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Generation M2: Media in the Lives of 8–18 Year-Olds
... A raising proportion of children and adolescents spend their time with screened devices like smart phones, tablets and gaming consoles (Twenge et al. 2019) [23] , that raise concern on the consequences of screen time on the healthy relationship among parents, health professionals and educators (Kardaras 2017) [11] . Media occupies the life of adolescents that makes them busy in television, videogames and internet browsing (Rideout et al. 2010) [19] . Screen time is the term used to describe the duration and variety of online activities carried out via digital devices (Data Reportal, 2020) [12] . ...
... A raising proportion of children and adolescents spend their time with screened devices like smart phones, tablets and gaming consoles (Twenge et al. 2019) [23] , that raise concern on the consequences of screen time on the healthy relationship among parents, health professionals and educators (Kardaras 2017) [11] . Media occupies the life of adolescents that makes them busy in television, videogames and internet browsing (Rideout et al. 2010) [19] . Screen time is the term used to describe the duration and variety of online activities carried out via digital devices (Data Reportal, 2020) [12] . ...
... Screen Time (ST), is the total time spent on social media, television, games, browsing, etc., should be less than 2 hours a day for all those who are more than 2 years old (American Academy of Paediatrics 2001). Research inferences identify that the media consumption of children and adolescents is 7 hours a day on an average (Rideout et al. 2010) [19] . ...
... The possible reasons for divergence from academics include social media (Tang & Patrick, 2018) and entertainment related programs like playing video games (Barak, Lipson & Lerman, 2006;Fried, 2008;Tang & Patrick, 2018) and watching movies (Barak, Lipson & Lerman, 2006). Social media use also increases particular among children and teenagers (Rideout, et al., 2010). Rideout et al. (2010) and Strasburger, et al. (2010) argue that around 8 hours per day are spent in using social media by adolescents and it increases to 11 hours when media multitasking is considered. ...
... Social media use also increases particular among children and teenagers (Rideout, et al., 2010). Rideout et al. (2010) and Strasburger, et al. (2010) argue that around 8 hours per day are spent in using social media by adolescents and it increases to 11 hours when media multitasking is considered. All these activities result in wastage of precious time of students leading to academic inefficiency. ...
... Tang and Patrick (2018) argue that the use of social media is higher among girls and boys spend more time playing video games. Lenhart (2015) and Rideout et al. (2010) provide evidence of more time spent by females than males talking and texting on the cell phone and interacting social media. However, males are found spending more time playing video games. ...
During the last one decade, computer technology has diffused very rapidly in the emerging economies. Similarly, social media use is widely used across the globe including developing and developed countries. The present research article investigates to what extent the laptop computer and social media use has impacted student achievement in universities. The study has estimated the impacts on the bases of gender, degree, rural-urban students and residential status as well. The study is based on the cross-sectional data collected from one of the largest universities of Pakistan, being the emerging economy. Based on the estimates of logit model, we found that a 1% increase in using laptop computers for academic research and assignments causes a 0.36% increased probability of spending 5+ academic work hours whereas playing computer games and using social media are associated with a declining probability of 5+ academic work hours by 0.05% and 0.03% respectively. Probability of getting high CGPA increases by 0.09% for an increase in using laptop computer for academic tasks. Playing computer games and using social media were found declining probability of getting high CGPA score.
... Digital games (also known as video or computer games) occupy a central place in the lives of children and adolescents and are considered a favorite activity (Bochicchio et al., 2022;McGonigal, 2011;Rideout et al., 2010;Robidoux et al., 2019;Sabirli and Coklar, 2020). The rapid development of numerous digital games and the availability of platforms for playing them (personal computers, tablets, consoles, smartphones, etc.) have led to an increase in the proportion of child and adolescent players (Bochicchio et al., 2022;Rideout, 2021;Rideout et al., 2010;Smahel et al., 2020;Van Petegem et al., 2019). ...
... Digital games (also known as video or computer games) occupy a central place in the lives of children and adolescents and are considered a favorite activity (Bochicchio et al., 2022;McGonigal, 2011;Rideout et al., 2010;Robidoux et al., 2019;Sabirli and Coklar, 2020). The rapid development of numerous digital games and the availability of platforms for playing them (personal computers, tablets, consoles, smartphones, etc.) have led to an increase in the proportion of child and adolescent players (Bochicchio et al., 2022;Rideout, 2021;Rideout et al., 2010;Smahel et al., 2020;Van Petegem et al., 2019). Children as young as 2-4 years old engage with computers (Wood et al., 2016), and the time spent playing digital games increases consistently as they mature (Bochicchio et al., 2022;Smahel et al., 2020). ...
Parent–child interactions during joint play usually involve parental scaffolding, with the more skilled parent playing a more competent role by supporting the child’s learning and goal achievements. Parental scaffolding can promote children’s learning skills and contribute to their development in many areas. However, in the unique context of computer games, children are frequently more skilled or feel more skilled than their parents. This situation raises the question of whether a parent–child joint computer game interaction can still be viewed in terms of parental scaffolding of any type; and if not, to understand the nature of the parent–child interaction in the context of this medium. Observations of 20 dyads of mothers and elementary school-aged children playing computer games yielded a three phase model describing the interaction: (1) initial interaction, wherein they assume the roles of the child-player and mother-spectator; (2) struggles between mother and child; and (3) ultimate resolution through various forms of cooperation and participation. The findings indicate that the nature of the medium and mothers’ feelings of having lower skill and competence than their children often prevented them from scaffolding the specific task (the computer game played). This study demonstrates the conditions required for maternal scaffolding and expands our understanding of this developmental process in the context of computer games.
... For a time, the notion that digital natives [17], also called "Gen M" (for multimedia) [19] or "Net Gen" [17,19,22], are capable of switching tasks [8,15,18] prevailed until other researchers started to level this assumption. Digital natives are technology-savvy and carry out many of their activities on the web [18]. ...
... For a time, the notion that digital natives [17], also called "Gen M" (for multimedia) [19] or "Net Gen" [17,19,22], are capable of switching tasks [8,15,18] prevailed until other researchers started to level this assumption. Digital natives are technology-savvy and carry out many of their activities on the web [18]. ...
Commonly attributed to digital natives is the ability to quickly, yet effectively, shift from one task to another. However, several works have debunked this assumption by showing that multitasking even among digital natives led to poor learning performance and productivity. Our aim is to provide a tool to help digital natives be self-aware of desirable, while curbing undesirable, learning behaviors. Our tool is infused with self-annotation and feedback mechanisms that allow students to reflect upon their entire learning history. Our results indicate that the annotation process with the tool helped students understand their learning behaviors better and identify ways in which their behaviors can be improved.
... Alan yazında yapılan çalışmalara bakıldığında özellikle 10-19 yaş arasındaki ergenlerin aşırı oyun oynama davranışı sergiledikleri görülmektedir (Greenberg ve diğerleri., 2010;Rideout, Foehr & Roberts, 2010). Dijital oyun oynamak aslında çok zararlı bir durum değildir. ...
