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Generation Alpha: Marketing or Science

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Introduction: The transition from the limited information environment to the extended information world has fundamentally transformed the communication and information-gathering processes. The new learning spheres (non-formal and informal learning, i.e. lifelong learning) require rethinking learning strategies. Purpose: The generation logic and knowledge of different generations can help making the learning process more effective and efficient. It also helps, if we know which generation exists and which one is a “fictious generation”. According to theory of Mannheim and the model of Prensky, we can describe Generation X, Y and Z, but now the name of the next generation is being established. Methods: With the help of traditional desk research, such as literature search, data mining and web search, this article covers the origin of Generation Alpha (Alfa), the possible characteristics attributed to this age group, and tries to discern if this concept is meaningful in terms of the generation paradigm. Conclusions: Overall, it is apparent that while the existence of X, Y, and Z generations is demonstrable, the naming and characterizing the Alfa generation is important for marketing purposes, scientifically there is no evidence for “Generation Alpha”.
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Acta Technologica Dubnicae
volume 7, 2017, issue 1
DOI: 10.1515/atd-2017-0007
107
Generation Alpha: Marketing or Science?
1
Ádám Nagy – Attila Kölcsey
Received: September 17, 2016; received in revised form: March 8, 2017;
accepted: March 9, 2017
Abstract:
Introduction: The transition from the limited information environment to
the extended information world has fundamentally transformed the
communication and information-gathering processes. The new learning
spheres (non-formal and informal learning, i.e. lifelong learning) require
rethinking learning strategies.
Purpose: The generation logic and knowledge of different generations can
help making the learning process more effective and efficient. It also
helps, if we know which generation exists and which one is a “fictious
generation”. According to theory of Mannheim and the model of Prensky,
we can describe Generation X, Y and Z, but now the name of the next
generation is being established.
Methods: With the help of traditional desk research, such as literature
search, data mining and web search, this article covers the origin of
Generation Alpha (Alfa), the possible characteristics attributed to this age
group, and tries to discern if this concept is meaningful in terms of the
generation paradigm.
Conclusions: Overall, it is apparent that while the existence of X, Y, and
Z generations is demonstrable, the naming and characterizing the Alfa
generation is important for marketing purposes, scientifically there is no
evidence for “Generation Alpha”.
Key words: generations, GenAlfa, Alpha generation.
Ádám Nagy, Pallasz Athéné University, Kecskemét, Hungary; J. Selye University,
Komárno, Slovakia; adam@nagydr.hu
Attila Kölcsey, Excenter Research Centre, Budapest, Hungary;
kolcsey.attila@outlook.com
1
This article is supported by Bolyai Research Fellowship
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1 Introduction
According to Mannheim, an age group can be considered a generation if they
share some immanent attributes, generational consciousness or communal
characteristics. For this to happen, three requirements must be met: shared
experiences, actual cohesion, common attitudes and forms of behaviour
(Mannheim, 1969). Mannheim draws parallels between generations and social
classes (one cannot enter a social class at will, he/she is born into it, and cannot
leave it until his/her status changes). Of course, this does not mean that every
single person in a generation will show the same characteristics, only that there
is an observable generational pattern.
2 The logic of generations
According to the model made by Strauss and Howe (1991), a generation change
takes place in our society around every 20 years, with some signs of cyclicality.
Marc Prensky added the relation to the information society and technology to the
age group dimension as an important factor. It is his digital immigrants-digital
natives model (Prensky, 2001) that Székely combines with the Strauss-Howe
model (Székely, 2014):
- Generation X (digital immigrants, McDonald’s generation): The main body
of today’s labour market, born in the late 60’s and in the 70’s, this age
group came in contact with the tools of information technology and the
digital world at a relatively young age. They witnessed computer
technology turning into IT, and then into information society. The Internet
is more or less present in their lives. In Western countries, they grew up
under the influence of electronic media. In Hungary, they still grew up
under the Socialism, but its milder, abating phase, and they were the so-
called Ratkó-grandchildren.
- Generation Y (digital natives): Born in the 80’s and 90’s, the members of
this age group experienced the Internet in their early childhood, they are
confident in using digital tools and navigating the web, the digital world is
their natural habitat, their digital self is consciously formed. They are
characterized by strong media consumption, they are fast to adapt to
technological changes. This age group is the generation of information
society: they started using ICT tools as young children with ease.
