2,011 research outputs found

    Youth and Digital Media: From Credibility to Information Quality

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    Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

    Understanding learning within a commercial video game: A case study

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    There has been an increasing interest in the debate on the value and relevance using video games for learning. Some of the interest stems from frustration with current educational methods. However, some of this interest also stems from the observations of large numbers of children that play video games. This paper finds that children can learn basic construction skills from playing a video game called World of Goo. The study also employed novel eye-tracking technology to measure endogenous eye blinks and eye gaze fixations. Measures of both these indicators of cognitive processing further suggested that children in the study learned to play the two video games, World of Goo and Bad Piggies. Overall, the results of the study provide further support of the potential for children to learn by playing commercial video games

    Features of iPad language applications for speech-language therapy with children

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    A dissertation submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree Master in Speech-Language PathologyBackground: Speech-Language Pathologists (SLPs) worldwide are using apps in their interventions. Despite this growing trend, there is limited literature on the use of apps for language intervention. Reports indicate that SLPs are selecting apps by word-of-mouth and popularity. One of the difficulties in evaluating apps is related to the lack of consensus about which features are important in an app when providing speech-language therapy to children. Aim: This study aimed to investigate the features of apps that SLPs regard as valuable for language intervention with children and how SLPs were using apps in their intervention. Method: The study employed an explanatory, sequential mixed-method approach using SLPs in 6 predominantly English-speaking countries. A self-developed online survey (N = 338) identifying the features of apps was distributed to SLPs who use apps. This was followed by a semi-structured interview with some participants (n = 16) in order to obtain further insights from the survey. Descriptive statistics were used to examine the survey results. Interview data were explored using thematic analysis. Findings: The findings show that SLPs view apps as an engaging and motivating tool for therapy to facilitate their intervention goals. The lack of guidelines to support SLPs in their selection of apps has contributed to the selection of apps based on popularity and word-of-mouth rather than feature matching. Findings showed that specific content and design features of apps may support effective intervention, however these features need to be carefully evaluated in terms of the underlying principles of language intervention, multimedia learning and learning. Features that may impede effective intervention must also be considered. In addition, the social and pragmatic aspects of communication must be contemplated when using apps. Conclusions: A feature-matching checklist was developed in order to assist SLPs select apps based on feature matching. The findings from the study highlight the need for SLPs to engage more deeply with the theory underlying multimedia learning so that this information can be used to contribute to evidence-based practice when using apps for intervention. This study, calls for SLPs to make a concerted effort to engage in research around apps and app use.MT201

    Os jogos como estratégia de aprendizagem para um envelhecimento ativo: co-designing, desenvolvimento e avaliação de um jogo

