U Matzat
Biographic Data
| ID | 11546 |
|---|---|
| NAME | U Matzat |
| GIVEN NAMES | U |
| FAMILY NAME | Matzat |
| SIGNATURE | MATZAT U |
| AFFILIATIONS | Eindhoven University of Technology |
| ORCID | 0000-0003-3228-7512 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Dynamics of self-regulated learning: The effectiveness of students’ strategies across course periods
Proper self-regulating skills are essential in the new reality of digital learning in higher education. Research has shown that the trace data of students’ learning management system activity can identify various online learning tactics and strategies, but also their transitional dynamics, which are linked to academic performance. This study builds on this work by examining how learning tactics and strategies change within individual courses and …
Predicting time‐management skills from learning analytics
Student confidence in learning during the Covid-19 pandemic: What helped and what hindered
When COVID-19 struck, higher education scrambled. Teaching and learning swerved abruptly to emergency remote instruction. For many students, the rapid refashioning of courses of instruction meant suddenly confronting new, radically different learning scenarios. We know relatively little about what enabled or constrained students' confidence in their ability to learn as a consequence. Using questionnaire responses from undergraduate students (N = …
The effect of an artificial agent's vocal expressiveness on immediacy and learning
The fear of big brother: The potential negative side‐effects of proctored exams
The role of usability, aesthetics, usefulness and primary task support in predicting the perceived credibility of academic social networking sites
With technology being ubiquitous in our daily lives, it is crucial to understand the factors that influence their perceived credibility. In the current research, we focus on the design of Academic Social Networking Sites (ASNSs). In order to facilitate continuous adoption and use of ASNSs, it is important to understand the factors that determine their Perceived Credibility. Using the Persuasive System Design (PSD) framework as a foundation, the s…
Teaching and learning under Covid-19 public health edicts: The role of household lockdowns and prior technology usage
A multi-institutional assessment of changes in higher education teaching and learning in the face of Covid-19
COVID-19 has had a profound influence on the conduct of teaching and learning in higher education. Almost everywhere a sudden shift occurred as educators transitioned courses from mainly face-to-face teaching and learning to emergency remote instruction, mostly conducted online. While details varied for individual faculty members, institutions, and countries, all confronted new challenges. We examine the immediate effects of COVID-19 on teaching …
Student vulnerabilities and confidence in learning in the context of the Covid-19 pandemic
How did the onset of the COVID-19 pandemic impact student learning in higher education? Everywhere, Sars-CoV-2 struck hardest in the most disadvantaged communities. This paper asks whether the virus's disproportionate effect on more vulnerable groups is replicated among college and university students. Data come from approximately 3800 students studying at nine higher education institutions located in six different countries around the globe. Con…
Inequality in mobilizing online help after a negative life event: The role of education, digital skills, and capital-enhancing Internet use
Many studies have investigated inequalities in coping with stressful life events and often education is found to play a role in this (the higher educated are usually more successful in dealing with their problems in terms of well-being consequences). We examine whether something similar occurs on the Internet, whether the higher educated are more successful in mobilizing help online, and whether this is related to their digital skills and the way…
An empirical test of stage models of e-government development: Evidence from Dutch municipalities
In this article we empirically test stage models of e-government development. We use Lee's classification to make a distinction between four stages of e-government: informational, requests, personal, and e-democracy. We draw on a comprehensive data set on the adoption and development of e-government activities in 510 Dutch municipalities over the period 2004–2009. Our results show that progression through stages of e-government is mostly linear. …
Access to specific social resources across different social media: Divergent consequences of the time spent with new contacts
Despite a large number of studies on the social impact of the Internet, little is known about the specific social resources to which social media provide access. Most studies have either examined issues surrounding the question whether or not new online contacts have been established or they have focused on the distinction between perceived bridging capital and bonding capital. Research has rarely focused on the kind of specific benefits that may…
Rebuilding Trust in Online Shops on Consumer Review Sites: Sellers' Responses to User-Generated Complaints
How do online shops rebuild trust on consumer-generated review sites after customers accuse them of misbehaving? Theories suggest that the effectiveness of responses depends on the type of accusation, yet online research indicates that apologies are superior to denials regardless of the type of accusation. We argue that customers are suspicious about online sellers, making denials implausible and ineffective in rebuilding trust. A good reputation…
Does the “Do-It-Yourself Approach” Reduce Digital Inequality? Evidence of Self-Learning of Digital Skills
The development of individuals’ digital skills has received much attention as a remedy for digital inequality. Although some researchers favor courses and guided learning for skills development, others propose learning by trial-and-error. Unfortunately, studies examining the value of the so-called “do-it-yourself approach” for the development of digital skills remain lacking. One difficulty lies in the vicious circle of lack of skill leading to i…