... Considering the studies in the literature, it is seen that adolescents, especially between the ages of 10-19, exhibit excessive gaming behavior (Greenberg et al., 2010;Rideout, Foehr, & Roberts, 2010). For this reason, the study was conducted with university students. ...
Riskli davranışlar, bireylerin yaşamlarını olumsuz yönde etkileyen ve birey-çevre ilişkisi için risk içeren durumlardır. Riskli durumlara maruz kalma zamanla bireylerde bağımlılığa neden olabilmektedir. Günümüzde gençler arasında en yaygın görülen riskli davranışlardan biri de dijital oyun bağımlılığıdır. Bu çalışmada öğrencilerin dijital oyun bağımlılığı ile ilgili farkındalıklarının geliştirilmesi amaçlanmıştır. Çalışma grubu, 2023-2024 eğitim öğretim yılında Aydıntepe Meslek Yüksekokulunda öğrenim gören önlisans öğrencilerinden oluşmaktadır. Bu çalışma kapsamında öncelikle üniversite öğrencilerinin dijital oyun bağımlılığı farkındalıkları tespit edilmiş daha sonra bu konuda eğitim verilerek bağımlılığa ilişkin farkındalık kazandırmak amaçlanmıştır. Çalışmada nicel araştırma yöntemlerinden tek grup ön test-son test deneysel desen kullanılmıştır. Dijital oyun bağımlılığı farkındalığı düşük olan öğrencilere yapılan eğitim sonrasında farkındalıklarının orta düzeye yükseldiği ve bunun istatistiksel açıdan anlamlı olduğu tespit edilmiştir.
... A utilização da Internet pelos jovens tem-se revelado um fenómeno omnipresente, com implicações profundas nas suas vidas sociais, educacionais e emocionais. Estudos indicam que a maioria dos jovens acede à Internet diariamente, utilizando-a para uma variedade de atividades, desde o entretenimento e socialização até à realização de trabalhos escolares e a procura de informação (Rideout et al., 2010). ...
O capítulo aborda a complexidade das opressões enfrentadas por jovens mulheres no ambiente digital, destacando como a misoginia, o racismo e o ódio online perpetuam e amplificam desigualdades so-ciais. Explora a misoginia online através de comentários humilhantes, ameaças de violência sexual e body shaming, afetando a dignidade das mulheres. As jovens de minorias racializadas enfrentam discriminação dupla, resultando em abusos específicos, como a misoginoir. A norma-lização dessas formas de ódio é facilitada pela manosfera, anonimato online e falta de regulação. Destaca-se a resiliência das mulheres e estratégias de resistência, como criação de espaços seguros, ativismo digital e advocacia por políticas rigorosas.
... Young people's proximity to technology and their intensity in recreational use support this attitude differentiation (Jones & Shao, 2011). At the same time, the use of media and digital technologies for daily entertainment contributes to reinforcing attitudes toward technology (Rideout et al., 2010;Livingstone, 2008). As a result, recreational use of digital technology increases individuals' digital skills and positive attitudes towards technology, supporting young people's affinity for technology and attitude differentiation. ...
Video magazines can make students' learning experience more effective by adding a different dimension to the learning process. This learning experience can create changes in students' attitudes and behaviors. This study aimed to investigate the impact of video magazines in the experimental group. It printed magazines in the control group on middle school pupils' academic performance and attitudes toward digital technology. The research study group comprises 5th-grade children enrolled in a state-affiliated secondary school in the Arnavutköy district of Istanbul during the academic year 2023-2024. One of the two identical fifth-grade classes at the school was designated as the control group, while the other was given the experimental group. Both the control group and the experimental group consisted of 27 students each. The study employed a quasi-experimental approach and used quantitative analysis protocols. An examination of the accomplishment test revealed a notable disparity in the post-test scores between the experimental and control groups. Consequently, it was concluded that the experimental group received instruction using video magazines and achieved superior scores. Upon analysis of the post-tests of the attitude scale between the experimental and control groups, a notable disparity was observed in the sub-dimensions of "social networks," "instructional technology use," "technology for personal use," and "use for entertainment purposes." The use of video magazines in teaching is of significant importance. The results were deliberated over in relationship to the existing body of knowledge, and recommendations were put forward.
... The screen time was categorized in the scale of low (≤2 hours/day), moderate (3-5 hours/day), and high (>5 hours/day). Research has demonstrated that self-reported screen time measures are associated with moderate to high reliability, which ranges from testretest correlations of about 0.65 to 0.89 (Rideout et al., 2010). This was used in the present study due to its simplicity, effectiveness, and frequent use in digital health research. ...
Academic performance is a complex and multifaceted concept encompassing psychological, behavioral, and lifestyle components. The current study investigates the relations between sleep quality, stress, screen time, and physical activity with regard to predicting academic performance of students. Furthermore, it examines the role of sleep quality in mediating stress, screen time, and academic performance. The study adopted a cross-sectional design in collecting the data from the students using standardized questionnaires about sleep quality, stress levels, screen time, physical activity, and academic performance. In the correlation analysis, poor sleep quality showed significant correlation with lower academic performance (r = -0.45, p < 0.001) and high stress (r = -0.50, p < 0.001). Stress (r = -0.30, p < 0.001) and screen time (r = -0.25, p < 0.001) also exhibited negative correlation with academic performance, while physical activity showed a positive correlation (r = 0.20, p < 0.05). Multiple regression analysis confirmed that stress (B = -0.42, p < 0.001), sleep quality (B = -0.35, p < 0.001), and screen time (B = -0.28, p = 0.001) are negative predictors of academic performance, and physical activity (B = 0.25, p = 0.002) is a positive predictor. It was established by the mediating analysis that sleep quality may have played a partial role in mediating the relations between stress and academic performance (B = -0.28, p < 0.001) and between screen time and academic performance (B = -0.17, p < 0.001). The study highlights sleep quality as one of the critical factors influencing academic performance, thus functioning as a major mediator in the negative impacts of stress and screen time. Stress management strategies and increased screen exposure should be approached with care, coupled with stress management strategies, for improved student success. Physical activity may act as a buffer against negative sleep quality and stress.
... This figure that may well have increased substantially with the more recent availability of smart phones, I-pads and other electronic media. According to a more recent report (Rideout et al., 2010), the average American child (age eight or older) spends more than seven hours a day with screen media -watching television, using the computer, playing video games, and using hand held devices -through which they are exposed to advertising. Four product categories (toys, cereals, candies, and fast-food restaurants) account for approximately 80% of all advertising to children (Encyclopedia.com, ...
Framed within literacy education and applied linguistics, children's playful punctuation is considered within a paradigm of 'writing as design'. Drawing particularly on the work of Sharples (1999), the article examines data from a repeat design study of 9-11 year old children tackling a persuasive description task. The data showed evidence of children making plans, setting goals and satisfying constraints to fulfil communicative effect. As well as being testament to children's ingenuity in using punctuation in creative ways, the findings have implications for how the writing process is conceptualised and for how writing is taught.