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    Doutoramento em Informação e Comunicação em Plataformas DigitaisCurrent demands for the Information and Communication Society often exclude certain groups either by their age, lack of participation in the labour workforce, health status or learning difficulties. In fact, active ageing and lifelong learning have been central issues for the Political Declaration and Madrid International Plan of Action on Ageing and the World’s Health Organisation. Although debate continues about the best strategies for increasing the participation of older adult citizens in economic, cultural and social affairs, few studies have addressed the potential of a game-based approach to encourage healthier habits, a sense of security and participation in society. The purpose of this mixed-method study is to assess the effectiveness of game-based learning to encourage active ageing. In this thesis, thirty-three adult learners (G0) at a University of Third Age were involved in the design process of two learning programmes (game-based learning – GBLP and computer-assisted learning – CALP). The field research deployed an array of longitudinal methods, including surveys, group discussions, and participant observation. Sixty adult learners at four Universities of Third Age were then assigned to three different groups: The Experimental Group (G1), who tested firstly the GBLP and then the CALP; The Comparison Group (G2), who tested firstly the CALP and then the GBLP; and the Control Group (G3) that did not take part in the intervention. Before and after each experiment, the participants were assessed on their perception of health-related wellbeing and quality of life, using the SF36v2 and WHOQOL-BREF scales. Semi-structured interviews with ten Subject Matter Experts from the Industry and the Educational Sector in the fields of Games, Human-Computer Interaction and Psychology and/or Ageing studies were carried out in order to get their perspective on the use of games for learning and meet the challenges of the ageing process and changes in behaviours. Findings suggest that although no significant differences between the type of experiment undertaken by each group and their health-related wellbeing and quality of life were observed, there were significant differences between the group type and their perception on mental health (F(2,57) = 3.771, p= .029) and general health-related wellbeing (F(2,57) = 5.231, p= .008) in which the GBLP showed improvements relative to the CALP. When designing such learning programme, the environment, mental and psychological wellbeing and quality of life domains should be considered whereas metamemory, immediate feedback, context-aware challenges, storytelling/bios and role-playing, imagery-based techniques and social engagement are important design factors to foster the participants’ confidence to solve daily-life problems, decrease ageing bias and encourage participation in society. Two prototypes of the learning programmes are provided as a result of the co-design sessions and a set of design recommendations are also included.As exigĂȘncias atuais que decorrem da Sociedade da Informação e Comunicação, por vezes, excluem certos grupos, quer pela idade, quer por nĂŁo fazerem parte da população ativa, quer pelo estado de saĂșde ou dificuldades de aprendizagem. De facto, o envelhecimento ativo e a aprendizagem ao longo da vida tĂȘm sido temas centrais da Declaração PolĂ­tica de Ação Internacional para o Envelhecimento de Madrid e da Organização Mundial de SaĂșde. Apesar de, recentemente, se ter verificado um interesse crescente na utilização de estratĂ©gias que visem responder aos desafios de uma sociedade envelhecida, grande parte dos estudos parece nĂŁo considerar os jogos como estratĂ©gia de aprendizagem para motivar hĂĄbitos saudĂĄveis, segurança e participação na sociedade. Trinta e trĂȘs alunos de uma Universidade SĂ©nior (G0) foram envolvidos no processo de design de dois programas de aprendizagem (baseado em jogo – GBLP e assistido por computador – CALP). O trabalho de campo teve como base os seguintes mĂ©todos longitudinais: inquĂ©rito, discussĂ”es em grupo e observação participante. Sessenta alunos de quatro Universidades SĂ©nior foram posteriormente divididos em trĂȘs grupos: Grupo Experimental (G1) que testou primeiro o GBLP e depois o CALP; Grupo de Comparação (G2) que testou primeiro o CALP e depois o GBLP; e o Grupo de Controlo (G3) que nĂŁo teve intervenção. Antes e pĂłs cada experiĂȘncia, foi avaliada a perceção sobre o bem-estar de saĂșde e qualidade de vida, utilizando as escalas SF36v2 e WHOQOL-BREF. Entrevistas semiestruturadas foram tambĂ©m concretizadas com dez especialistas da Academia e IndĂșstria nas ĂĄreas dos Jogos, Interação Homem-MĂĄquina, Psicologia e Envelhecimento, de modo a obter as suas perspetivas sobre o uso de jogos e mudanças comportamentais e envelhecimento ativo. Os resultados sugerem que embora nĂŁo tenham sido encontradas diferenças estatisticamente significativas entre grupos sobre o estado de bem-estar sobre saĂșde e qualidade de vida, verificaram-se diferenças entre cada grupo e perceção sobre a saĂșde mental (F (2,57) = 3.771, p = .029) e bem-estar geral (F (2,57) = 5,231, p = 0,008) em que GBLP foi eficaz em relação ao CALP. Relativamente ao design de jogos, os fatores ambiente, bem-estar mental e psicolĂłgico dos domĂ­nios de bem-estar e qualidade de vida devem ser considerados, enquanto os fatores de design como metamemĂłria, feedback imediato, desafios adaptados ao contexto, narrativa e bios dos personagens, imagĂ©tica e engagement social sĂŁo importantes para aumentar a confiança dos participantes na resolução de problemas do dia-a-dia, diminuir o medo de envelhecer e incentivar a participação na sociedade. Dois protĂłtipos que resultam das sessĂ”es de co-design sĂŁo apresentados tais como um conjunto de recomendaçÔes para o seu desenvolvimento

    Affect in the Classroom: A Psychoanalytic and Cultural Exploration of Social and Emotional Learning

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    This dissertation explores the contemporary educational construct known as Social and Emotional Learning, or SEL. It investigates how the child, the teacher and the relationship between children and teachers are figured in the SEL-managed classroom. The dissertation also examines the extent to which SEL is produced by, and productive of, culture, as well as what becomes of negative and unruly affect in the context of SEL. The dissertation triangulates data from Critical Discourse Analysis of selected SEL materials, classroom observations in two different public school elementary school classrooms, and interviews with participating teachers. A combination of Kleinian psychoanalysis and affect theory are drawn on as a theoretical frame. The dissertation argues that SEL figures the child as someone feral and in need of external control, which can be provided by the teacher as knowing subject and emotional expert. Further, analysis shows that SEL contributes to and is influenced by an ongoing cultural disavowal of race, class, sex, and the body in the childhood classroom. Finally, the dissertation argues that SEL contributes to a phenomenon called hegemonic positivity, refusing to take seriously the lessons and possibilities constituted within negative affect and conflict

