238 research outputs found
Asiakkaiden arvon havaitseminen: Tapaustutkimus e-kirjapalvelun asiakkaiden arvokonstruktioihin
In customer value research literature a research gap exists in using qualitative approach and defining customer value phenomenologically by customer’s own constructs. The customer’s perceptions of value have been ignored and a priori theories have been imposed to define what value is and how it is derived. An opposite of that approach is presented in this study, where a posteriori grounded theory on emergent customer’s perceived value is formed for electronic book service use context. Customers themselves, with their own subjective reality, are given the voice. Their heuristics regarding to the case service attributes are used to interpret customer value. The value constructs are represented by customers’ desired consequences from the service use towards their personal goals and needs.
The research methodology consisted of a 15 day long cultural probe via WhatsApp-service and in-context interviews with 10 participants who were customers of the case service. The key findings are that electronic book formats enable new type of book content consumption situations. A digital device that is carried around or an audiobook playing in the background enable opportunistic use situations that would not be possible with a print format. In addition, the digital book formats facilitate functional and efficiency value for the customer. However the digital formats do not offer the same aesthetic value that a print book would and they are thus deemed less worthy. The study finds that customers perceive value consciously only when they are making decisions or reflecting past decisions, otherwise the gained value is habituated and unconscious.Asiakasarvoa tutkivassa kirjallisuudessa on tutkimusaukko asiakasarvon lähestymisessä laadullisella tutkimusotteella ja asiakkaan itsensä fenomenologisesti määrittelemänä konstruktiona. Asiakkaan oma kokemus arvosta on ohitettu ja sitä on pyritty määrittelemään ja mittaamaan a priori teorioilla. Tässä tutkimuksessa on valittu vastakkainen lähestymisen ja asiakkaan havaitsemasta arvosta luodaan ankkuroitu a posteriori teoria sähköisen kirjapalvelun kontekstissa. Asiakkaat subjektiivisine käsityksineen maailmasta saavat puheenvuoron. Heidän tapauspalvelun ominaisuuksiin yhdistämiään heuristiikkoja käytetään asiakasarvon tulkintaan. Asiakkaiden arvokonstruktiot esitetään asiakkaiden palvelun käytöstä haluamina seuraumuksina heidän henkilökohtaisten tavoitteidensa ja tarpeidensa tyydyttämiseksi.
Tutkimusmetodologia hyödynsi 10 tutkimukseen osallistuneen tapauspalvelun asiakkaan kanssa 15 päivän mittaista kulttuurillista luotainta WhatsApp-palvelun välityksellä ja kontekstihaastatteluita. Löydökset viittaavat sähköisten kirjaformaattien mahdollistavan uudentyyppisiä kirjasisältöjen kulutusmahdollisuuksia. Mukana kulkeva laite tai taustalla kuuluva kirja mahdollistavat opportunistisia käyttötilanteita, jotka painetulla kirjalla jäisivät mahdottomiksi. Lisäksi sähköiset kirjan muodot tarjoavat käytännöllistä ja tehokkuudellista välinearvoa asiakkaille. Toisaalta sähköiset kirjan muodot eivät mahdollista samanlaista esineeseen yhdistettyä esteettistä arvoa kuin painettu kirja ja se koetaan täten arvottomammaksi. Yksi tutkimuksen löydöksistä oli se, että asiakkaat havaitsevat tietoisesti saamansa arvon vain valintatilanteissa tai muistellessaan tekemiään valintoja, muutoin saatu arvo on totuttua ja se pysyy tiedostamattomana
Reinventing the book: exploring the affordances of digital media to (re)tell stories and expand storyworlds
A thesis submitted to the University of Bedfordshire, in fulfilment of the requirements for
the degree of Professional Doctorate in Journalism, Media, Television and CinemaThe focus of this thesis is on analysing the affordances of new technologies of the book. It looks at
the transition between the affordances of the material book and the digital, focusing on the formal
aspects of the book and its digital production and consumption. The research uses a coreperiphery
model to locate innovation, looking first at a range of practices and then at selected
producers and artefacts to identify relevant uses of the affordances of digital media, namely
participation, co-creation, online reading communities, and the potential for cross-media extension
of stories into other forms. The analyses of selected digital artefacts evaluate their strengths and
weaknesses and ask: how have the affordances of the digital medium been used? What do these
affordances offer to producers and consumers? And how have certain affordances changed the
use value, the pleasures and the suitability of texts for their intended functions? This evaluation
takes into account professional publishing contexts and a range of practices, looking at the ways in
which producers make, classify and present their works. Affordances theory is used throughout,
and ultimately shows that good design practices reinvent the medium, push the boundaries of the
book, whilst considering the habits, needs and expectations of readers/users. A practice-led project
is subject to analysis and reflection on practice in order to draw further insights and recommend
approaches and tools for designers, publishers and other producers. This project experimented