Generation Y in Hungary basically closed the gap that was usually present
between us and the Western world. Gen Ys grew up from children to
youngsters mostly after the regime change, they met computers and the
Internet - if not at home, at least in schools(Székely, 2014). Their social
interactions take place in the real and the digital world at the same time,
they are more mobile than previous age groups, due to mobile phones and
the Internet. Generation Y is different from previous generations in many
ways, they are attracted to group activities, shared space, they are
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performance-oriented, confident, they mostly identify with the value system
of their parents, and they are highly educated (school and good performance
is important for the majority of this age group). They process information
faster, preferring image and sound over text, they also prefer random
references (hypertext). They strive to immediately and often satisfy their
desires, favour games over “serious” work, and instead of an inconvenient
but necessary ally, treat technology as a friend (Prensky, 2001). Members
of this generation follow global trends, they are among the first to learn to
use new technologies, often changing the course of education. They feel at
home in the digital world much more than the older “digital immigrants”.
- Generation Z (Facebook generation): They are those who were born at and
after the turn of the millennium. They lost their “computer-virginity” in the
Web 2.0, met social media in its full, they do not know what life without
the Internet is. Their primary communication channel is not e-mail
anymore, but social media. They not only consume information but
generate and share also. This generation does not know life without
wireless network, mobile phones and the Web. The most important cultural
difference between them and the previous generations is that they not only
consume digital content, they also generate it, on sites like YouTube,
Facebook, Twitter and torrent sites (and if we think this is only an irrelevant
pastime, we should remember the snowstorm in March, 2013, when
traditional media failed to help, and social media took over as primary
information source). They use devices on a skill level, they are typically
multitasking: writing blogs, listening to music, following email and social
network messages at the same time; their decision-making speed increases.
Gen Zeds do not simply pick up these tools and contents, but use them in
their everyday life and change them to their own tastes; they are practically
not limited by location. Generation Z’s social environment is radically
different from previous generations, thus making their learning,
socialization and pastime totally different, too (Tóbi, 2013). This difference
is mainly not sub-cultural (shown in clothing, use of language), it can be
seen instead in methods of information gathering and communication
strategy. They consume content on several different channels at once
(multitasking), their combined consumption exceeds the “physical” limits
of a single person, and most of them show no awareness of the legal and
institutional environment of their everyday internet usage (e.g.
downloading, file sharing). Moreover, changes in the world not only affect
the rational part of their psyche, but their emotions as well. Many of them
relieve this emotional tension without any cathartic experience. This
“emotional incontinence” brings with itself the expectation of others
tidying us up” (at least in an emotional sense) (Tari, 2011; Csobánka,
2016). Thus, we live out our emotions through them (for example on a blog,
through thousands of comments, but also in some identity situations,
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relationship aspects and the world of work. As of Hungary, the differences
between the Western world and our Central European region have
disappeared altogether, in the generational sense, bringing some kind of
global youth culture with itself, as innovations appear only a couple months
late on the domestic market.
3 Generation Alpha
The alphabet ends with Z, but the generational change probably does not.
Therefore, the question about the name of the next generation arises. In 2005,
Mark McCrindle, an Australian demographer, and his team conducted a national
survey, which resulted in “Generation Alpha” being the most popular choice.
The name was explained referring to other science disciplines, where after
“exhausting” the Roman alphabet and Arabic numerals, the Greek alphabet was
used.
After getting the name straight, let us look at the contents. As a quick reminder:
according to Mannheim, an age group can be considered a generation if there are
common characteristics differentiating them from previous ones. So, what are
the common attributes of these “Alphas”, what makes this generation different
from the digitally integrated Generation Z?
There is surprisingly little to know about them. Most articles on Generation
Alpha only concern themselves with the name and its platitudinous origins,
perhaps contemplating a few possible attributes that the age group of those born
after 2010 would possess. These articles appear mostly on Australian news sites,
on McCrindle’s own website, or in online marketing journals. Since there is
virtually no academic source to dissect, let us analyse some of these sites in
order to get a clearer picture about “Gen A”.
