Children and the internet: An exploration of Year 5 pupils’ online experiences and perceptions of risk

The internet is becoming increasingly integral to children’s lives. Consequently, it is vital that children are educated in how to protect themselves online and how to become responsible online users. This action research study addresses significant gaps in existing research by exploring children’s online experiences, alongside their understandings of risk, from their own perspective, in order to inform a personalised and relevant internet safety curriculum within the research setting. The study utilises a mixed-methods approach, combining a comprehensive quantitative survey with a subsequent qualitative group interview with a sample of 14 participants. Findings suggest that, despite being proficient online users with an awareness of what constitutes online risk, many children largely fail to apply this knowledge to their own online practices. The study demonstrates the importance of educators and schools understanding children’s online activities in order to respond to their needs and concerns effectively. Based on the research findings, it is recommended that similar research is actioned across primary schools, and that schools appoint pupils as internet safety ambassadors to provide educators with insights into children’s current online activities, alongside providing peer guidance and support from a pupil perspective. These recommendations could be significant for the online safety education of children and young people in the wider context

Glitchspace:teaching programming through puzzles in cyberspace

There is an increasing need to address the player experience in games-based learning. Whilst games offer enormous potential as learning experiences, the balance between entertainment and education must be carefully designed and delivered. Successful commercial games tend to focus gameplay above any educational aspects. In contrast, games designed for educational purposes have a habit of sacrificing entertainment for educational value which can result in a decline in player engagement. For both, the player experience is critical as it can have a profound effect on both the commercial success of the game and in delivering the educational engagement. As part of an Interface-funded research project Abertay University worked with the independent games company, Space Budgie, to enhance the user experience of their educational game Glitchspace. The game aimed to teach basic coding principles and terminology in an entertaining way. The game sets the player inside a Mondrian-inspired cyberspace world where to progress the player needs to reprogramme the world around them to solve puzzles. The main objective of the academic-industry collaborative project was to analyse the user experience (UX) of the game to increase its educational value for a standalone educational version. The UX design focused on both pragmatic and hedonic qualities such playability, usability and the psychological impact of the game. The empirical study of the UX design allowed all parties to develop a deeper understanding of how the game was being played and the initial reactions to the game by the player. The core research question that the study sought to answer was whether when designing an educational game, UX design could improve philosophical concepts like motivation and engagement to foster better learning experiences.</p

Learning resilience online through Minecraft

Children learn through experience and feedback. Paulina Haduong explores how we can support young people in learning how to productively engage in dialogue and operate as courteous digital citizens. She looks at one particular online community, Connected Camps, that offers a more positive experience for young people and takes into account users’ youth and desire to learn. Paulina is a PhD student at Harvard Graduate School of Education and an Affiliate at the Berkman Klein Center for Internet & Society at Harvard University. Her work explores the intersections of youth, education, and technology

Beyond screen time: rethinking children’s play in a digital world

The expert view is that screen time, when measured in hours, matters less than the content, context and connections associated with children’s digital engagement. How are health visitors to advise parents accordingly? Drawing on new qualitative research with UK children, parents and carers and professionals who work with children, and on a national survey of 6–17-year-olds, this article asks whether the qualities of play that apply offline can also be applied online. The findings offer a language for parents, children and health visitors to talk about, and evaluate, when and how digital play benefits or undermines children’s wellbeing

Student attitudes to games-based skills development: learning from video games in higher education

Qualitative interview data is presented in support of previously-published quantitative evidence that suggests commercial video games may be used to develop useful skills and competencies in undergraduate students. The purpose of the work described here was to document the attitudes of those students involved in the quantitative study and to explore how the game-based intervention was perceived. To this end, student attitudes to the use of specified games to develop communication skill, resourcefulness and adaptability are examined. A broadly positive perception of the games' efficacy for skills development is revealed, and the aspects of game play that students believe contribute to skills development are discussed. These aspects include the need to communicate with team mates in order to succeed, and the fluid, unpredictable nature of in-game challenges. It is suggested that while the games played an important role in skills development, interaction between students, facilitated by game play, was also a significant factor

Children’s Digital Play during the COVID-19 Pandemic: insights from the Play Observatory

The COVID-19 pandemic has had an enormous impact on many aspects of children’s day-to-day lives, including their play. Measures such as lockdowns, school and playground closures, quarantine, isolation and social distancing introduced to curb transmission have resulted in major consequences for where, when, how and with whom children can play. This article reports on interim findings from ‘The Play Observatory’, a 15-month project researching children’s play experiences during the COVID-19 pandemic. Collecting data through an online survey and online case studies, the research offers insights into ways in which children’s play has endured, adapted and responded to restrictions brought about by the pandemic. This article focuses on children’s digital play throughout this period, including examples of digital gaming, online play, social media, playful creation of digital media texts and hybrid online-offline play. Drawing on theories relating to dynamic literacies, multimodal perspectives and the Reggio Emilia concept of the ‘hundred languages’, this article examines the role of the digital in children’s contemporary play practices and the specific affordances of digital play during times of stress, uncertainty and physical distancing. The findings highlight ways in which digital play continued, adapted, evolved and reflected children’s experiences and understandings of the pandemic. The study reveals the complexity of digital play and its place within contemporary digital childhoods, troubling simplistic notions of ‘screen time’ and highlighting the increasingly blurred boundaries around digital and non-digital practices, calling for educational approaches that value digital play as significant meaning-making

Predicting Twitch.tv Donations using Sentiment Analysis

Twitch.tv streamers have a rare opportunity to receive immediate feedback from their audience through a real-time chat log that is rife with sentiment information. Tools that can help a streamer understand how they need to influence their audience can be useful in increasing the donations and subscriptions they earn. Although millions around the world stream on Twitch, only a minuscule fraction of these streamers earn a living streaming alone. This paper aimed to provide muchneeded guidance to enable more streamers to succeed. We used stream logs, known as VODs (video on demand), which can be easily accessed through Twitch’s API or web interface, and parsed these logs for chat and donation data. After normalizing the data, we performed sentiment analysis using a combination of VADER, TextBlob, and Flair algorithms. We found that chat sentiment is a useful indicator for predicting the occurrence of donations. The results have set the foundation future researchers and developers can use to create tools and further our collective understanding of stream viewer sentiment

Work in Progress: A Virtual Educational Robotics Coding Club Framework to Improve K-6 Students Emotional Engagement in STEM

The growing popularity and deployment of Internet of Things (IoT) devices has led to serious security concerns. The integration of a security operations center (SOC) becomes increasingly important in this situation to ensure the security of IoT devices. In this article, we will present a summary of IoT device security issues, their vulnerabilities, a review of current challenges to keep these devices secure, and discuss the role that SOC can bring in protecting IoT devices while considering the challenges encountered and the directions to consider when implementing a reliable SOC for IoT monitoring