with reader engagement and co-creation to adapt the Nature Mage fantasy book series (Duncan
Pile, 2011, 2013, 2014, 2016) onto enhanced digital book and digital game texts. Media-specificity
is used as a framework to look at the ways in which stories can be translated and expanded onto
new forms that explore the affordances of digital media. The adaptations are located at the
intersection of media, shaped by a range of intertexts from both analogue and digital media, and
offering not simply another way of enjoying the narrative but texts that explore the digital
affordances also to design features that relate to ludic, creative and social motivations and
pleasures. Ultimately the thesis revisits the very definition of the book, its functions, its value and
the ways in which emerging digital artefacts are doing the work of books and — thanks to new
affordances and their hybrid nature — are not only changing the experience of reading, but also
mixing it with the work of other media forms and genres. In doing so, this thesis contributes to
furthering professional practice by highlighting a range of uses of the affordances of the digital
medium to reinvent the book in the next chapter of its evolution
Reading habits in the digital age: marketing strategies to promote reading among children and young adults
Reading is a form of active learning, and cultivation of reading habits is vital for every child and young adult. However, according to the world’s most in-depth and trustworthy indicator of students’ abilities, PISA, reading skills among youngsters are barely improving. The project aims to deliver answers to the questions: what is the overall state of the reading habits of European children and young adults?; how is reading encouraged and promoted to children and young adults in the digital age?; what marketing and advertising strategies and initiatives are being introduced and practiced in Europe to encourage and promote reading among children and young adults?. To follow this aim we propose a survey overview on children’s and young adult’s reading habits and attitudes; bibliographical review of previous research on the topic of reading promotion, positive practices and marketing strategies; and a questionnaire survey, conducted among European organizations, involved in book and reading promotion. By observing the gathered data, we were able to conclude that reading habits and attitudes of children and young adults are predetermined at a very young age. The most important influencing factors that we examined were the active home literacy environment with access to books and literacy materials at an early age; the application of the reading aloud practice, starting at infancy; the kindergarten and school environment. What is more, we concluded that all adults, participating in children’s lives: parents; relatives; educators; librarians; social media influencers are role models with a strong influence on the shaping of the attitudes of youngsters towards reading.Ler é uma forma de aprendizagem ativa e o cultivo de hábitos de leitura é vital para todas as crianças e jovens adultos. No entanto, de acordo com o indicador mais aprofundado e confiável do mundo sobre as competências dos alunos, o PISA, as competências de leitura entre os jovens não estão a melhorar. Este projecto tem como objetivo dar resposta à s seguintes questões: qual é o estado geral dos hábitos de leitura das crianças e jovens europeus ?; como a leitura é incentivada e promovida para crianças e jovens na era digital ?; que estratégias e iniciativas de marketing e publicidade estão a ser introduzidas e praticadas na Europa para encorajar e promover a leitura entre crianças e jovens adultos ?. Para cumprir este objetivo, propomos uma pesquisa geral sobre os hábitos e atitudes de leitura de crianças e jovens adultos; uma revisão bibliográfica de pesquisas anteriores sobre o tema promoção da leitura, práticas positivas e estratégias de marketing; e um inquérito por questionário, realizado entre organizações europeias envolvidas na promoção do livro e da leitura. Pela observação dos dados recolhidos, podemos concluir que os hábitos de leitura e as atitudes de crianças e adultos jovens são pré-determinados numa idade muito jovem. Os fatores de influência mais importantes que examinamos foram o ambiente ativo de alfabetização domiciliária com acesso a livros e materiais de alfabetização desde a infância; a aplicação da prática da leitura em voz alta, desde a infância; o jardim de infância e o ambiente escolar. Além disso, concluÃmos que todos os adultos, participando na vida das crianças: pais; parentes; educadores; bibliotecários; os influenciadores das redes sociais são modelos de comportamento com forte influência na formação das atitudes dos jovens em relação à leitura
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Finding Web-Based Anxiety Interventions on the World Wide Web: A Scoping Review
BACKGROUND: One relatively new and increasingly popular approach of increasing access to treatment is Web-based intervention programs. The advantage of Web-based approaches is the accessibility, affordability, and anonymity of potentially evidence-based treatment. Despite much research evidence on the effectiveness of Web-based interventions for anxiety found in the literature, little is known about what is publically available for potential consumers on the Web.