Starting with the “purest source”, Mark McCrindle’s website
(http://mccrindle.com.au/), it is not surprising that several blog posts can be
found about the topic here. Not many of these contain any scientific explanation,
though. The most informative article is a Q&A, made with McCrindle by the
New York Times. In this article, an entire paragraph explains the information
gathering method used regarding the Alphas (who, we must not forget, are still 6
years old at most). According to the author, this method is basically prognosis,
forecasts. They draw conclusions like an increased screen time, shorter attention
span and digital literacy. These digital skills, however, are not that different from
the ones observed in Gen Z, or even Gen Y (Tari, 2010; Tari, 2011). McCrindle
mentioned, that Instagram and the iPad launched in 2010, the year of the
“generation change”, and the word of the year was “App”. With this, he tries to
accentuate that growing up in this world of smartphones, touchscreens and
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constant Internet connection, the primary medium of youngsters will be glass,
the touchscreen. This phenomenon is already well known in youth research
(Nagy, 2013a). It is also mentioned, that physical and psychological maturity is
starting earlier, while the adult life stage (marriage, children and career) is
pushed back, caused mainly by the increasing time spent in education. This is
also old news (Nagy, 2013b), since in the generational change narrative,
researches showed similar results since the 80’s, regarding the length of
adolescence (Zinnecker, 1993; Gábor, 1996).
A strong resemblance to Generation Z is also apparent. Those born around the
turn of the millennium have not experienced the world without Internet either,
the majority of them used smart devices at a very young age, while YouTube
and Instagram have more influence on them than television. Their learning
habits also changed, which would require new teaching methods, since they are
used to rapid information gathering, and multitasking is a basic skill for them.
4 The criticism of Generation Alpha paradigm
The borders between Generations X and Z are already blurred, because it is hard
to connect “overthrowing” an age group to a specific date. Even the Strauss-
Howe model refers to the 20-year lifespan of a generation as a crude estimation,
thus stating that every child born after 2010 is to be considered an Alpha” is
only as binding as the categories seen in the graph below (generations, by birth
year). It is apparent, that Generation Y and Z are overlapping by almost a
decade, so children born between 1995 and 2004 could belong to both
generations (SIC!). Based on these facts, it is not impossible to imagine that Gen
Zed will last way longer, making the catchy Generation Alpha title redundant.
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Figure 1. Generations, by birth year (Suderman, 2016).
This catchy, but empty name became the favourite of tabloids nonetheless:
numerous articles, similar in content and style, were published during the past
few years. The Business Insider, for example, published two writings (basically
repeating the same ideas, word by word) about Generation Alpha, only six
months apart (Sterbenz, 2014a; Sterbenz 2014b). They are exploring the
background of the name itself, but impart very little scientifically accurate
information. The most interesting statement is about demographic change,
naming China and India as the “gravitational centre” of the future, at least in
terms of social matters.
An article from Dan Schawbel, a bestselling author, researcher and FORBES
columnist, found on his own website (Schwabel, 2014) provides us with little
more insight. In this writing, he tries to predict 5 attributes that Gen Alpha
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children will possess growing up, which are very similar to those written about
Gen Zed.
- They will be the more entrepreneurial generation.
- They will be the most tech savvy and not know a world without social
networking.
- They will primarily shop online and have less human contact than previous
generations.
- They will be extremely coddled and influenced by their Gen X and Y
parents.
- They will be more self-sufficient, better educated and prepared for big
challenges.
Advertising Age (AdAge) published similar “observations”, but with a different
style. The author of the article, published in January 2016, chose a more cynical
approach, by stating 13 conclusions drawn from observing a young Alpha
(possibly his own child). These are, of course, not entirely serious “facts”, but
some of them could (if they persist at an older age) shape the general
characteristics of this generation.
Scientifically it can be criticised at least in three ways. They hate sharing
economy (shouting “Mine!”, “All mine”, and not sharing anything), they do not
care about privacy and rules, they break free of any boundaries and they live in
the moment. However, the question if these conclusions, drawn by watching a
single, 6-year old or younger child, are generational characteristics, or simply
attributed to young age arises.
- Even if we accept the Strauss-Howe model, we should not use it
mechanically. It is certainly not true, that if someone was born in
December, 2009, he/she belongs to one generation, but if in January 2010,
belongs to another. Trends and characteristics can obviously be found,
based on previous generations, but these are to be interpreted on a large
social group, certainly not on a single person. In our case, people try to
come up with generational characteristics and attributes without large
amounts of data.
- In this light, it is still not known if the growing age group will show
generation features based on Mannheim’s interpretation, and if these
attributes are any different than the previous generation. Ergo, we cannot
tell if there is a substantial change compared to Generation Z, or even if this
age group can be considered a generation at all.
- In the last few years, there was no narrative that would start of any
scientific interpretation pointing beyond generations X (digital immigrants),
Y (digital natives) and Z (content creator). Some ideas are close to coming
through and promise the possibility of a new generational interpretation
(VR-glasses, self-driving cars, touchscreens, voice recognition), and some
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of them are pure sci-fi (surrogate robots controlled by people at home, as in
the movie Surrogates). But no one of these are realities re-shaping the social
space.