... A utilização da Internet pelos jovens tem-se revelado um fenómeno omnipresente, com implicações profundas nas suas vidas sociais, educacionais e emocionais. Estudos indicam que a maioria dos jovens acede à Internet diariamente, utilizando-a para uma variedade de atividades, desde o entretenimento e socialização até à realização de trabalhos escolares e a procura de informação (Rideout et al., 2010). ...
Género, violência e ódio online: conceitos e representações; mapeia um conjunto de conceitos e apresenta uma série de estudos qualitativos contextualmente situados na pandemia de Covid-19, colocando a descoberto as relações intrincadas entre as práticas de comunicação online e as experiências de abuso vividas em diferentes tipos de plataformas digitais. Sem deixar de identificar o potencial das tecnologias digitais na superação do sexismo e da violência estrutural sobre as mulheres, o volume explora evidências do ódio digital e dos comportamentos ofensivos perpetrados em ambiente online, envolvendo a imposição intencional de sofrimento substancial e perpetuando as desigualdades de género. Além de fazer avançar o conhecimento sobre uma problemática ainda pouco estudada em Portugal, o livro oferece importantes contributos para que a investigação académica seja um espaço abrangente de luta pela realização da justiça.
... Whereas this might be of limited importance in the offline environment and in some research designs (e.g. in experiments), poor motivation is particularly problematic in the online environment; decreased control over the research setting, lack of physical contact between participants and researchers and allowing participants to simultaneously engage in other activities, such as instant messaging [91,123], create additional barriers to communication. In fact, almost 40% of children aged 8 to 18 reported engaging in multiple tasks "most of the time" while using the internet, while only 14% claimed to have "never" done so [199]. Also, based on the analysis of 68 online surveys [157], an average drop-out rate of 16% has been reported, with a considerable range from 0% to 73%. ...
Differences in personality affect the online as well as the offline behaviour of individuals and groups. I examine this behaviour as captured by social network profiles, performance in tasks, and preferences for content, such as websites and brands. Results show that there are psychologically meaningful links between users’ online behaviour and their personality, intelligence and other traits. By exploring these links, it is demonstrated that it is possible to accurately predict individual and group psycho-demographic profiles based on samples of online behaviour. The internet also presents a magnificent opportunity to study the ways in which individual differences at both the group and the individual level manifest themselves in different outcomes. This was explored by examining the aggregate intelligence of a group of people operating within a crowdsourcing environment and the manner in which this measure could be affected by different incentives. I design and deploy an intelligence questionnaire aimed at crowds working together in the online environment and examine the relationship between the intelligence of the crowd and the intelligence of individual members. The performance of the crowd working within the context of a crowdsourcing platform is found to be significantly higher than that of crowds working within a laboratory environment, and also of that of an average individual in the general population. Moreover, the results indicate that the crowd and individual intelligence has a non-linear relationship with the rewards offered to crowd members, with both too high and too low rewards negatively affecting performance. This work suggests that human behaviour in the online environment is driven by the same set of psychological factors as is the case in the traditional offline world. However, the degree to which human behaviour is nowadays digitally recorded creates significant opportunities as well as challenges for researchers in particular and humanity in general.
... A great deal of effort has been expended recently to investigate the efficacy of video game training in promoting improved cognitive function [64,13], owing in large part to the pervasiveness of video games as a method of entertainment coupled with their low cost and high availability [44,61]. In some studies, video game training (VGT) has been found to improve cognitive control [18,32,36,37], working memory [6,16], and even to promote neural plasticity [41,43,73], whereas other studies have demonstrated no such effect [53,56,81]. ...
Video game based and other computerized cognitive interventions are generally efficacious in bolstering cognition in adults over the age of 60, though specific efficacy varies widely by intervention methodology. Furthermore, there is reason to suspect that the process of learning complex tasks like video games is a major factor underpinning training-related transfer to cognition. The current study examined the neurocognitive predictors of learning of video games, and how those predictors may differentially relate to games of different genres. Learning rates from two different types of games, one action and another strategy, were calculated for 32 older adults (mean age = 66.29 years, 65 % Female). An extensive cognitive battery as well as structural measures of regional gray matter volumes were examined to identify the cognitive and the brain structure contributors to the learning rates for each type of game. A broad leftlateralized gray matter volume construct, as well as cognitive constructs of processing speed, episodic memory and reasoning, were found to significantly predict learning of the Strategy game, but not the Action game. Additionally, this gray matter construct was found to entirely mediate the relationships between the Strategy game learning and cognition, esp. episodic memory and reasoning. The contributions of age-sensitive cognitive skills as well as related brain volumes of lateral fronto-parietal regions to Strategy video games implicate the examined game as a potential game training tool in normal aging.
... metabolic equivalents; Owen et al., 2000;Tremblay et al., 2017). Screen time use, for both recreational and school purposes, is pervasive among youth, with American children and adolescents reporting an average of 7 hr of daily screen time (Rideout et al., 2010;Strasburger et al., 2011). The relationship between sleep and screen time is likely bidirectional with several studies finding increased use of screens to be associated with poor sleep outcomes (Kim et al., 2020). ...
Objective
Sleep difficulties in youth have been associated with numerous negative outcomes, such as higher risk of obesity. Though the relationship between sleep and obesity is not well clarified, past research has shown that modifiable health behaviors, such as diet, physical activity, and screen time, may explain this relationship. The purpose of this study was to simultaneously examine these health behaviors as mediators of the relationship between insomnia severity and obesity among a sample of adolescents aged 12–18 years.
Method
English-speaking parents/legal guardians of adolescents were invited to participate in an online survey focused on pediatric sleep patterns, health behaviors, and weight. Parents/guardians (N = 599) reported on their adolescent’s diet (i.e., consumption of fruits/vegetables, fast food, and breakfast), physical activity, screen time, and BMI. A multiple mediation analysis was run to test these health behaviors as mediators of the relationship between insomnia severity and BMI, after controlling for sex, age, race, and poverty.
Results
While insomnia was related to most health behaviors, screen time was the only significant mediator of the relationship between insomnia and BMI, after controlling for the effects of the other mediators and all covariates, ab = .04, 95% CrI [.01, .09].
Conclusions
Screen time has implications for both adolescents’ sleep health and weight. Pediatric clinicians should systematically assess for, and provide, recommendations on ways to improve sleep and screen time use, in addition to providing traditional dietary and physical activity recommendations.
... A growing body of research also suggests that entertainment video game play (as opposed to educational game play) can have detrimental effects on school performance. For example, a recent survey of a nationally representative sample of American children and adolescents showed that almost half of heavy media users get poor grades, compared to 23% of light media users (Rideout et al., 2010). Longitudinal studies demonstrate that total screen time predicts lower future school performance, even while controlling for relevant covariates (Anderson, Gentile, & Buckley, 2007;Gentile et al., 2011). ...