Does the online collection of ego-centered network data reduce data quality? An experimental comparison
Reducing Problems of Sociability in Online Communities: Integrating Online Communication With Offline Interaction
Social network researchers have claimed that relations offline affect relations online; however, it is unclear which characteristics of online interaction are affected by the existence of offline relations. This article examines whether a mixture of virtual and real-life interaction-in contrast to purely virtual interaction-among some members of knowledge-sharing online communities reduces the prevalence of problems that the whole community faces…
A theory of relational signals in online groups
The outcomes of interaction in online communities depend to a large extent on finding solutions to typical problems of interaction, such as free-riding and lack of trust. This article presents a theory which argues that a member's online behaviour sends signals about how (s)he regards the relationship to other members and to the group. Under specific conditions, members take the signal sending into account when they decide whether to contribute t…
Cross-national differences in effects of social embeddedness on trust: A comparative study of German and Dutch business transactions
Embeddedness theory stresses the importance of concrete personal relations and networks of relations in economic life. Recent sociological research shows that effects of embeddedness may differ between social settings, and recent experimental anthropological findings reveal that levels of cooperation and norm-enforcement differ between cultural settings. We extent these lines of research by examining whether effects of embeddedness on trust diffe…
Effects of Different Types of Progress Indicators on Drop-Out Rates in Web Surveys
The present study analyzes whether and how different types of progress indicators affect the tendency of respondents to continue filling out a web survey, focusing on whether the progress indicators effects depend on the position of the respondent in the questionnaire. Using a sample of 2460 respondents of a Dutch online access panel, we analyze three kinds of progress indicators (linear, fast-then-slow, slow-then-fast, and a control condition) u…
The Embeddedness of Academic Online Groups in Offline Social Networks: Reputation Gain as a Stimulus for Online Discussion Participation
This article examines the conditions under which members of academic Internet discussion groups (IDGs) are motivated to provide help and answers to colleagues during group discussions on the Internet. It presents a simple microeconomic model that specifies mechanisms by which the embeddedness of IDGs in academic social networks provides incentives for active participation of members during group discussions. According to the reputation model, the…
Cooperation and Community an the Internet: Past Issues and Present Perspectives for Theoretical-Empirical Internet Research
This paper first summarizes two central debates in the field of social scientific Internet research, namely the debate about the so-called ‘social impact of Internet use’ and the debate about the existence of community on the Internet. Early research discussed whether building up a community on the Internet was possible and what the effects of the use of the Internet were for its user. Recent research on the social consequences of Internet use su…
Academic communication and Internet Discussion Groups: Transfer of Information or Creation of Social Contacts
Academic communication and Internet Discussion Groups: Transfer of Information or Creation of Social Contacts
An empirical test of stage models of e-government development: Evidence from Dutch municipalities
In this article we empirically test stage models of e-government development. We use Lee's classification to make a distinction between four stages of e-government: informational, requests, personal, and e-democracy. We draw on a comprehensive data set on the adoption and development of e-government activities in 510 Dutch municipalities over the period 2004–2009. Our results show that progression through stages of e-government is mostly linear. …
Reducing Problems of Sociability in Online Communities: Integrating Online Communication With Offline Interaction
Social network researchers have claimed that relations offline affect relations online; however, it is unclear which characteristics of online interaction are affected by the existence of offline relations. This article examines whether a mixture of virtual and real-life interaction-in contrast to purely virtual interaction-among some members of knowledge-sharing online communities reduces the prevalence of problems that the whole community faces…
A theory of relational signals in online groups
The outcomes of interaction in online communities depend to a large extent on finding solutions to typical problems of interaction, such as free-riding and lack of trust. This article presents a theory which argues that a member's online behaviour sends signals about how (s)he regards the relationship to other members and to the group. Under specific conditions, members take the signal sending into account when they decide whether to contribute t…
Does the “Do-It-Yourself Approach” Reduce Digital Inequality? Evidence of Self-Learning of Digital Skills
The development of individuals’ digital skills has received much attention as a remedy for digital inequality. Although some researchers favor courses and guided learning for skills development, others propose learning by trial-and-error. Unfortunately, studies examining the value of the so-called “do-it-yourself approach” for the development of digital skills remain lacking. One difficulty lies in the vicious circle of lack of skill leading to i…
Student vulnerabilities and confidence in learning in the context of the Covid-19 pandemic