OBJECTIVE: Our aim was to explore what a consumer searching the Web for Web-based intervention options for anxiety-related issues might find. The objectives were to identify currently publically available Web-based intervention programs for anxiety and to synthesize and review these in terms of (1) website characteristics such as credibility and accessibility; (2) intervention program characteristics such as intervention focus, design, and presentation modes; (3) therapeutic elements employed; and (4) published evidence of efficacy.
METHODS: Web keyword searches were carried out on three major search engines (Google, Bing, and Yahoo-UK platforms). For each search, the first 25 hyperlinks were screened for eligible programs. Included were programs that were designed for anxiety symptoms, currently publically accessible on the Web, had an online component, a structured treatment plan, and were available in English. Data were extracted for website characteristics, program characteristics, therapeutic characteristics, as well as empirical evidence. Programs were also evaluated using a 16-point rating tool.
RESULTS: The search resulted in 34 programs that were eligible for review. A wide variety of programs for anxiety, including specific anxiety disorders, and anxiety in combination with stress, depression, or anger were identified and based predominantly on cognitive behavioral therapy techniques. The majority of websites were rated as credible, secure, and free of advertisement. The majority required users to register and/or to pay a program access fee. Half of the programs offered some form of paid therapist or professional support. Programs varied in treatment length and number of modules and employed a variety of presentation modes. Relatively few programs had published research evidence of the intervention's efficacy.
CONCLUSIONS: This review represents a snapshot of available Web-based intervention programs for anxiety that could be found by consumers in March 2015. The consumer is confronted with a diversity of programs, which makes it difficult to identify an appropriate program. Limited reports and existence of empirical evidence for efficacy make it even more challenging to identify credible and reliable programs. This highlights the need for consistent guidelines and standards on developing, providing, and evaluating Web-based interventions and platforms with reliable up-to-date information for professionals and consumers about the characteristics, quality, and accessibility of Web-based interventions
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JuxtaLearn D3.2 Performance Framework
This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed
Co-design of augmented reality textbook for children’s collaborative learning experience in primary schools
Augmented Reality (AR) is a recent technology that allows a seamless composition between virtual objects and the real world. This practice-based research uses the affordances of AR to design an AR textbook for collaborative learning experience. It identifies the key concepts of children s AR textbooks for the designing and evaluation of collaborative learning experiences. These concepts were used to develop a conceptual framework for the AR textbook that considers collaborative experience, learning and usability. Informed by these concepts, the research also has identified the design features which are unique to AR affordances which can be integrated in the school textbooks to develop a collaborative AR textbook for primary school children.
The research follows a participatory design approach to involve the users of the AR textbook in the design process. The researcher has conducted three co-design studies involving primary school children and adults using cooperative inquiry techniques. The first study uses low-tech prototyping to find the overall direction of designing the AR textbook. After the development of the first AR textbook prototype, two formative evaluations have been conducted using cooperative inquiry critiquing, and layered elaboration techniques.
Throughout these studies, a conceptual framework has been developed namely, Experience, Learn and Use (ELU) for the designing and evaluation of children s AR textbooks for collaborative learning experience. This framework is based on the adaption of Janet Read s Play, Learn, Use (PLU) model that defines children s relationships with the interactive technologies. The research proposes the ELU framework as a useful classification framework in the evaluation process, which informs the design features of the AR textbook which are related to the concepts of collaborative experience, learning and usability.