... This may also be due to the strict control Chinese children face when using the Internet. In China, digital usage among minors is often monitored and regulated by parents and educational institutions, reflecting broader societal concerns about online safety, academic performance, and exposure to inappropriate content (Lan et al., 2019;Liu & Wu, 2024;Rideout et al., 2010). Taken together, the four distinct groups could explain the moderately positive association between offline support and online support in previous correlation analyses (Mazzoni et al., 2016;Wang & Wang, 2013;Yang et al., 2022). ...
Introduction
The internet has become a common space for adolescents to connect with others and find information. However, it remains unclear whether online encounters can serve as new sources of social support for Chinese adolescents. The present study aimed to identify distinct patterns in Chinese adolescents’ social support from both offline and online sources and to examine how these patterns relate to individual and family factors and adolescents’ mental health conditions.
Methods
Data were obtained from a cross‐sectional survey of 1031 Chinese adolescents (47.1% female, mean age = 13.67) in Foshan, Guangdong province. Latent profile analysis was performed with Mplus. Associations between the identified classes and auxiliary variables were examined with the “R3STEP” procedure and the DCON command in Mplus.
Results
We identified four groups. Three groups showed consistent patterns in terms of receiving social support from offline and online sources, namely, the high support group (24.8%), moderate support group (43.8%), and low support group (15.3%), respectively. The fourth group received a moderate level of offline but low level of online support (16%), named the moderate offline‐low online support group. The groups differed in individual and family characteristics. Higher support was associated with higher life satisfaction, lower depression, and social anxiety, but also higher problematic internet use. Overall, the moderate offline‐low online support group showed better mental health than the other groups.
Conclusions
Our study extends social support research by revealing heterogeneity in adolescents’ social support patterns. The findings encourage a balanced use of offline and online support.
... Various aspects of integration with technological developments exist, one of which is education. The methods and instruments have changed from using the traditional chalk and a chalkboard to employing technologically enhanced tools like Padlet, and indeed, the lives of students have been significantly impacted by teachers and technology (Rideout et al., 2010). According to Fageeh (2011), technology use has impacted daily life and enhanced students' capacity for critical thinking. ...
Padlet allows students to further explore their abilities and encourages them to share ideas and collaborate in learning. The purpose of this study was to know how students and pre-service teachers felt about using Padlet as a tool for learning grammar and writing in secondary education. A qualitative descriptive design was used in this study. Participants in this study included sixty students and six pre-service teachers from both a state school and an Islamic school in Indonesia. The data for this study were obtained through a closed-ended questionnaire along with observation and interviews that were aimed at obtaining the perceptions of students and pre-service teachers about the use of Padlet for teaching and learning grammar and writing skills. These were then analyzed using a qualitative descriptive method. The results of this study were that Padlet can be used as a learning tool that was quite effective and efficient for learning grammar. Learning implementation using Padlet allows students to better understand the material by exploring ideas through the Padlet platform.
... Youth is greatly exposed to mass media on daily basis. Channel of media consumption has changed with emergence of Inf ormation and Communication Technology; thus, availing easy access to 3 media in routine . ...
Background: India now has easier access to sexually explicit media (SEM) on more platforms given the technological revolution. Less research has been done on how viewing it affects youth regarding their sex related concepts. To comprehend the connection between its exposure and sexual misconceptions,empirical analysis is necessary.Aim:We aimed to investigate the extent of exposure to SEM including various modality of exposure like images, audio, video or their combination; sex related misconceptions held by study population and a possible correlation of exposure of SEM and the number of misconceptions held. Materials and Methodology: Through the use of an online survey,data from 504 participants were gathered, and regression and factor analysis were used to examine the results. Results: The results showed a statistically significant positive link between the two variables, which supported the hypothesis that SEM exposure and sexual misconceptions are related.Plus, compared to frequency of viewing,the length of time spent watching SEM had a bigger influence on the development of misconceptions. Additionally, the study found that there were three major categories of misconceptions,indicating that the formation of misconceptions is not a uniform process and may vary widely among individuals. Conclusion: Overall, the results of this study are consistent with the premise that SEM exposure influences college students' development of sexual misconceptions.To completely comprehend the connection between SEM exposure and the development of sexual misconceptions, additional research is required. However,the study also raises the possibility that there may be other factors at work.
... media multitasking behavior), posebno u mlađim generacijama (Wang & Tchernev, 2012). U svom istraživanju Rido, Foer i Roberts (Rideout, Foehr & Roberts, 2010) otkrili su da većina tinejdžera obavlja više zadataka "većinu" ili "neki deo" vremena dok sluša muziku (73% ispitanika), dok gleda televiziju (68%), dok koristi računar (66%) i dok čita (53%). Na primer, dok su čitali odlomak iz udžbenika, učenicima koji su istovremeno ćaskali putem poruka trebalo je otprilike 21% više vremena da nauče nego onima koji nisu obavljali više zadataka (Bowman et al., 2010). ...
... Socio-demographic factors such as gender and context (e.g., country) may also predict multitasking. Compared with boys, girls reported more multitasking behavior (Rideout et al., 2010) and more types of media multitasking (Jeong & Fishbein, 2007). One study indicated that this was because more girls owned an MP3 player and cell phones, and as a result, girls multitasked with music and communication media more than boys (Cotton et al., 2014). ...
Human behavior in cyber space is extremely complex. Change is the only constant as technologies and social contexts evolve rapidly. This leads to new behaviors in cybersecurity, Facebook use, smartphone habits, social networking, and many more. Scientific research in this area is becoming an established field and has already generated a broad range of social impacts. Alongside the four key elements (users, technologies, activities, and effects), the text covers cyber law, business, health, governance, education, and many other fields. Written by international scholars from a wide range of disciplines, this handbook brings all these aspects together in a clear, user-friendly format. After introducing the history and development of the field, each chapter synthesizes the most recent advances in key topics, highlights leading scholars and their major achievements, and identifies core future directions. It is the ideal overview of the field for researchers, scholars, and students alike.
... The amount of time students spend on social media has raised concerns. They usually multitask by visiting several sites and accessing volumes of content (Rideout et al., 2010). It has been noted that almost 55% of teenagers have created profiles on social networking sites, with 47% having uploaded photos, while 14% have posted videos, and almost all of them have posted an image or comment on a platform. ...
Students' achievements and behavior have continued to dwindle over the years and are getting worse in Nigeria with advancements in technology. Both Public and Private school students who have access to Android phones for social networking are spending less time studying after school. This paper was carried out to find out how the time spent on social media can influence the basic science achievement and behavior of secondary school students from two school types. The study sample consisted of 180 junior secondary schools three students of Delta State public and private schools who had access to an Android phone for social media activities after school. Four research hypotheses guided this study. The research instruments used were the social media time questionnaire (SMTQ) with a reliability coefficient of 0.66 and the 2020/2021 academic session results of the students. Access to their results made it possible to compare their basic science and behavioral achievements. The data contained no significant outliers (p=0.054 Kolmogorov-Smirnov-normality test). Data analysis was done using descriptive, t-test, and 2-way ANOVA statistics. Results showed differences in Basic science achievement in favor of private schools and differences in behavior assessment in favor of public schools but the differences were not significant (p= 0.242; p= 0.656). No significant interactions were found between social media usage time and school type on students' behavior [p=0.470] and basic science achievement [p= 0.549]. Major recommendations are the emphasis on a reduction in social media usage times irrespective of the school type and an increase in study times.
