Children coping with COVID-19: Intersectional understandings of film and media access in a crisis

As a result of the global COVID-19 pandemic and resulting lockdowns across the world, digital access has become paramount, as most aspects of education have moved online. Drawing together five case studies located in South Africa, Argentina, the Netherlands, India and Ethiopia, this article assesses the role of film education during the COVID-19 pandemic, with a specific focus on the impacts of digital access. We examine multimodal forms of film education, and how these were used to inform, entertain and educate children during the crisis by the varying work undertaken by the organizations. Applying theories of intersectionality, we address the need for context-specific approaches to film education, focusing upon the impact that the societal and individual contexts had on the dissemination of film education in each country

Individual differences in implicit learning abilities and impulsive behavior in the context of Internet addiction and Internet Gaming Disorder under the consideration of gender

Introduction: In three consecutive studies, we aimed to investigate the relationship between problematic Internet use (PIU), Internet Gaming Disorder (IGD) and implicit learning abilities, and impulsivity/risk-taking among online video gamers and control participants. Methods: In study 1, male visitors, recruited at the “Gamescom” in Cologne (2013), filled in a short version of the Internet Addiction Test (s-IAT), the Online Gaming Addiction Scale (OGAS), and completed an experimental task to assess implicit learning abilities. In study 2, a group of WoW gamers and control participants completed the same set up, in order to replicate the results of study 1. Study 3 used a modified version of the experiment to measure impulsivity/risk-taking in a group of healthy participants. Results: In study 1, results revealed a significant negative correlation between the s-IAT score and the measure of implicit learning among male Gamescom participants. In study 2, the s-IAT and WoW addiction scores were negatively correlated with implicit learning only in male WoW players, which mirrors the results from study 1. In study 3, the OGAS score was positively correlated with the experimental measure of impulsivity/risk-taking. Conclusion: In the current research project, deficient implicit learning was linked to PIU only in male participants with (a tendency towards) IGD. These findings might help to disentangle some opposing results on this relationship, when considering the gender of participants. Furthermore, higher risk-taking tendencies were associated with IGD among healthy participants, thus, suggesting the potential of risk taking as a predictor of IGD in a non-gamer population