    Investigating the Transfer of Metacognition to Domains Distinct From Mathematics

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    The purpose of the present research was to investigate the transfer of metacognition from mathematics to other domains for a post-secondary population. A systematic literature review revealed potential transferability for metacognitive strategic knowledge, metacognitive planning, monitoring, and debugging. Mevarech and Kramarksi’s (1997) IMPROVE model was modified to incorporate the explicit instruction of transfer and then used as the metacognitive intervention for a beginner-level calculus course at the University of Windsor. This occurred over a period of five weeks with n = 90 participants for each of the experimental and control groups. A concurrent, triangulated mixed-method research design was employed to assess metacognition and self-regulated learning: metacognition was assessed quantitatively using Schraw and Dennison’s (1994) Metacognitive Awareness Inventory; recordings of participants’ conversations (i.e., “in-course data”) and recordings of post-intervention interviews with select participants (i.e., “interview data”) constituted the qualitative data. In-course data employed the use of quantitative (i.e., frequency-counting and graphical presentation of the data) and qualitative (i.e., thematic) analyses; interview data employed the use of thematic analysis. Data were collected and analysed separately before being integrated during the interpretation of data. Transfer of metacognitive strategic knowledge, self-regulation, general learning, and metacognitive regulation (i.e., planning, monitoring, and debugging) into near, far, immediate, and some delayed contexts was affirmed. Analysis of the evidence identified the necessity of novel, difficult contexts to facilitate advanced metacognitive behaviours. The necessary incorporation of metacognition into routine learning experiences was affirmed to facilitate transfer into delayed contexts. The interview, intended as an instrument of metacognition, also operated as an intervention itself. Recommendations for future study are included

    Spontaneous Communities of Learning: Cooperative Learning Ecosystems Surrounding Virtual Worlds

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    This thesis is the culmination of a five year research project exploring online gamers and the cultures they engage with, both virtually in the many massively multiplayer games and virtual worlds online, and in the physical spaces they inhabit in various play spaces around the world. The primary research questions concerned social learning in such spaces, i.e. how do players learn from one another what they need to be successful, and what are the associated norms and practices for doing so? What sorts of peripheral skills are gained, and are they applicable to physical world contexts? Finally, what does participation in such spaces mean for individuals who may have lacked other mechanisms for social learning, and what impacts might such findings have on existing educational structures? I anticipate that this thesis will generate as many questions as it will answer, and I hope, that as a snapshot of a gaming culture in time, will be looked upon as a monograph in the classic ethnographic tradition

    Multimedia Technologies\u27 Influence on Language Acquisition in English Language Learners

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    English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students

    The Development of the Numeracy Apprehension Scale for Children Aged 4-7 Years: Qualitative Exploration of Associated Factors and Quantitative Testing

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    Previous psychological literature has shown mathematics anxiety in older populations to have an association with many factors, including an adverse effect on task performance. However, the origins of mathematics anxiety have, until recently, received limited attention. It is now accepted that this anxiety is rooted within the early educational years, but research has not explored the associated factors in the first formal years of schooling. Based on previous focus groups with children aged 4-7 years, ‘numeracy apprehension’ is suggested in this body of work, as the foundation phase of negative emotions and experiences, in which mathematics anxiety can develop. Building on this research, the first piece of research utilized 2 interviews and 5 focus groups to obtain insight from parents (n=7), teachers (n=9) and mathematics experts (n=2), to explore how children experience numeracy and their observations of children’s attitudes and responses. Thematic and content analysis uncovered a range of factors that characterised children’s numeracy experiences. These included: stigma and peer comparisons; the difficulty of numeracy and persistent failure; a low sense of ability; feelings of inadequacy; peer evaluation; transference of teacher anxieties; the right or wrong nature of numeracy; parental influences; dependence on peers; avoidance and children being aware of a hierarchy based on numeracy performance. Key themes reflected the focus group findings of children aged 4-7 years. This contributed to an item pool for study 2, to produce a first iteration of the Numeracy Apprehension Scale (NAS) that described day-to-day numeracy lesson situations. This 44-item measure was implemented with 307 children aged 4-7 years, across 4 schools in the U.K. Exploratory factor analysis led to a 26-item iteration of the NAS, with a 2-factor structure of Prospective Numeracy Task Apprehension and On-line Number Apprehension, which related to, for example, observation and evaluation anxiety, worry and teacher anxiety. The results suggested that mathematics anxiety may stem from the initial development of numeracy apprehension and is based on consistent negative experiences throughout an educational career. The 26-item iteration of the NAS was further validated in study 3 with 163 children aged 4-7 years, across 2 schools in the U.K. The construct validity of the scale was tested by comparing scale scores against numeracy performance on a numeracy task to determine whether a relationship between scale and numeracy task scores was evident. Exploratory factor analysis was again conducted and resulted in the current 19-item iteration of the NAS that related to a single factor of On-line Number Apprehension. This related to the experience of an entire numeracy lesson, from first walking in to completing a task and was associated with, for example, explaining an answer to the teacher, making mistakes and getting work wrong. A significant negative correlation was observed between the NAS and numeracy performance scores, suggesting that apprehensive children demonstrate a performance deficit early in education and that the NAS has the potential to be a reliable assessment of children’s numeracy apprehension. This empirical reinforces that the early years of education are the origins of mathematics anxiety, in the form of numeracy apprehension
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