How did the onset of the COVID-19 pandemic impact student learning in higher education? Everywhere, Sars-CoV-2 struck hardest in the most disadvantaged communities. This paper asks whether the virus's disproportionate effect on more vulnerable groups is replicated among college and university students. Data come from approximately 3800 students studying at nine higher education institutions located in six different countries around the globe. Con…
Rebuilding Trust in Online Shops on Consumer Review Sites: Sellers' Responses to User-Generated Complaints
How do online shops rebuild trust on consumer-generated review sites after customers accuse them of misbehaving? Theories suggest that the effectiveness of responses depends on the type of accusation, yet online research indicates that apologies are superior to denials regardless of the type of accusation. We argue that customers are suspicious about online sellers, making denials implausible and ineffective in rebuilding trust. A good reputation…
The Embeddedness of Academic Online Groups in Offline Social Networks: Reputation Gain as a Stimulus for Online Discussion Participation
This article examines the conditions under which members of academic Internet discussion groups (IDGs) are motivated to provide help and answers to colleagues during group discussions on the Internet. It presents a simple microeconomic model that specifies mechanisms by which the embeddedness of IDGs in academic social networks provides incentives for active participation of members during group discussions. According to the reputation model, the…
Cooperation and Community an the Internet: Past Issues and Present Perspectives for Theoretical-Empirical Internet Research
This paper first summarizes two central debates in the field of social scientific Internet research, namely the debate about the so-called ‘social impact of Internet use’ and the debate about the existence of community on the Internet. Early research discussed whether building up a community on the Internet was possible and what the effects of the use of the Internet were for its user. Recent research on the social consequences of Internet use su…
Effects of Different Types of Progress Indicators on Drop-Out Rates in Web Surveys
The present study analyzes whether and how different types of progress indicators affect the tendency of respondents to continue filling out a web survey, focusing on whether the progress indicators effects depend on the position of the respondent in the questionnaire. Using a sample of 2460 respondents of a Dutch online access panel, we analyze three kinds of progress indicators (linear, fast-then-slow, slow-then-fast, and a control condition) u…
Cooperation and Community an the Internet: Past Issues and Present Perspectives for Theoretical-Empirical Internet Research
This paper first summarizes two central debates in the field of social scientific Internet research, namely the debate about the so-called ‘social impact of Internet use’ and the debate about the existence of community on the Internet. Early research discussed whether building up a community on the Internet was possible and what the effects of the use of the Internet were for its user. Recent research on the social consequences of Internet use su…
Academic communication and Internet Discussion Groups: Transfer of Information or Creation of Social Contacts
A theory of relational signals in online groups
The outcomes of interaction in online communities depend to a large extent on finding solutions to typical problems of interaction, such as free-riding and lack of trust. This article presents a theory which argues that a member's online behaviour sends signals about how (s)he regards the relationship to other members and to the group. Under specific conditions, members take the signal sending into account when they decide whether to contribute t…
Cross-national differences in effects of social embeddedness on trust: A comparative study of German and Dutch business transactions
Embeddedness theory stresses the importance of concrete personal relations and networks of relations in economic life. Recent sociological research shows that effects of embeddedness may differ between social settings, and recent experimental anthropological findings reveal that levels of cooperation and norm-enforcement differ between cultural settings. We extent these lines of research by examining whether effects of embeddedness on trust diffe…
Effects of Different Types of Progress Indicators on Drop-Out Rates in Web Surveys
The present study analyzes whether and how different types of progress indicators affect the tendency of respondents to continue filling out a web survey, focusing on whether the progress indicators effects depend on the position of the respondent in the questionnaire. Using a sample of 2460 respondents of a Dutch online access panel, we analyze three kinds of progress indicators (linear, fast-then-slow, slow-then-fast, and a control condition) u…
The Embeddedness of Academic Online Groups in Offline Social Networks: Reputation Gain as a Stimulus for Online Discussion Participation
This article examines the conditions under which members of academic Internet discussion groups (IDGs) are motivated to provide help and answers to colleagues during group discussions on the Internet. It presents a simple microeconomic model that specifies mechanisms by which the embeddedness of IDGs in academic social networks provides incentives for active participation of members during group discussions. According to the reputation model, the…
Does the online collection of ego-centered network data reduce data quality? An experimental comparison
Reducing Problems of Sociability in Online Communities: Integrating Online Communication With Offline Interaction
Social network researchers have claimed that relations offline affect relations online; however, it is unclear which characteristics of online interaction are affected by the existence of offline relations. This article examines whether a mixture of virtual and real-life interaction-in contrast to purely virtual interaction-among some members of knowledge-sharing online communities reduces the prevalence of problems that the whole community faces…
Rebuilding Trust in Online Shops on Consumer Review Sites: Sellers' Responses to User-Generated Complaints