The practical component of the thesis proposes a sample of an AR textbook that is integrated in the regular school curriculum. It demonstrates the design features which can be implemented in other textbooks to support collaborative learning experiences for primary school children. The documentation of the co-design process provides a practical framework for co-designing
an AR textbook with children, as well as an evidence of using the ELU framework in practice. 4
This research also contributes in bridging the gap between AR and Child-Computer Interaction (CCI) communities, through the use of common CCI methods in the AR development. This research has resulted in key design principles which contribute original knowledge to the literature of the AR for children s education considering the CCI perspective. These important principles are informed by the collaborative experiences, learning and usability aspects that establish a framework for the design and evaluation of collaborative AR textbook for children. The eight identified principles by this research are, Joint Textbooks, Personalised AR Experience, Interactive AR Book, Communication-Based Learning, Rewarding AR feedback, Audio AR Textbook, Intuitive AR Markers, and Mutual AR Display. The research introduces the definition for each of the concepts and a demonstration of the related design features in the outcome of the AR textbook prototype
Early years practitioner beliefs about digital media: from pedagogical incompatibility to new pedagogy
This dissertation reports research that investigated the integration of technology into early years pedagogy. The work contributes to knowledge about teaching and learning in the early years in the context of the pedagogical challenges practitioners face when integrating technology. The theoretical framework for the study combined theories of activity theory and learning ecologies. The methodology was framed by educational design research. Collaborative design was adopted by the researcher and a primary-school nursery teacher to develop and implement an intervention in her classroom, focussing on the integration of digital media in teacher-to-children, and peer-to-peer interactions. Ongoing reflective dialogue facilitated the collaborative nature of this study and supported the adoption of new practices. Research data included video observations of the children, the teacher and other practitioners. The data sets also included interviews and reflective discussions with the teacher, and scrutiny of classroom planning documents. Qualitative data analysis involved thematic analysis to identify key factors that were related to changes in teacher beliefs and pedagogy across the phases of the design research. Iterative cycles of the intervention were designed and implemented in collaboration with the teacher. This resulted in the development of teaching and learning strategies to integrate digital media into free-flow play and into directed teaching. The developments required the reconstruction of some practitioner beliefs about the value of digital technologies in early education. The study findings suggest professional development should address practitioner beliefs about digital media and early years pedagogy, and provide time and space for reflection. The research makes an original contribution to knowledge about the integration of digital media into early years classroom pedagogy, including in-depth understanding of the potential barriers and gateways between practitioner beliefs about new technologies and their uptake in the classroom, and the processes of bringing about change through appropriate intervention and reflection
iRPD-A framework for guiding design-based research for iPad apps
© 2016 British Educational Research Association. The last 5 years have been marked by an explosion of tablet and smartphone applications designed for young children and several calls to encourage educational researchers to engage in children's app research. This paper presents a novel prospect for educational researchers: to collaboratively research, implement and produce iPad apps for educational purposes. Based on the author's own research as well as that of others, an original framework "Research, Practice and Design framework" (iRPD) for guiding such collaborative efforts is provided, along with five key principles: triple collaboration, shared epistemology, awareness of affordances and interconnected social factors, and child-centred pedagogy. The novel affordances of collaboratively produced iPad apps for educational design-based research are outlined, along with several examples of how such an engagement might enrich educational research and the app landscape
Young girls' lived experiences of 'going online': an exploration into the relationships between social media use and well-being for primary age girls
In our digital age, with the creation of online social groups, individuals are constructing their identities in different ways. This ‘convergence culture’ maps a new territory where consumers can manipulate this online media in offline and real-time spaces. There has never been a more recordable or observable ‘looking-glass’ than that of social media, whereby all utterances that are sent out online are put forward for a reaction (Kaplan and Haenlein, 2011).
This thesis explores how past (Goffman, 1959; Marcia, 1966) and present (Brook et al., 2008; Urrieta, 2007) theories of identity, as either a fixed or fluid entity, are reflected in contemporary social media practices that young girls aged eight to eleven, from a London primary school, choose to participate in. This thesis investigates how interactions in both the online and offline ‘figured worlds’ (Holland et al., 1998) of blogs influence children’s identity formation as they ‘figure’ out who they are at this pre-adolescent stage.
This thesis adopts a mixed methods approach, combining interpretative phenomenological analysis (IPA) of interviews with thematic, dialogic analysis of written blog posts and a dialogic discourse analysis of questionnaires. These data offer valuable insight into young girls’ perceptions, pressures and motivations behind using or avoiding platforms the Internet has to offer. This thesis has a particular focus on blogging and the opportunity for online communication on blogs.
This thesis adds to the limited UK research on social media, blogging, and identity, both perceived and performed by children; we already know about studies providing statistical evidence around screen time and popular apps, but this thesis reveals in-depth and personal reported and lived experiences of six young girls behind these figures. Findings for this sample show that three key motivations for using blogs are (a) connecting with others, (b) sharing feelings and experiences and (c) learning from others and helping others to learn.
This thesis highlights the ways in which identities can be seen to be ‘informed’, ‘affirmed’, and ‘stabilised’ within the dynamic nature of identity, and, through this, how agency can be achieved. When other members of the online community positively greet online performances, in both the closed blogging platform within this study or other various contexts, this affirmation can inspire creativity, future-orientation and ambition in the individuals concerned
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