5 Conclusions
Overall it is apparent that naming and characterizing the new generation is
important mostly for marketing purposes, which would be relevant only after
many years, when we have more information about “Generation Alpha”, which
is literally in its infancy right now. Based on current facts, Gen Alpha is
basically just “Z 2.0”, which is not that different from its predecessors, only
carries forward their “legacy”.
Several innovations can become society shaping breakthroughs, thus being core
elements in a new generational interpretation (if such a thing becomes reality).
But without the knowledge of their existence, and if any, their attributes, naming
a generation is not unlike naming an undiscovered star about ourselves: nothing
but the vanity and displacement activity of a scientist.
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... While technology presents significant opportunities for learning and connection, its influence on the family dynamics of Generation Alpha warrants careful consideration. Striking a balance between harnessing the positive aspects of technology while mitigating potential downsides should be a primary focus in cultivating healthy family environments for this digital-first generation [31,32]. ...
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Bu çalışmada marka ve marka oluşturma sürecinde işletmelerin bazı departmanlarındaki uygulamalarında yapay zekanın kullanımı değerlendirilmiştir. Bu genel amaçla öncelikle, yapay zekâ ve buna yönelik teknolojiler açıklanmıştır. Daha sonra yapay zekânın işletmelerde markalama sürecinde nasıl kullanıldığı üzerinde durulmaya çalışılmıştır. Bu kapsamda öncelikle marka kavramına yönelik açıklamalar yapılmış, daha sonra yapay zekâya yönelik kavramsal bir çerçeve çizilmiştir. Gelecek dönemlerde yapay zeka kullanımının daha fazla yaygınlaşması beklenmektedir. Bu nedenledir ki, işletmeler markalaşma sürecinde yapay zeka teknolojisine yönlendirilmeli ve bu süreci iyi yönetebilir hale gelmelidir. Günümüzde marka ve yapay zeka alanının beraber ele alınmasının, akademik olarak çalışmalara konu olmasının bu sürece uyumluluğu kolaylaştırıcı bir etki oluşturacağı düşünülmektedir.
... Ayrıca sosyal medyayı sadece bilgi alma amacıyla değil; içerik üretmek ve paylaşım yapmak amacıyla kullanmaktadırlar. Bu özellikleriyle birlikte sosyal medyada paylaşan ve üreten bir nesil olarak ifade edilmektedirler (Nagy ve Kölcsey, 2017). Günümüz sosyal medyası ağızdan ağıza pazarlamanın en önemli temsilcilerinden biri olarak kabul edilmektedir (Sarıışık ve Özbay, 2012). ...
... Such structured approach is instrumental in developing the advanced information literacy skills required in today's digital landscape. Generation Alpha is considered the most technologically driven demographic (McCrindle and Fell, 2020), and their lives are defined by the fact that information is available to them anytime, anywhere (Nagy and Kölcsey, 2017). Children are taught to read and practice reading comprehension with offline texts. ...
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The technology and engineering curriculum emphasizes the importance of developing students' abilities to find and design new solutions, be creative, and make decisions while building structures. In this exploratory experiment, this research aimed to deepen the design and planning of engineering and technology problems online and encourage creativity among students in their free time. The intervention was curriculum based and involved sixteen groups of 4-5 students. The project task was struc-tured in two steps, with the first step in a classical format, while the second step was to be completed in an online learning environment using the reciprocal teaching method. Qualitative and quantitative research methods were used to collect data, including a comparison of project assignments produced in steps 1 and 2, an unstructured interview with the teacher and students, and a rating scale for students. Results showed that students improved their products by reading and researching online. The use of online resources was particularly relevant in the problem design and planning phase, where students were able to fill gaps in their knowledge and improve their products.
... Bunun yanında sosyal medya platformları, Alfa kuşağı üzerinde televizyondan daha etkilidir. Alfa kuşağının öğrenme yöntemleri, geçmişe kıyasla değişmiştir ve bu kuşağın mensupları çok daha fazla bilgi ile karşılaştıkları için yeni öğretim yöntemleri uygulanması zaruri olmaktadır (Nagy & Kölcsey, 2017). ...