... New data of media use is needed to account for social media and emerging Latinx-tailored English-language media. Moreover, health communication studies of health information seeking to media sources has evaluated health information seeking overall in the general population versus assessing mental health information seeking separately from physical health information seeking and focusing on Latinx populations specifically to seriously consider their diverse language/cultural media exposures (Rideout et al., 2010;The Pew Research Center, 2012). New research that applies new measurement across acculturation, health communication, and mental health services research is necessary to further knowledge of media-related health information acquisition among Latinx populations. ...
To inform health communication efforts for Latinx communities, we assessed health information seeking behaviors to media sources, healthcare providers, and family/friends among a purposive sample of Latinx adults in 2021 using recruitment quotas by ethnic origin and age. Participants (N = 1,574) self-completed an online cross-sectional survey using their own digital devices. The survey assessed mental and physical health information scanning and seeking across Spanish-language, Latinx-tailored English-language, and general English-language media as the primary outcomes of interest and seeking to healthcare providers and family/friends. Logistic regression models generated predicted probabilities for all health information seeking outcomes, adjusting for sociodemographic factors. Overall, Latinx adults in the study sample were most likely to scan health information on TV and social media and seek health information on social/Internet-based media. In terms of language/cultural media usage, the highest probability was general-English media followed by Latinx-tailored and Spanish-language media. U.S.-born Latinx adults reported higher probabilities than foreign-born across all outcomes. In sum, Latinx populations, especially U.S.-born, are likely to consume high levels of diverse language/cultural media for health information. Social/Internet-based media and family/friends supersede healthcare providers as sources of health information, particularly for mental health content and among the foreign-born sub-sample. Scrutiny of how diverse language/cultural media disseminates information, decides what content to disseminate, and engages diverse audiences is needed to promote health equity.
... The concept of gaming has transformed with technological changes, giving rise to digital games accessible through hardware like computers, mobile phones, or gaming consoles, providing a visual and interactive experience (Çetin, 2013). Digital game addiction is a problem observed across all age groups, from childhood to adulthood (Gentile, 2009;Rideout, 2010). Digital games are influenced by factors such as the individual's desire for relaxation, the pursuit of entertainment, social maladjustment, the desire for challenges, and the aspiration to accomplish things not possible in real life. ...
The research aimed to investigate the relationship between internet addiction and digital gaming, as well as the associations of these relationships with demographic factors. A total of 405 university students participated voluntarily in the study, comprising 220 females and 185 males, with an average age of 22.48 years. Among the participants, 224 were engaged in sporting activities, with an average weekly duration of 7 hours, while 181 did not participate in any sporting activities. Of those engaged in sporting activities, 88 participated in team sports, and 136 participated in individual sports. The study utilized the "Personal Information Form," "Internet Addiction Scale," and "Digital Gaming Scale," and the obtained results were evaluated at a significance level of p < 0.050. Data were collected through an online survey administered to undergraduate students after obtaining ethical approval from the institutional review board. The reliability of the study was assessed according to Cronbach's Alpha criteria, indicating high reliability of the measurement tools used. Furthermore, it was observed that internet addiction and digital gaming scales fell within normative limits, indicating a normal distribution of the dataset. Parametric tests were applied considering the normal distribution of the data. Independent samples t-tests were conducted for discrete variables, and Pearson correlation analyses were performed for continuous variables, with p-values evaluated at a significance level of 0.050. The effect sizes of independent variables on dependent variables were assessed using Cohen’s d. The results revealed a positive relationship between internet addiction and digital gaming, indicating an increase in digital gaming tendency with the escalation of internet addiction. It was also noted that participation in sports activities, particularly team sports, was associated with higher interest in digital gaming, suggesting the positive impact of sports on psychosocial health. Although gender did not significantly influence internet addiction, males demonstrated a higher inclination towards digital gaming. Ownership of personal computers was found to increase tendencies towards digital gaming, while age exhibited a negative relationship with these factors. The effects of participation in sports activities, types of sports activities, ownership of personal computers, and residence type on internet addiction and digital gaming were assessed using Cohen’s d values, indicating weak to moderate effect sizes. Gender and the type of device used demonstrated weak, moderate, and high-level effects on internet addiction and digital gaming. In conclusion, these findings underscore the variability of internet addiction and digital gaming tendencies based on various sociodemographic factors. To maintain a healthy balance between digital gaming and internet usage, it is essential to establish a specific "screen time limit" within daily activities and strive not to exceed this limit. When setting this limit, individual needs, daily responsibilities, and social interactions should be considered to maintain a balanced digital lifestyle. Moreover, it is recommended to develop educational programs on digital literacy and internet usage for children, adolescents, and families, aiming to foster healthy digital habits and prevent internet addiction.
The surge in social media platforms has made everyone a creator of content on the online space for both the young and old. This follows the amazingly powerful tools that aid in the discovering, editing and sharing content without the checks and control mechanisms ascribed to the traditional media. Yet, alongside this development and opportunities in the technology has come a rise in inappropriate use of social media. This has become a major social and ethical concern. This paper examines the relationship between social media competence and the ethical usage of social media by the youth. Findings reveal that media literacy skills among the youth in Ghana is generally high but does not correspond to ethical social media use behaviour.
The study aimed at investigating the impact of utilizing gamification applications on the achievement of sixth-grade students in Arabic language vocabulary in Saudi Arabia and their attitudes towards gamification. The study sample consisted of (141) sixth-grade students at Riyadh Schools for boys and girls in Riyadh district during the first trimester of the academic year 2023/2024. The sample was distributed into three groups, two experimental groups were taught utilizing gamification apps (Blooket and Quizizz), and one control group was taught by the traditional method. A multiple-choice test was developed to measure students' achievement in vocabulary, and a questionnaire was developed to measure students' attitudes toward using gamification apps in teaching the Arabic language. Both validity and reliability were ensured for the two measures. Two-way 2x2 mixed analysis of variance and one-way analysis of variance used to analyze the data. The results revealed statistically significant differences in students' achievement that can be attributed to the teaching strategy and in favor of strategies that utilized gamification apps. Also, the results revealed that the students have positive attitudes towards utilizing gamification apps in Arabic language teaching and learning. Consequently, the researchers recommended that teachers need to be trained to utilize gamification apps in their teaching.
