Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Psychological principles of successful aging technologies: A mini-review

Based on resource-oriented conceptions of successful life-span development, we propose three principles for evaluating assistive technology: (a) net resource release; (b) person specificity, and (c) proximal versus distal frames of evaluation. We discuss how these general principles can aid the design and evaluation of assistive technology in adulthood and old age, and propose two technological strategies, one targeting sensorimotor and the other cognitive functioning. The sensorimotor strategy aims at releasing cognitive resources such as attention and working memory by reducing the cognitive demands of sensory or sensorimotor aspects of performance. The cognitive strategy attempts to provide adaptive and individualized cuing structures orienting the individual in time and space by providing prompts that connect properties of the environment to the individual's action goals. We argue that intelligent assistive technology continuously adjusts the balance between `environmental support' and `self-initiated processing' in person-specific and aging-sensitive ways, leading to enhanced allocation of cognitive resources. Furthermore, intelligent assistive technology may foster the generation of formerly latent cognitive resources by activating developmental reserves (plasticity). We conclude that `lifespan technology', if co-constructed by behavioral scientists, engineers, and aging individuals, offers great promise for improving both the transition from middle adulthood to old age and the degree of autonomy in old age in present and future generations. Copyright (C) 2008 S. Karger AG, Basel

Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness

A new 20-year study shows a link between children's social skills in kindergarten and their well-being in early adulthood.Researchers from Pennsylvania State and Duke Universities analyzed what happened to nearly 800 kindergarteners from four locations after their teachers measured their social competency skills in 1991. The children were evaluated on a range of social behaviors, such as whether they resolve peer problems, listen to others, share materials, cooperate, and are helpful. Each student then received a composite score representing his or her overall level of positive social skills/behavior, on a scale from ("not at all") to 4 ("very well"). The research team monitored these students and the positive and negative milestones each obtained until they turned 25.Using a variety of data sources, including official records; reports from parents; and self-reporting by the participants, researchers recorded whether the students obtained high school diplomas, college degrees, and full-time jobs. They also kept track of whether students developed a criminal record or substance abuse problems, among other negative outcomes

Review of research and evaluation on improving adult literacy and numeracy skills

The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions

How to avoid cooling out? Experiences of young people in their transitions to work across Europe

In this working paper the authors investigate the active engagement of young women and men in shaping their transitions from school to work. How do they navigate through increasingly flexible and risk-laden transition systems? What strategies do they apply to develop and maintain learning motivation or to cope with de-motivation? The research was conducted with funding from the EUs Fifth Framework Programme and involves research teams from Denmark, East and West Germany, Great Britain (Northern Ireland), Ireland (Republic), Italy, the Netherlands, Portugal, Romania and Spain. Under the title "Youth Policy and Participation. Potentials of Participation and Informal Learning for Young People\u27s Transitions to the Labour Market" it investigates how young people use programmes and training measures which define active participation and the involvement of participants as essential for their approach towards young people. (Author)In diesem Arbeitspapier untersuchen die AutorInnen das aktive Engagement junger Frauen und Männer in der Gestaltung ihrer Übergänge von der Schule in den Beruf. Wie navigieren sie durch zunehmen flexibilisierte und risikobehaftete Übergangssysteme? Welche Strategien wenden sie an, um Lernmotivation zu entwickeln und aufrechtzuerhalten? Und wie gehen sie mit demotivierenden Erfahrungen um? Das zugrundeliegende Forschungsprojekt wurde finanziert mit Mitteln aus dem 5. Rahmenforschungsprogramm der EU. Beteiligt waren Forschungsteams aus Dänemark, Deutschland (Ost und West), Großbritannien (Nordirland), Irland, Italien, den Niederlanden, Portugal, Rumänien und Spanien. Unter dem Titel "Jugendpolitik und Partizipation. Potenziale von Partizipation und informellem Lernen für die Übergänge junger Menschen in den Arbeitsmarkt" untersucht das Projekt, wie Jugendliche und junge Erwachsene Unterstützungs- und Trainingsmaßnahmen nutzen, die aktive Beteiligung und Mitbestimmung der TeilnehmerInnen zum zentralen Bestandteil ihres Arbeitskonzeptes machen. (Autor

Towards Learning ‘Self’ and Emotional Knowledge in Social and Cultural Human-Agent Interactions

Original article can be found at: http://www.igi-global.com/articles/details.asp?ID=35052 Copyright IGI. Posted by permission of the publisher.This article presents research towards the development of a virtual learning environment (VLE) inhabited by intelligent virtual agents (IVAs) and modeling a scenario of inter-cultural interactions. The ultimate aim of this VLE is to allow users to reflect upon and learn about intercultural communication and collaboration. Rather than predefining the interactions among the virtual agents and scripting the possible interactions afforded by this environment, we pursue a bottomup approach whereby inter-cultural communication emerges from interactions with and among autonomous agents and the user(s). The intelligent virtual agents that are inhabiting this environment are expected to be able to broaden their knowledge about the world and other agents, which may be of different cultural backgrounds, through interactions. This work is part of a collaborative effort within a European research project called eCIRCUS. Specifically, this article focuses on our continuing research concerned with emotional knowledge learning in autobiographic social agents.Peer reviewe

Pathway to Successful Young Adulthood

The Pathway to Successful Young Adulthood assembles a wealth of findings from research, practice, theory, and policy about what it takes to improve the lives of children, youth and families, particularly those living in tough neighborhoods. By laying out a comprehensive, coherent array of actions, the Pathway informs efforts to improve community conditions within supportive policy and funding contexts. The Pathways framework does not promote a single formula or program. Rather, our emphasis is on acting strategically across disciplines, systems, and jurisdictions to increase the number of young people who make a successful transition to young adulthood. The Pathway provides a starting point to guide choices made by community coalitions, services providers, researchers, funders, and policymakers to achieve desired outcomes for young people and their families