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Over the past few decades, computers have become a larger part of daily life for the developed world. Not only do computers facilitate the spread of information, but they also promote commerce, social interactions, and the consumption of entertainment. However, the impact of this technology extends far beyond convenience. In a way, humans have formed a recognizable and reciprocal relationship with their computers. The relationship between humans and computers is a surprisingly complicated one, involving an exchange of maintenance and understanding to the computer and an evolution of attitudes to the person.
The basis of strength for technological relationship depends on the amount of upkeep and comprehension that humans are willing to the computer and its components. Without constant and consistent maintenance and care, a computer’s software and hardware may not function at the same level for very long. Such a relationship seems to imitate that of a child or a pet. The same level of responsibility carries on into attempting to understand the technology in order to work with it. For example, when programmers create software, they define the operation settings of that program and the constraints within which the user must operate (Hone & Baber, 2001, p. 638). In order to develop this understanding, the person must take the time to develop the understanding of how it works. Similar to learning the language, customs, and views of another person, this learning process advances the relationship between humans and computers to another level. Instead of only being that of a parent to a child or pet, the relationship also becomes one of person to person.
However, a computer serves a greater purpose than that of a tool; additionally, it has the capability to affect a person’s mood and behaviors. Research shows that as computer technology rapidly advances, the occurrence of technostress in the form of changes in human psychology will increase if humans cannot keep up with improvements (Shu, Tu & Wang, 2011). This development positions the impact of computers on humans far above that of simply a tool on human. Instead, the relationship, which depends on the human’s own investment in adaptation, becomes one that changes a person’s thought process. Furthermore, any negative attitudes which develop toward the technology might ultimate create a negative attitude towards learning by association (Noyes & Garland, 2005). This association not only affects a person’s views of technology but ultimately their ability to understand and interact with the rest of the world. Ultimately, however, this possibility depends solely on a person’s willingness to learn and care for their computer, creating a relationship of give and take between the two entities.
In today’s world, computers possess a large role in a humans’ ability to connect and function easily with everything else around them. However, in order to use this valuable tool, humans have to devote some time to their technology. The extent to which humans do devote to this purpose ultimately can determine their relationship with the computer and maybe even their own outlook on the world. Consequently, such a dynamic possesses a greater importance than one might assume.
References
Noyes, J. & Garland, K. (2005). Students’ attitudes toward books and computers. Computers in Human Behavior, 21(2), 233-241. http://dx.doi.org/10.1016/j.chb.2004.02.016.
Shu, Q., Tu, Q. & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27(10), 923-939. Doi: 10.1080/10447318.2011.555313
Hone, K.S. & Baber, C. (2001). Designing habitable dialogues for speech-based interaction with computers. International Journal of Human-Computer Studies, 54, 637-662. Doi:10.1006/ijhc.2000.0456