Este artículo realiza una revisión del concepto de e-learning y un repaso de las principales tendencias sobre prácticas de alfabetización tecnológica crítica que interesan como marco de análisis de lo que hacen las escuelas y las universidades con la comunicación, la cultura, la percepción de los jóvenes y una actividad educativa más innovadora, y de cuál es su proyección en la sociedad contemporánea. Se basa en la corriente de New Literacy Studies (NLS) y el giro visual. Son: cambio de textos y prácticas, prácticas de alfabetización tecnológica en enseñanza formal e informal, nuevas formas culturales e innovación y cambio tecnológicamente mediados, y de cómo penetran en prácticas sociales y prácticas educativas universitarias.
The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that gender differences arose in the utilisation of affective strategies, with females exhibiting significantly higher scores. Conversely, the use of metacognitive strategies was observed to be a consistently preferred approach among both genders. Proficiency levels affected compensatory strategy use, highlighting the impact of educational context. Digital strategies reflected a strong tendency towards gratification and rewards, with gender differences evident in multitasking. Using technology correlated positively with memory, cognitive, metacognitive, and social strategies. Multitasking correlated significantly with cognitive strategies, while graphic communication and gratification and rewards showed various relationships with memory, compensatory, affective, and social strategies. The findings suggest implications for English teachers, policymakers, and authorities. The policymakers should take students’ needs and characteristics into consideration in forming technology-related educational policies. Besides, teachers should provide their students with new experiences utilizing digital tools to learn English. Accordingly, activities should be arranged appropriately based on such student characteristics rather than sticking to the conventional teaching methodologies. It is therefore recommended that EFL teachers receive professional training in order to enable them to cater effectively to digital native learners.
This study investigates the impact of digital game addiction on peer play behaviors and social skills in early childhood, focusing on parents' education levels. Using a sample of 405 participants from Afyonkarahisar, Türkiye, the study employs the Digital Game Addiction Tendency Scale and the Penn Interactive Peer Play Scale (Parent Form). Significant negative correlations were found between the sub-dimensions of disconnection from life and conflict in the Digital Game Addiction Scale and play interaction, indicating that increased digital game addiction tendencies correspond to decreased positive peer play behaviors. No direct correlation was observed between the continuous play and reflection in life dimensions of digital game addiction and peer play interaction. The study emphasizes the importance of balancing digital and peer play experiences for children’s social development. Additionally, it explores how parental education levels influence these dynamics, providing insights and recommendations for families, educators, and policymakers to monitor digital game use and promote balanced play activities. This research adds to the growing literature on digital game addiction and its implications for early childhood development, highlighting the critical role of parental education.
How Christian teachers can contribute to the moral restoration in South African schools. Moral degradation is evident within South African schools. Academics advocate various approaches to moral restoration. This article addresses the unique contribution of Christian educators to moral restoration in South African schools. The argument is that Christian educators can influence the younger generation to embrace better moral values through their lifestyle. Since many teachers lack the confidence to live out a Christian lifestyle within South African schools due to the challenges posed by legislation and the societal dynamics of the South African youth, this article delves into these issues. The aim is to derive insights that can be used to develop a relevant approach. A threefold approach, comprising a holy lifestyle, caring for others, and a healthy work ethic is proposed. This approach offers teachers a practical solution to fulfil their calling within South African schools with confidence thereby contributing to moral restoration.Contribution: Attention is given to current legislation regarding religion and education, as well as the unique characteristics of the South African youth, to determine how a Christian lifestyle that promotes better moral values, manifests in South African schools.
This article explores the intricate dynamics of video gaming among the youth of Dhaka, Bangladesh, exploring its profound influence on socialization and community building within the framework of theories such as the Theory of Attainment, Imagined Community, User and Gratification Theory, and Bourdieu's concept of “social capital.” Through a comprehensive blend of digital and autoethnographic methods, the research unveils how gaming transcends its solitary image to emerge as a potent cultural force in Bangladeshi society. The findings underscore the pivotal role of gaming in forging social bonds and nurturing communities, both in virtual realms and physical spaces. Gamers actively engage in collaboration, strategic planning, and the exchange of experiences, mirroring the dynamics of real-world social networks. Despite concerns regarding addiction, the article illuminates the impact of video games on social cohesion among the youth demographic. Furthermore, it inquires into gaming culture's remarkable resilience in the face of societal norms and regulatory challenges, shedding light on the adaptive strategies employed by gamers to navigate and thrive in diverse contexts. By exploring the intricate interplay between virtual and real-life experiences, this research contributes to a deeper understanding of how video games shape socialization among urban youth in the ever-evolving landscape of Bangladesh.
Social media has both positive and negative impacts on the scholastic achievement of adolescent students in secondary school. On the positive side, it offers access to educational resources, facilitates peer collaboration, develops digital literacy, and provides motivational support. Social media platforms like YouTube and WhatsApp allow students to supplement classroom learning and work together on assignments. It also helps develop important digital and communication skills that benefit academic performance. However, the negative effects include distraction, time displacement, sleep deprivation, and mental health issues such as anxiety from cyberbullying or social pressure. Excessive use of social media for non-educational purposes often leads to lower grades, procrastination, and decreased focus. It can also reduce face-to-face communication skills, which are crucial for group work and class participation. The impact of social media on academic achievement depends on how it is used, the amount of time spent, and the guidance provided by parents and teachers. Encouraging responsible and balanced use, while leveraging its educational benefits, can help minimize its negative effects and improve student performance.
Human behavior in cyber space is extremely complex. Change is the only constant as technologies and social contexts evolve rapidly. This leads to new behaviors in cybersecurity, Facebook use, smartphone habits, social networking, and many more. Scientific research in this area is becoming an established field and has already generated a broad range of social impacts. Alongside the four key elements (users, technologies, activities, and effects), the text covers cyber law, business, health, governance, education, and many other fields. Written by international scholars from a wide range of disciplines, this handbook brings all these aspects together in a clear, user-friendly format. After introducing the history and development of the field, each chapter synthesizes the most recent advances in key topics, highlights leading scholars and their major achievements, and identifies core future directions. It is the ideal overview of the field for researchers, scholars, and students alike.
Background
Weight stigma is a fundamental cause of health inequality. Body positivity may be a counterbalance to weight stigma. Social media is replete with weight-stigmatizing content and is a driver of poor mental health outcomes; however, there remains a gap in understanding its potential to mitigate the prevalence and impact of harmful messaging and to promote positive effects on a large scale.
Objective
We selected musical artist Lizzo, whose brand emphasizes body positivity and empowerment, for an instrumental case study on the discourse on social media and specifically Instagram. We focused on 3 domains, including body positivity, physical health, and emotional well-being. These domains challenge social norms around weight and body size and have the potential to positively affect the physical and psychological health of people with diverse body sizes.
Methods
We evaluated posts by Lizzo, comments from Instagram users, and replies to comments over a 2-month period (October 11 to December 12, 2019). Two coders rated Lizzo’s posts and Instagram users’ comments for their sentiments on the 3 domains. Replies to Instagram users’ comments were assessed for their reactions to comments (ie, did they oppose or argue against the comment or did they support or bolster the comment). Engagement metrics, including the number of “likes,” were also collected.
