-Sided Pr <= S 0.2073 Two-Sided Pr >= |S - Mean| 0.4071 Kruskal-Wallis Test Chi-Square 0.7080 DF 1 Pr > Chi-Square 0.4001 88 The SAS System 14:58 Sunday, October 4, 2009 154 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item90 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 27 657.0 769.50 54.967390 24.333333 3 29 939.0 826.50 54.967390 32.379310 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 657.0000 89 Normal Approximation Z -2.0467 One-Sided Pr < Z 0.0203 Two-Sided Pr > |Z| 0.0407 t Approximation One-Sided Pr < Z 0.0227 Two-Sided Pr > |Z| 0.0455 Exact Test One-Sided Pr <= S 0.0195 Two-Sided Pr >= |S - Mean| 0.0394 Kruskal-Wallis Test Chi-Square 4.1889 DF 1 Pr > Chi-Square 0.0407 90 The SAS System 14:58 Sunday, October 4, 2009 155 Proc Logistic Analysis The NPAR1WAY Procedure Wilcoxon Scores (Rank Sums) for Variable Item91 Classified by Variable Condition Sum of Expected Std Dev Mean Condition N Scores Under H0 Under H0 Score ????????????????????????????????????????????????????????????????????????? 1 27 719.50 769.50 57.349641 26.648148 3 29 876.50 826.50 57.349641 30.224138 Average scores were used for ties. Wilcoxon Two-Sample Test Statistic (S) 719.5000 91 Normal Approximation Z -0.8718 One-Sided Pr < Z 0.1916 Two-Sided Pr > |Z| 0.3833 t Approximation One-Sided Pr < Z 0.1935 Two-Sided Pr > |Z| 0.3871 Exact Test One-Sided Pr <= S 0.1979 Two-Sided Pr >= |S - Mean| 0.3947 Kruskal-Wallis Test Chi-Square 0.7601 DF 1 Pr > Chi-Square 0.3833