How do online shops rebuild trust on consumer-generated review sites after customers accuse them of misbehaving? Theories suggest that the effectiveness of responses depends on the type of accusation, yet online research indicates that apologies are superior to denials regardless of the type of accusation. We argue that customers are suspicious about online sellers, making denials implausible and ineffective in rebuilding trust. A good reputation…
Does the “Do-It-Yourself Approach” Reduce Digital Inequality? Evidence of Self-Learning of Digital Skills
The development of individuals’ digital skills has received much attention as a remedy for digital inequality. Although some researchers favor courses and guided learning for skills development, others propose learning by trial-and-error. Unfortunately, studies examining the value of the so-called “do-it-yourself approach” for the development of digital skills remain lacking. One difficulty lies in the vicious circle of lack of skill leading to i…
Access to specific social resources across different social media: Divergent consequences of the time spent with new contacts
Despite a large number of studies on the social impact of the Internet, little is known about the specific social resources to which social media provide access. Most studies have either examined issues surrounding the question whether or not new online contacts have been established or they have focused on the distinction between perceived bridging capital and bonding capital. Research has rarely focused on the kind of specific benefits that may…
An empirical test of stage models of e-government development: Evidence from Dutch municipalities
In this article we empirically test stage models of e-government development. We use Lee's classification to make a distinction between four stages of e-government: informational, requests, personal, and e-democracy. We draw on a comprehensive data set on the adoption and development of e-government activities in 510 Dutch municipalities over the period 2004–2009. Our results show that progression through stages of e-government is mostly linear. …
Inequality in mobilizing online help after a negative life event: The role of education, digital skills, and capital-enhancing Internet use
Many studies have investigated inequalities in coping with stressful life events and often education is found to play a role in this (the higher educated are usually more successful in dealing with their problems in terms of well-being consequences). We examine whether something similar occurs on the Internet, whether the higher educated are more successful in mobilizing help online, and whether this is related to their digital skills and the way…
The effect of an artificial agent's vocal expressiveness on immediacy and learning
The fear of big brother: The potential negative side‐effects of proctored exams
The role of usability, aesthetics, usefulness and primary task support in predicting the perceived credibility of academic social networking sites
With technology being ubiquitous in our daily lives, it is crucial to understand the factors that influence their perceived credibility. In the current research, we focus on the design of Academic Social Networking Sites (ASNSs). In order to facilitate continuous adoption and use of ASNSs, it is important to understand the factors that determine their Perceived Credibility. Using the Persuasive System Design (PSD) framework as a foundation, the s…
Teaching and learning under Covid-19 public health edicts: The role of household lockdowns and prior technology usage
A multi-institutional assessment of changes in higher education teaching and learning in the face of Covid-19
COVID-19 has had a profound influence on the conduct of teaching and learning in higher education. Almost everywhere a sudden shift occurred as educators transitioned courses from mainly face-to-face teaching and learning to emergency remote instruction, mostly conducted online. While details varied for individual faculty members, institutions, and countries, all confronted new challenges. We examine the immediate effects of COVID-19 on teaching …
Student vulnerabilities and confidence in learning in the context of the Covid-19 pandemic
How did the onset of the COVID-19 pandemic impact student learning in higher education? Everywhere, Sars-CoV-2 struck hardest in the most disadvantaged communities. This paper asks whether the virus's disproportionate effect on more vulnerable groups is replicated among college and university students. Data come from approximately 3800 students studying at nine higher education institutions located in six different countries around the globe. Con…
Student confidence in learning during the Covid-19 pandemic: What helped and what hindered
When COVID-19 struck, higher education scrambled. Teaching and learning swerved abruptly to emergency remote instruction. For many students, the rapid refashioning of courses of instruction meant suddenly confronting new, radically different learning scenarios. We know relatively little about what enabled or constrained students' confidence in their ability to learn as a consequence. Using questionnaire responses from undergraduate students (N = …
Predicting time‐management skills from learning analytics
Dynamics of self-regulated learning: The effectiveness of students’ strategies across course periods
Proper self-regulating skills are essential in the new reality of digital learning in higher education. Research has shown that the trace data of students’ learning management system activity can identify various online learning tactics and strategies, but also their transitional dynamics, which are linked to academic performance. This study builds on this work by examining how learning tactics and strategies change within individual courses and …
Psychology (17 works) · Computer Science (14 works) · Political science (13 works) · Social Psychology (11 works) · Social Media and Politics (10 works) · Sociology (9 works) · The Internet (8 works) · World Wide Web (8 works) · Economics (7 works) · Knowledge Management and Sharing (7 works)