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Pazarlama dünyasında, tüketici davranışlarını anlamak ve hedef kitleye etkili bir şekilde ulaşmak, başarılı bir stratejinin temel taşlarındandır. Ancak tüketici kitlesi homojen bir yapıdan ziyade, çeşitli demografik ve sosyo-kültürel faktörlerle şekillenen heterojen ve dinamik bir yapıya sahiptir. Bu faktörler arasında, özellikle yaş ve kuşak farklılıkları önemli bir rol oynamaktadır. Kuşaklararası pazarlama, farklı yaş gruplarının beklentilerini, alışkanlıklarını ve değerlerini dikkate alarak, özelleştirilmiş pazarlama stratejileri geliştirmeyi amaçlamaktadır. Pazarlama dünyası dinamiktir ve sürekli olarak değişim göstermektedir. Tüketici davranışları, teknolojik yenilikler ve kültürel dinamikler pazarlama stratejilerinin değişiminde büyük rol oynamaktadır. Bu bağlamda kuşaklar arası pazarlama, farklı yaş gruplarına yönelik özelleştirilmiş stratejiler geliştirmeyi amaçlayan bir yaklaşım olarak ön plana çıkmaktadır. Bu stratejiler her kuşağın kendine özgü özellikleri, değerleri, ilgi alanları ve satın alma davranışlarına göre şekillendirilmektedir.
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Generation Alpha are the first to grow up immersed in digital technology and presumed to be wired differently than previous generations. This systematic review synthesizes the research literature on what has been learned so far and broadly answers the following question: What is happening in the education and training of Generation Alpha? The literature review was conducted based on guidelines outlined by The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Titles of 2,093 studies, abstracts of 603 studies, and 335 full-text studies were evaluated for inclusion criteria. A total of 83 studies were included into the literature review. The studies were sorted into four major categories: (1) the role of teachers, (2) the role of new approaches to education, (3) the role of teaching tools, and (4) the role of blended/online learning. Despite frequent use of the term “Generation Alpha” in the research literature, relatively few studies report generational differences that reveal how children of this generation are characteristically different from previous generations. There is simply a strong assumption that Generation Alpha is different. A major concern is that the use of technology by Generation Alpha has decreased opportunities for social-emotional development and increased mental health problems. There are digital educational tools and online strategies being developed and tested but none have emerged to be dominant.
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In recent years, the shift in the teaching approaches employed in Thai English as a Foreign Language (EFL) classroom provides new opportunities and challenges to the teachers and students form Generation Z (1995-2009) and Generation Alpha (2010-2024). This study examines verb errors among Thai EFL learners from Generation Z and Generation Alpha to compare error types and sources. 300 written assignments from both generations were analyzed by Grammarly based on a mixed-methods approach adapted from Corder's (1974). The findings showed that Generation Z produced 466 errors, considerably more than Generation Alpha's 355 errors, with both cohorts producing all types of errors, namely misformation, omission, addition, and misordering, respectively. Despite Generation Z producing higher overall error detection, Generation Alpha displayed higher rates of the certain error forms, such as misuse of singular and plural verb usage and expletive construction. Interlingual interference was the most frequently produced error source for both groups. These findings highlight the balance between L1 and L2 in EFL classrooms and the significance of teacher supervision in promoting autonomous learning. The study provides valuable insights for EFL teachers, suggesting appropriate teaching strategies in writing classes tailored to different generations.
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The newest generation, known as Generation Alpha, marks the arrival of the digital age, which is defined by a demand for technological expertise and ingenuity. Considering this is a relatively new field of research, not much is known about their unique traits or social and emotional competencies. It is essential to concentrate on helping Generation Alpha acquire these abilities. This research offers a thorough analysis of earlier interventions-such as yoga, self-regulation exercises, music therapy, and parental supervision-that tried to improve children's social and emotional skills. This information was a thorough analysis of surveys and experimental studies conducted by various researchers obtained mainly from PubMed, Frontiers, JSTOR, Research Gate, Google Scholar and other sites. It was also reviewed by experts in the LeapSpace organisation. This paper intends to address the social and emotional challenges that Generation Alpha experiences and ultimately seeks to improve their general well-being by synthesising existing studies and initiatives. Subsequent investigations could potentially gain from focusing on particular facets of Generation Alpha's personality and placing more emphasis on intervention-based methodologies. This study points out a significant gap in the literature about creative interventions and concepts designed with Generation Alpha in focus.
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The author of this article seeks to define various circumstances that make a generation. The author points out the characteristics of new generations focusing on the so-called Z generation. As a literature teacher, she mentions personal examples to make the article alive. Her aim is to prove that it is important to take the new habits and specifics of teenagers into account in order to teach more efficiently.
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Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
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