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Users in Cyber Behavior
Abstract
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.
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The aim of this study was to investigate the association of the Big Five personality traits, Hostile Attribution Bias, and cyber-bullying among 347 Greek students attending the last grade of primary school and Junior High School. In order to explore whether the effect of personality traits on cyber-bullying is better explained through Hostile Attribution Bias, a mediation analysis was run. Results showed that Hostile Attribution Bias mediated the links between high Neuroticism, and low Extraversion on the one hand and cyber-bullying on the other. Overall, findings suggest that individuals low in Emotional Stability and less sociable are more likely to manifest cyber-bullying due to their tendency to attribute hostile intent, which may be exacerbated during computer mediated communication, which frequently provides limited social cues to the user. Findings can contribute towards the prevention and intervention of cyber-bullying through programs which help students interpret ambiguous social interactions.
Screen media multitasking (SMM), the act of exposure ≥ 2 screen media simultaneously, is increasing nowadays. Single media use was associated with child’s behavioural problems in previous studies. However, the associations between SMM since early childhood and behavioural problems in school-age children had not been elucidated. This study aimed to investigate the association between SMM from age 6 months to 4 years and behavioural problems in 6-year-old children. Two hundred and ninety-one (52.6% girls) healthy children were enrolled since age 6 months and 259 participants were followed-up until age 6 years. SMM was obtained at age 6, 12, 18, 24 months, 3 and 4 years. Behavioural concerns were assessed at age 4 years by the Child Behaviour Checklist and by both the Strengths and Difficulties Questionnaire with the Conners Kiddie Continuous Performance Test at age 6 years. Parenting style, cognitive ability, and baseline characteristics were also ascertained. Partial least squares path modelling was performed to determine both direct and indirect relationships among variables. Results showed that children who had been exposed to SMM for longer duration, specifically at age 18 months, showed more behavioural problems at age 4 and 6 years. Positive parenting during preschool and behavioural concerns at age 4 years were main mediators of those associations. Moreover, SMM in minutes at age 18 months was related to decreased preschool cognition. To minimise behavioural problems in school-age children, SMM should be avoided before 2 years of age so that positive parenting may be successfully implemented since early childhood.
Background
Evidence on whether the amount of time children spend online affects their mental health is mixed. There may be both benefits and risks. Yet, almost all published research on this topic is from high‐income countries. This paper presents new findings across four countries of varying wealth.
Methods
We analyse data gathered through the Global Kids Online project from nationally representative samples of Internet‐using children aged 9 to 17 years in Bulgaria (n = 1,000), Chile (n = 1,000), Ghana (n = 2,060) and the Philippines (n = 1,873). Data was gathered on Internet usage on week and weekend days. Measures of absolute (comparable across countries) and relative (compared to other children within countries) time use were constructed. Mental health was measured by Cantril’s ladder (life satisfaction). The analysis also considers the relative explanatory power on variations in mental health of children’s relationships with family and friends. Analysis controlled for age, gender and family socioeconomic status.
Results
In Bulgaria and Chile, higher‐frequency Internet use is weakly associated with lower life satisfaction. In Ghana and the Philippines, no such pattern was observed. There was no evidence that the relationship between frequency of Internet use and life satisfaction differed by gender. In all four countries, the quality of children’s close relationships showed a much stronger relationship with their life satisfaction than did time spent on the Internet.
Conclusions
Time spent on the Internet does not appear to be strongly linked to children’s life satisfaction, and results from one country should not be assumed to transfer to another. Improving the quality of children’s close relationships offers a more fruitful area for intervention than restricting their time online. Future research could consider a wider range of countries and links between the nature, rather than quantity, of Internet usage and mental health.
The question whether social media use benefits or undermines adolescents’ well-being is an important societal concern. Previous empirical studies have mostly established across-the-board effects among (sub)populations of adolescents. As a result, it is still an open question whether the effects are unique for each individual adolescent. We sampled adolescents’ experiences six times per day for one week to quantify differences in their susceptibility to the effects of social media on their momentary affective well-being. Rigorous analyses of 2,155 real-time assessments showed that the association between social media use and affective well-being differs strongly across adolescents: While 44% did not feel better or worse after passive social media use, 46% felt better, and 10% felt worse. Our results imply that person-specific effects can no longer be ignored in research, as well as in prevention and intervention programs.
In the last two months, school closure has been one of the more used worldwide “not-pharmacological mitigation strategies” to prevent and limit infection from COVID-19, and to delay the outbreak’s peak [...]
Even in the most remote U.S. rural contexts today technology is a part of schooling. This article explores stakeholders’ perceptions of educational technology as it relates to schooling in six rural districts in the state of Idaho. Stakeholder descriptions were collected using sondeo style focus groups with seven specific groups (students, parents, teachers, support staff, community members, principals, boards, and superintendents) in each district (n = 42). Stakeholders believe the educational technology in their schooling environments is both necessary and welcome in their districts; however, their assessments indicated that despite a decades-long policy push aimed at increasing educational equity, augmenting schooling facilities with technology presents complex resourcing challenges. The conclusion explores how different experiences and conceptualizations of context shape individuals’ understanding and implementation of educational technology. We argue that a more contextualized view of technology-oriented change is needed. One that better positions rural place as something to be protected (as opposed to overcome) in order to leverage the best of both what technology and place have to offer in changing rural communities.
