Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues

AbstractA field experiment examined whether increasing opportunities for face-to-face interaction while eliminating the use of screen-based media and communication tools improved nonverbal emotion–cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n=54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens’ recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen’s understanding of nonverbal emotional cues

Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues

A field experiment examined whether increasing opportunities for face-to-face interaction while eliminating the use of screen-based media and communication tools improved nonverbal emotion-cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens' recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen's understanding of nonverbal emotional cues. © 2014 The Authors. Published by Elsevier Ltd

Screen Influences on Preteens

This precis analyzed the works conducted in Southern California in 2014 titled, “Five Days at Outdoor Education Camp Without Screens improves Preteens Skills with Nonverbal Emotion Cues.” The analysis begins by defining non-verbal emotional cues and continues to give a brief description of the 2014 experiment, including its sample size, experimental and control groups, and a means to account for similar demographic variables. The findings from the research conducted conclude that time spent away from screen-based media does in fact improve the recognition of nonverbal emotional cues. This precis concludes with the strengths and limitations found in the California study.Quimby, MichelannHuman Development and Family Science

Does the human brain really like ICT tools and being outdoors? a brief overview of the cognitive neuroscience perspective of the CyberParks concept

The paper presents an overview of the latest studies on cognitive neuroscience that can help evaluate concepts that promote technologically-enhanced outdoor activities, such as CyberParks. The following questions are asked in the paper: does the human brain really like ICT tools? Does the human brain really like being outdoors? And finally: does the human brain really like technologically-enhanced outdoor activities? The results of the studies presented show that the human brain does not like ICT tools yet, it likes being outdoors very much. At the same time, it was shown that outdoors activities may be encouraged by ICT tools, yet outdoors activities themselves should be free from ICT tools. Using ICT tools and physical activity at the same time is a dual task, a type of activity that leads to cognitive and physical processes being destabilised, which leads to weakened effects of both cognitive and physical tasks. From the perspective of cognitive neuroscience, CyberParks are not a solution that the human brain really likes. Another issue is also discussed, namely: do technologically-enhanced outdoor activities—such as in CyberParks—really increase the quality of life?The study was supported by European Cooperation in Science and Technology Action: Fostering knowledge about the relationship between Information and Communication Technologies and Public Spaces supported by strategies to improve their use and attractiveness (CYBERPARKS) (TUD COST Action TU1306).peer-reviewe

Pengembangan E-book Fisika Model Outdoor Learning Pada Fieldwork Berbasis Local Wisdom Andong untuk Meningkatkan Penguasaan Konsep dan Kemampuan Kolaborasi Peserta Didik SMA.

Penelitian ini bertujuan untuk : (1) menghasilkan e-book fisika model outdoor learning melalui fieldwork berbasis local wisdom yang layak untuk meningkatkan penguasan konsep dan kemampuan kolaborasi peserta didik, (2) mendeskripsikan keefektifan e-book fisika model outdoor learning melalui fieldwork berbasis local wisdom untuk meningkatkan penguasaan konsep dan kemampuan kolaborasi. Jenis penelitian ini menggunakan metode pengembangan Research and Development (R&D). Pada tahap development, penelitian menggunakan mode 4D yang terdiri dari define, design, develop, dan disseminate. Subjek uji coba terbatas adalah 60 orang peserta didik kelas XI SMAN 1 Prambanan Klaten. Subjek penelitian menggunakan 2 kelas, yaitu kelas X MIA 1 yang berjumlah 35 peserta didik sebagai kelas eksperimen dan X MIA 2 yang berjumlah 36 kelas sebagai kelas kontrol di SMAN 1 Prambanan Klaten. Instrumen pengumpulan data yang digunakan meliputi lembar penilaian perangkat pembelajaran, lembar observasi keterlaksanaan model, angket respon peserta didik, lembar penilaian kemampuan kolaborasi dan hasil penguasaan konsep. Analisis data menggunakan analisis multivariat Hotelling’s T2 dengan taraf signifikansi 0.05 dan General Linier Model (GLM). Hasil penelitian ini berupa e-book fisika model outdoor learning melalui fieldwork berbasis local wisdom yang: (1) layak digunakan untuk meningkatkan penguasaan konsep dan dan kemampuan kolaborasi ditinjau dari perangkat pembelajaran, lembar observasi kemampuan kolaborasi, butir soal yang telah divalidasi dan memenuhi kriteria, (2) efektif untuk meningkatkan penguasaan konsep dan kemampuan kolaborasi berdasarkan hasil analisis

Tempted to Text: College Students’ Mobile Phone Use During a Face-to-Face Interaction With a Close Friend

We examined whether emerging adults would engage in mobile phone use (MPU) when given the opportunity to socialize face-to-face with a close friend in a laboratory setting. Sixty-three U.S. college student friendship dyads rated their friendship quality in an online survey before coming into the laboratory together. When they arrived for their appointment, they were asked to wait together in a room for 5 min. A hidden camera recorded each dyad. Friends then separately rated the quality of the interaction. We coded time spent using mobile phone in seconds. A hierarchical regression conducted at the level of the dyad controlling for friendship quality and gender showed that more MPU was associated with lower quality interactions. We discuss findings in terms of the potential for MPU to interfere with the development of friendship intimacy

The Benefits Of Camp: Necessity Of The Outdoors And Community In The Digital Age

In today’s culture, one of the biggest challenges is people spending less time outside, and less time with people face-to-face (SHAPE America, 2016; Monke, 2015; Coon, 2011). In this age where technology is of growing importance, places where children can spend time outdoors, such as summer camp, are vital to their growth and well-being (Louv, 2005). Existing camp research, coupled with the outdoor setting, have shown to have positive impacts on youth development (Chawla, 2015). This thesis explores the need for research to help improve the camp experience from the child’s perspective. Purpose: to examine how camp’s natural setting and community impacts the youth experience. Research questions: 1) How spending time in the outdoors is valuable, and 2) what is the summer camp experience impact on children’s developmental skills. Methods include a pre- and post-survey administered to campers during the summer of 2017. Surveys looked at four measures of youth development: teamwork, community, affinity for nature, and responsibility. Results showed improvements in boys’ affinity for nature, but no significant changes for female campers. However, this may be a reflection of the short length of camp sessions, revealing the need for more research from the youth perspective to maximize developmental benefits

Short circuits in the information cycle: Addressing information breakdowns using the information literacy framework

We argue that information literacy instruction that aims at developing students’ critical thinking habits should address how safeguards in the information cycle fail. We argue that such “short circuits” in the information cycle can be best engaged with at a “middle distance”—not so distant from students’ lived experience that they seem irrelevant, but not so close that students can’t gain a critical distance—and illustrate this framework with three such cases that concern moral panics about new technologies. We hold that instruction using this framework will help learners critically assess sources while retaining a strong but realistic appreciation for procedural supports for epistemic responsibility like peer review and balanced journalism