The goal of this study is to contribute to the growing literature on games and learning. We will discuss results from an exploratory study where we asked gamers’ opinions about learning in games. The data was collected as part of a larger survey study on a variety of topics about games (N = 769). Four themes emerged from the data: 1) players learn about and from game mechanics, 2) players learn from game narratives, 3) players learn from each other, and 4) players learn by becoming interest ed in an in-game topic and expand their knowledge by studying outside resources.
From the perspective of self-determination theory, this study investigated the motivations for children’s Internet use by examining how basic psychological need satisfaction, perceived online and perceived in daily real life, affects children’s Internet use outcomes. A total of 637 elementary school students from China took participated in this study. The results from structural equation modeling showed that need satisfaction perceived online predicted higher levels of Internet use and more positive affect experienced online, whereas need satisfaction perceived in daily real life predicted less time spent online, less negative affect, and more positive affect. Both inherent properties of the experiences provided by the Internet and children’s social backgrounds contribute to Internet use outcomes. This study supports self-determination theory in explaining children’s Internet use motivations. Implications for efforts to encourage appropriate Internet use and directions for future research are discussed.
Interest in using digital games for formal education has steadily increased in the past decades. When it comes to actual use, however, the uptake of games in the classroom remains limited. Using a contextual approach, the possible influence of factors on a school (N = 60) and teacher (N = 409) level are analyzed. Findings indicate that there is no effect of factors on the school level whereas on a teacher level, a model is tested, explaining 68% of the variance in behavioral intention, in which curriculum-relatedness and previous experience function as crucial determinants of the adoption intention. These findings add to previous research on adoption determinants related to digital games in formal education. Furthermore, they provide insight into the relations between different adoption determinants and their association with behavioral intention.
Throughout the past decade, web-based teaching and learning have experienced tremendous growth. Yet, research aimed at evaluating determinants of student learning outcomes in online courses is lagging behind. The majority of studies of online student participation have focused on the use of discussion board or other common communication areas. Little attention has been paid to the role time spent online plays in affecting academic performance of college students. The objective of this study was to estimate the relative importance of time spent online, prior grades, and demographic characteristics of students in terms of their academic performance in online sociology courses. Using a multinomial logistic model, the current study examined the odds of attaining one grade versus another depending on the amount of effort and controlling for gender, major, and year in school. Results suggest that among the effects examined in the study, time spent online and previous achievement matter the most.
Participant teacher’s attitude towards Internet use was analyzed and interpreted according to the variables of gender, years on the job, type of school at which they are teaching, and duration of their weekly Internet use. It was seen that a vast majority of the teachers have personal computers, they connect to Internet at home and have positive attitude towards Internet use. It was also seen that female teachers have more positive attitude than male teachers in use of Internet for social interaction and communication.
I recently got the chance to get away from my desk for a few days and I used the opportunity to get in some hiking in the nearby high country. At one point I stopped for a rest on the bank of a mountain stream.
I’m continuing to explore the concept of digital literac(ies) as it pertains, in particular, to adults and working professionals. This is not to undervalue the importance of this concept and the work around it related to public-school education and policy. But my professional interest is in how “literacy” plays out in expanding the continuing development of adults and working practitioners.
Computer and Internet technology continues to influence people’s lives, especially those of adolescents. The aim of this study was to explore the association between Internet use and adolescents’ lifestyles. With data from a cross-sectional survey conducted in China in 2009, a model revealing the effects of Internet use on adolescents’ lifestyles was established from a series of hierarchical regression analyses. The model shows that certain Internet habits, such as excessive online time, accessing the Internet in an Internet bar, and using the Internet for catharsis, are related to poor lifestyle habits in adolescents; however, using the Internet for purposes such as gaining knowledge and finding information positively predicts healthy lifestyles in adolescents. Implications regarding the relationship between Internet use and the lifestyles of adolescents are discussed.
As a guy who delivers two-day #edtech workshops during my breaks from full-time classroom teaching, I’m often asked the same questions again and again: How can teachers use technology to motivate students? (via @wrubens)
Evidence for this group has been found in nationally representative surveys, where around 10% of young people (aged 17–23) define themselves as lapsed Internet users. That is, they used to use the Internet but no longer do so (OxIS, 2011).
John leeds takes a TED talk on design for people as his starting point for a discussion of the design of education. He contrasts formal education with MOOC-based education, seeming to suggest, mistakenly, that with MOOCs Open Distance Education started. And then he discusses a number of outstanding key questions, such as whether MOOCs have entry requirements, whether connectivist or instructvist learning through MOOCs beter meets peoples wishes, and what is the goal of education. (peter sloep)
On March 20th - 22nd 2013, UCSIA is organizing ‘Youth 2.0: Connecting, Sharing and Empowering? Affordances, Uses and Risks of Social Media’, an international, multidisciplinary scientific workshop at the University of Antwerp, Belgium.
This two-day workshop will investigate a number of relevant questions related to children’s, adolescents’ and emerging adults’ use of social media in general and social network sites in particular.
This international meeting consists of keynote lectures, presentations in parallel sessions and debates by senior and junior scholars. The aim is to offer scholars a platform to present their research and exchange thoughts about their research findings.
The event is centered around four main themes: 'identity construction', 'social relations', 'interests at stake' and 'supporting and empowering'. These topics, but also the keynote presentations and submission guidelines, are summarized in this website and our call for papers.
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