Results
The final sample included 50 original posts by Lizzo, 250 comments from Instagram users, and 1099 replies to comments. A proportion of Lizzo’s content included body positive sentiments (34%) and emotional well-being (18%); no posts dealt explicitly with physical health. A substantial amount Instagram users’ comments and replies contained stigmatizing content including the use of nauseated and vomiting emojis, implications that Lizzo’s body was shameful and should be hidden away, accusations that she was promoting obesity, and impeachments of Lizzo’s health. In spite of the stigmatizing content, we also discovered content highlighting the beneficial nature of having positive representation of a Black woman living in a larger body who is thriving. Moreover, analysis of the discourse between users illustrated that stigmatizing expressions are being combated online, at least to some degree.
Conclusions
This study demonstrates that Lizzo has exposed millions of social media users to messages about body positivity and provided more visibility for conversations about weight and shape. Future research should examine the extent to which body positive messages can lead to greater acceptance of individuals living in larger bodies. Instagram and other social media platforms should consider ways to reduce body-shaming content while finding ways to promote content that features diverse bodies. Shifting the landscape of social media could decrease stereotypes about weight and shape while increasing dialog about the need for greater acceptance and inclusion of people with diverse bodies.
Bu çalışma, Spor Bilimleri Fakültesi öğrencilerinin rekreasyon farkındalıkları ile dijital oyun oynama motivasyonları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Araştırmada nicel araştırma modeli kullanılmış ve tarama deseni tercih edilmiştir. Dumlupınar Üniversitesi’nde eğitim gören 110 öğrenci (55 kadın, 55 erkek) kolayda örneklem yöntemi ile seçilmiştir. Veriler, Google Form üzerinden toplanmış ve SPSS 24.0 programı ile analiz edilmiştir. Araştırma bulguları, erkek öğrencilerin rekreasyon farkındalığı ve dijital oyun oynama motivasyonu seviyelerinin kadın öğrencilere göre daha yüksek olduğunu göstermektedir. Rekreasyon bölümü öğrencileri, diğer bölüm öğrencilerine kıyasla daha yüksek rekreasyon farkındalığı ve dijital oyun oynama motivasyonuna sahiptir. Yaş grupları arasında ise anlamlı bir fark bulunmamıştır. Rekreasyon farkındalığı ile dijital oyun oynama motivasyonu arasında orta düzeyde pozitif bir ilişki bulunmuştur. Araştırma, rekreasyon farkındalığı ve dijital oyun oynama motivasyonunun öğrencilerin yaşam kalitelerini ve akademik başarılarını artırmada önemli bir rol oynadığını göstermektedir. Eğitim programlarının, öğrencilerin rekreasyonel faaliyetlere ve dijital oyunlara katılımını teşvik edecek şekilde tasarlanması önerilmektedir.
The rapid evolution of technology has led to the emergence of disruptive innovations that
have the potential to revolutionize education. These innovations demand a paradigm shift
in teaching and learning methodologies, and educators need to be adequately prepared to
harness their potential. Disruptive technology has emerged as a transformative force in
education, reshaping traditional teaching and learning paradigms. This research paper
explores the awareness of disruptive technology among Bachelor of Education (B.Ed.)
student teachers, aiming to shed light on their preparedness for the changing educational
landscape. Leveraging a descriptive research, this study investigates the extent to which
B.Ed. student teachers are cognizant of disruptive technology, the factors influencing their
awareness, and the potential implications for teacher education programs. Through
surveys and interviews, this research sheds light on the perspectives of B.Ed. student
teachers, their exposure to technology, and the effectiveness of technology integration in
their teacher training programs. The findings provide insights into the readiness of future
educators to embrace and utilize disruptive technology in their teaching practices.
Articles In an era marked by rapid technological advancements, children are navigating a complex landscape that significantly impacts their psychological development. This article delves into the multifaceted challenges faced by children in today's digital age and offers insights into addressing these issues from a psychological perspective. The pervasive presence of technology introduces novel challenges that affect children's cognitive, emotional, and social development. From excessive screen time and digital addiction to cyberbullying and online predators, children encounter various stressors that can detrimentally impact their well-being. Furthermore, the digital realm often blurs the boundaries between the virtual and real worlds, posing unique challenges for children in developing critical thinking skills and discerning between fact and fiction. Understanding these challenges is crucial for devising effective solutions. This involves fostering digital literacy skills, promoting healthy screen-time habits, and cultivating resilience to cyber-related stressors. Additionally, fostering open communication channels between children, parents, and educators can facilitate constructive dialogue and support systems to address emerging issues. Moreover, recognizing the importance of holistic development, interventions should encompass not only technological aspects but also consider broader psychosocial factors. By fostering a supportive environment that nurtures emotional intelligence, empathy, and interpersonal skills, children can develop the resilience and coping mechanisms necessary to thrive in the digital age. This article synthesizes current research findings and practical insights to offer a comprehensive understanding of the challenges faced by children in today's technologically driven society. By integrating psychological perspectives with practical strategies, this research aims to empower stakeholders in promoting the well-being and healthy development of children in the digital era.
Successful urban school design includes green space to counterpoint the built form in cities, where parks and reserves are well frequented. Further integration of landscape and buildings is an aspect of urban development that could improve how architecture is experienced by the wider community. Above all, evidence shows that it enhances the health and wellbeing of inhabitants. By providing green space in buildings, nature can be accessed more directly by its occupants and allow connection with nature to occur more easily. Integrating nature with architecture can improve a building’s self-regulation, energy consumption, and overall performance. Architecture that integrates nature can have a distinctive appearance and character. The co-existence of bricks and mortar with plants and vegetation is one example of integration, whereas the use of natural materials such as timber as part of the building fabric can create distinctive architecture. It is this individuality that can provide a sense of identity to local communities. Access to the outdoors in urban settings is a critical requirement for successful urban school design. This paper focuses on the architectural practise of designing biophilic schools and illustrates how optimising playground opportunities can provide the highly sought-after connection between architecture and nature. Connecting classrooms and pedagogy to the outside environment during the design phases of projects can create unique responses to a place, enhancing the learning experience in environments where architecture and nature can be informed by emerging biophilic evidence. This study strives to develop a strategy where educational clients can be convinced to actively embrace a biophilic school approach. It also seeks to convince architects to adopt a biophilic approach to school design across design studios using the emerging evidence based on biophilia and biomimicry.
This chapter explores how to effectively teach civic visual literacy in Social Science Education (SSE) in Sweden. Visual literacy is defined as the ability to interpret and create visual representations, which is crucial for understanding complex social issues. Over four years, involving 18 classes and more than 450 students, the research identified four guiding principles for using visual representations, such as scatterplots and flowcharts, to enhance critical reasoning about social issues and systems. These principles include discerning necessary aspects of the models used, recognizing model-specific and model-generic reading skills, reasoning beyond the model, and employing three design principles—a holistic approach, zooming out, and reconstruction. This study emphasizes that visual representations must be unpacked in teaching to avoid oversimplification and to encourage deeper understanding. The research also highlights the importance of teachers’ roles in facilitating students’ critical engagement with visual representations, ensuring that these are seen not as static depictions but as tools for dynamic analysis and problem-solving. By implementing these principles, the study aims to foster students' civic agency and critical thinking, ultimately contributing to more informed and active citizenship.
