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Results of building scales. The first line for each scale shows the results for the data set of the current study. The second line in italics shows the results for the data set of the pre-pandemic study (if possible).
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![Figure 1. Theory of Planned Behavior, figure adapted from [44].](publication/380801237/figure/fig1/AS:11431281246796891@1716472753842/Theory-of-Planned-Behavior-figure-adapted-from-44_Q320.jpg)
This study examines the development of pre-experiences with digital media at school and in university, creating and entertainment-oriented media use and attitudes towards digital media in the classroom among students in the first three years of study, particularly those enrolled in science courses, in times of the COVID-19 pandemic. Using a questio...
Citations
... Another study of community college students found that while students expect a certain level of technology integration in their courses, their satisfaction is not as strongly tied to the number of technological resources used, as popular opinion might suggest (Crocker & Mazer, 2019). This is particularly relevant due to the rise of a new class of students known as digital natives (Henne et al., 2024), who may most likely have different skill sets and expectations regarding technology platforms. As these students engage with these technological tools and platforms, educators (academics) need to familiarise themselves with them (Piersiala, 2023) because they bring unique skills and expectations to their educational journeys. ...
... They recognised the importance of using various digital platforms to enhance teaching and learning, ensuring that these tools meet students' needs and facilitate engagement and skill development. Although they understood the emergence of a new cohort of digital natives who are knowledgeable about using technology to source information online as they (students) most likely have different skill sets and expectations regarding technology platforms (Henne et al., 2024), they (academics) felt the need to guide these students by identifying relevant information from the vast array of available online resources to optimise their learning outcomes. ...
Traditionally, academics in higher education relied on lectures, seminars, and textbooks for face-to-face instruction. However, technology integration in education has transformed the landscape, enhancing engagement, active learning, and personalised instruction, prompting academics to rethink their teaching methods. Anchored in social constructivist theory, our study explores how students’ technological learning preferences impact academics’ professional identities. Data from semi-structured interviews with nine academics at the University of the Free State, South Africa, selected through convenience and purposive sampling, were coded and thematically analysed. Our study found that although technology provides innovative curriculum design and collaborative learning benefits as students engage with diverse web-based platforms for personalised learning, academics must reassess their teaching approaches by iteratively balancing traditional and technological approaches. They thereby shift from being knowledge transmitters to learning facilitators, despite their limited digital literacy skills. Therefore, we recommend that all higher education stakeholders and web-based companies work together on practical professional development and mentorship programs. These programs will focus on improving academics’ skills in digital literacy and innovation skills relevant to web-based learning spaces.
... more they consider themselves "experts" in the field of technology, claiming an extensive use of technological devices among their peers [2]. Children born into a digitalized world have been defined as "digital natives"; however, this does not guarantee that they will automatically develop digital skills, nor that their behavior toward digital devices will not be negatively influenced [3]. It is unclear if the (ab)use of such devices can actually be considered as part of an "addictive" behavior [4]: technology allows to log in social networks for chatting or gaming activities, videos watching, and music listening, but nowadays, working and educational aspects should also be considered. ...
Background: The impact of prolonged digital device exposure on physical and mental health in children has been widely investigated by the scientific community. Additionally, the lockdown periods due to the COVID-19 pandemic further exposed children to screen time for e-learning activities. The aim of this systematic review (PROSPERO Registration: CRD42022315596) was to evaluate the effect of digital device exposure on children’s health. The impact of the COVID-19 pandemic was additionally explored to verify the further exposure of children due to the e-learning environment. Methods: Available online databases (PubMed, Google Scholar, Semantic Scholar, BASE, Scopus, Web of Science, and SPORTDiscus) were searched for study selection. The PICO model was followed by including a target population of children aged 2 to 12 years, exposed or not to any type of digital devices, while evaluating changes in both physical and mental health outcomes. The quality assessment was conducted by using the Joanna Briggs Institute (JBI) Critical Appraisal Tool. Synthesis without meta-analysis (SWiM) guidelines were followed to provide data synthesis. Results: Forty studies with a total sample of 75,540 children were included in this systematic review. The study design was mainly cross-sectional (n = 28) and of moderate quality (n = 33). Overall, the quality score was reduced due to recall, selection, and detection biases; blinding procedures influenced the quality score of controlled trials, and outcome validity reduced the quality score of cohort studies. Digital device exposure affected physical activity engagement and adiposity parameters; sleep and behavioral problems emerged in children overexposed to digital devices. Ocular conditions were also reported and associated with higher screen exposure. Home confinement during COVID-19 further increased digital device exposure with additional negative effects. Conclusions: The prolonged use of digital devices has a significant negative impact on children aged 2 to 12, leading to decreased physical activity, sleep disturbances, behavioral issues, lower academic performance, socioemotional challenges, and eye strain, particularly following extended online learning during lockdowns.
