Designing Playful Games and Applications to Support Science Centers Learning Activities

In recent years there has been a renewed interest on science, technology, engineering, and mathematics (STEM) education. Following this interest, science centers\u27 staff started providing technology enhanced informal STEM education experiences. The use of well-designed mobile and ubiquitous forms of technology to enrich informal STEM education activities is an essential success factor. The goal of our research is to investigate how technology applications can be better used and developed for taking full advantage of the opportunities and challenges they provide for students learning about STEM concepts. In our approach, we have conducted a series of interviews with experts from science center curating and outdoor learning activities development, with the final goal of exploring and improving current learning environments and practices. This paper presents the development of set of design considerations for the development of STEM games and applications of young students. An initial set of best practices was first developed through semi-structures interviews with experts; and afterwards, by employing content analysis, a revised set of considerations was obtained. These results are useful for STEM education teachers, curriculum designers, curators and developers for K-12 education environments

EmoForm: capturing children's emotions during design based learning

Emotions can greatly influence the learning process. This paper presents EmoForm, a lesson based retrospective self-report tool for capturing children's emotion changes over time during Design Based Learning (DBL). So far, emotions have received little attention from the constructivist learning research community (e.g. Maker education, DBL, project based learning). Based on existing approaches for recording emotions and a model of DBL, we constructed EmoForm. We evaluated this instrument during a three month-long DBL project at a local school that involved 30 children aged 13-14. Data from 433 completed forms indicate that children are able to use this instrument to capture emotions associated with DBL experiences they engaged in. Our analysis of this data demonstrates that Emoform can help gain meaningful insights for practitioners and researchers regarding children's experience of learning through design-based projects

Proceedings of CrossMMLA in practice: Collecting, annotating and analyzing multimodal data across spaces co-located with 10th International Learning and Analytics Conference (LAK 2020)

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An international perspective on Facebook intrusion

Facebook has become one of the most popular social networking websites in the world. The main aim of the study was to present an international comparison of Facebook intrusion and Internet penetration while examining possible gender differences. The study consisted of 2589 participants from eight countries: China, Greece, Israel, Italy, Poland, Romania, Turkey, USA. Facebook intrusion and Internet penetration were taken into consideration. In this study the relationship between Facebook intrusion and Internet penetration was demonstrated. Facebook intrusion was slightly negatively related to Internet penetration in each country