Objectives: The study aimed to investigate the impact of utilizing gamification apps on the achievement of sixth-grade students in Arabic language grammar in Saudi Arabia. The study sample consisted of (141) sixth-grade students at Riyadh Schools for boys and girls in the Riyadh district during the first trimester of the academic year 2023/2024. Methods: The quasi-experimental method was used, as it is the most suitable for achieving the study's objectives. This method allows for the use of the existing classrooms that participated in the experiment without randomly redistributing the students into the three groups (gamification using the Blooket app, gamification using the Quizizz app, and the traditional method). Results: The results revealed statistically significant differences in students' achievement that attributable to the teaching strategy, with the Blooket app showing superior performance compared to both the Quizizz app and traditional teaching methods. Conclusions: The researcher recommended that teachers be effectively utilize gamification apps in their teaching practices.
Media plays a significant role in the religio-cultural development and academic performance of Nigerian youths. It connects them across religious and cultural boundaries, promoting the expression and preservation of religious and cultural activities. However, the proliferation of digital media has also led to challenges such as misinformation, religio-cultural erosion, and distractions that can hinder academic progress and undermine traditional beliefs. This paper analyses existing literature and empirical studies to provide insights into the complex interplay between media exposure, religio-cultural identity, and academic outcomes among Nigerian youth. The positive influence of media on the religio-cultural development and academic performance of Nigerian youth is significant, as exposure to diverse religious and cultural perspectives fosters tolerance, understanding, and appreciation for Nigeria's rich heritage. Educational content aids academic growth and skill development. Media serves as a tool for empowerment, inspiring youth to pursue their passions, educational goals, and a deeper connection with their religio-cultural roots. However, it emphasizes the need for media literacy and critical analysis to navigate potential challenges posed by media's influence on religio-cultural values and academic pursuits.
Advances in artificial intelligence (AI), including intelligent machines, are opening new possibilities to support teaching and learning in higher education. This research has found a ‘proof of concept’ in the application of machine learning in the assessment of educators’ use of four key microskills, drawn from an internationally established framework. The analysis of teaching videos where these microskills were demonstrated multiple times in front of a green screen or in a space formed the data set. Multiple videos of this nature were recorded to allow for increased analysis and deconstruction of the video components to enable the application of machine learning. The results showed how AI can be used to support the collaborative and reflective practice of educators in a time when online teaching has become the norm. Having achieved a ‘proof of concept’, this research has laid the groundwork to allow for the whole framework of ten microskills to be applied in this way thus adding a new dimension to its use. Providing such critical information that is not currently available in such a systematic and personalised way to educators in the higher education sector can also support the validity of formative assessment practices.
Este libro está dirigido a las personas e instituciones que participan activamente en la definición y redacción de los resultados del aprendizaje en la educación y la formación en general, y en la formación profesional en particular. Se publica en un momento de amplio acuerdo político entre los responsables políticos y las partes interesadas sobre la necesidad y la utilidad de los resultados del aprendizaje. Sin embargo, este firme compromiso político no garantiza que los resultados del aprendizaje se redacten y apliquen de manera que beneficien a los usuarios finales, como estudiantes, profesores, padres o empresarios. Es importante no solo identificar el valor añadido de los resultados del aprendizaje, sino también señalar las limitaciones y las posibles implicaciones negativas.
The aim of this study is to investigate children’s and adolescents’ use of social media and compulsive internet behavior, and to examine the factors affecting their social media behavior within the framework of Bronfenbrenner's Ecological Systems Theory. For this purpose, 5066 children and adolescents aged between 8-19, from 185 schools in 61 provinces of Türkiye were included in the study, and data were collected from elementary, middle, and high school students at two time points within a year apart.
This study provides a comprehensive analysis of pre-reading activities, post-reading activities, and satisfaction levels across several dimensions: Program Experience, Reading Improvement, Personal Impact, and Program Feedback, as detailed in various tables. The pre-reading activity highlighted significant gender disparities and varying difficulties with word lengths across different grades. The post-reading assessment demonstrated substantial progress in reading abilities across all grade levels, affirming the program's effectiveness. The findings revealed notable gender disparities in learner distribution across all grades, with a higher number of female learners, indicating the need for tailored interventions. The post-reading assessment showed significant improvements in reading abilities, including comprehension, speed, and fluency, across all grades. Learners exhibited increased confidence, engagement, and motivation, with some even tutoring peers, underscoring the program's impact beyond technical skills. Additionally, participants reported high satisfaction levels across various aspects of the program, including organization, materials, instructor quality, and program content. They experienced increased confidence, independence, enjoyment of reading, and improved academic performance, indicating a positive personal impact. This research underscores the efficacy of the 90-day reading program in addressing foundational literacy challenges, fostering independent reading habits, and positively influencing learners' personal and academic lives. The findings emphasize the importance of tailored interventions, supportive environments, and ongoing support in enhancing reading abilities and promoting lifelong learning.
Bu çalışma, ortaokul öğrencilerinde dijital oyun bağımlılığının saldırgan davranışlar üzerindeki etkisini araştırmak amacıyla yapılmıştır. Araştırmanın örneklemini Uşak'taki bulunan çeşitli ortaokullarında öğrenim gören 300 gönüllü öğrenci oluşturmaktadır. Araştırmaya katılan öğrencilerin 132'si kız, 168'i erkektir. Kişisel bilgileri toplamak için "Kişisel Bilgi Formu", dijital oyun bağımlılığı ve saldırganlık düzeylerini ölçmek için ise "Dijital Oyun Bağımlılığı Ölçeği" ve "Saldırganlık Ölçeği" kullanılmıştır. Mevcut araştırmada analiz işlemleri SPSS 24 programı kullanılarak gerçekleştirildi. Bu çalışmada, 0.05 ve 0.01 anlamlılık düzeylerine bakılmıştır. Bağımlı ve bağımsız değişkenler arasındaki ilişkiyi görmek için Pearson korelasyonunu kullanılmıştır. Bağımsız değişkenin bağımlı değişken üzerindeki yordayıcı rolünü belirlemek için ise çoklu regresyon analizini yapılmıştır. Analiz, dijital oyun bağımlılığı ile saldırganlık düzeyleri arasında orta derecede anlamlı pozitif bir ilişki olduğunu tespit edilmiştir. Oyun bağımlılığı toplam puanlarının saldırganlığı yordamasına ilişkin gerçekleştirilen çoklu regresyon analizi göz önüne bulundurulduğunda, oyun bağımlılığının saldırganlığı istatistiksel olarak anlamlı şekilde yordadığı sonucuna ulaşılmıştır. Elde edilen bulgular literatür ışında tartışılmıştır.
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