This editorial article reflects on the contribution of research published in Learning, Media and Technology that can help make critical sense of the surge of educational technologies during the Covid-19 pandemic of 2020. The editors draw particular attention to research on the political economy of edtech, digital inequalities in edtech provision and experience, changing learning spaces, and experiments in data analytics that are being concentrated by the disruption caused by the pandemic.
Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.
The COVID-19 pandemic is harming health, social and material well-being of children worldwide, with the poorest children, including homeless children and children in detention, hit hardest. School closures, social distancing and confinement increase the risk of poor nutrition among children, their exposure to domestic violence, increase their anxiety and stress, and reduce access to vital family and care services. Widespread digitalisation mitigates the education loss caused by school-closures, but the poorest children are least likely to live in good home-learning environments with internet connection. Furthermore, increased unsupervised on-line internet use has magnified issues around sexual exploitation and cyber-bullying.Immediate government measures need to ensure that children have access to good food, receive protection against child abuse and neglect, have continued access to child physical and mental health services, and can navigate safely on the internet. Policies also need to support parental employment since it is key to fighting child poverty.Combatting COVID-19’s effect on children
Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic
“Sometimes it takes a natural disaster to reveal a social disaster” Jim Wallis
Multitasking on digital devices during social interactions has become increasingly common, but research on this behavior is far from thorough. Expanding on literature of phubbing and technoference, the authors proposed a theoretical framework, digital social multitasking, defined as performing technology-based multitasking during a social interaction, to study the behavior. This mixed-methods study focused on one type of digital social multitasking: phone use during a face-to-face interaction with a friend. Self-report survey data were collected from 222 college students (Mage = 19.87; 82% female; 45% Black or African American, 43% White or European American). Results showed that digital social multitasking mostly took place when the face-to-face interaction was casual, and the majority of the phone-based activities were shared between the participant and the friend. Participants did not hold a negative view of their own or friend’s digital social multitasking, but when they saw their own multitasking as distracting or friend’s multitasking as dismissive, they reported lower friendship quality and higher loneliness. The level of one’s own and friend’s multitasking did not directly associate with friendship quality and loneliness; they only indirectly associated with the well-being outcomes via negative perception of the behavior. Friend’s digital social multitasking had stronger associations with poor socioemotional well-being when the face-to-face interactions were serious in nature. Overall, the socioemotional implications of college emerging adults’ phone use during peer interactions did not seem as alarming as what many may have believed, and the implications were contingent upon the context of the behavior.
Instagram is emerging as the most influential social network; this phenomenon is especially apparent in the fashion industry. Fashion brands are launching creative campaigns on Instagram to engage their followers. The present study aims to increase the understanding of followers’ engagement by analyzing the consequences of brand publications on Instagram. Taking as a basis the S-O-R framework, brand publications (stimulus) may generate perceptions of creativity and positive emotions in their followers (organism) which, in turn, may influence their affective commitment and interaction intentions (response). Our results, based on data collected from 808 followers of an Instagram fashion brand account, analyzed using structural equation modeling, confirmed that perceived creativity is a crucial aspect of Instagram. In addition, positive emotions and affective commitment act as partial mediators in the relationship between perceived creativity and interaction intentions. These results have interesting implications for both the fashion industry and content generation on Instagram.
Highlights
• Followers’ perceptions/responses on an Instagram fashion brand account are analyzed.
• Creativity is essential to enhance affective commitment and interaction intentions.
• Positive emotions have significant, but lower, effects on commitment and intentions.
• Affective commitment influences interaction intentions on this context.
• Emotions and commitment partially mediate the impact of creativity on interaction.
The Department of Occupational Therapy (DOT) recognised the threat of massification to the ability to graduate professional and competent generalist occupational therapists. Successrates were dropping in the diversified student body and lecturer workload was increasing, contributing to poor research publication output. Blended Learning (BL) was suggested as a strategic opportunity to manage the undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). The researcher was nominated to take the lead in driving the process, initiating this Participatory Action Research (PAR). Over six academic years the lecturers of the DOT, through Legitimate Peripheral Participation (LPP), participated in curriculum redesign and content development activities, which crafted the BL process. The PAR research design facilitated the insider positionality of the researcher to investigate the impact of BL on teaching and learning within the DOT. The stakeholders in the study were the lecturers of the DOT, the students enrolled in the Bachelor of Sciences in Occupational Therapy degree between 2010 and 2015, and the School e-Learning Project team. Quantitative and qualitative methodologies were employed throughout the PAR. Quantitative data were analysed for effect due to the small student and staff population. Qualitative data were analysed using Strauss’ grounded theory and Brookfield’s lenses of critical reflection. This thesis presents five papers of which two are macro-level PAR studies and three are micro-level PAR studies. The results yielded two core themes: the drivers of change and the outcomes of BL. The outcomes of BL demonstrated that when integrating BL over a long-term intervention the effect of habituation on student performance is positive, students perceive BL to have a positive effect on their knowledge gain and that when BL activities have the ‘just right challenge’ students are interested in the learning process and find it beneficial to their learning. The six drivers of change provide guideline criteria to consider when integrating BL into PBL curricula with similar contexts; namely: Buy-in and goodness of fit, Being evidence-based, Just do it!, Support, Students are primed for BL, and the hurdles to BL. The lecturers of the DOT believe that ‘there is no going back!” Ethical clearance for this thesis was issued through the Human Research Ethics Committee (Medical) with the following numbers: M090920, M160877 and M141168 (refer Appendix A) The originality report through Turnitin presented in Appendix B shows 14% similarity when the two published articles are excluded.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in OECD and partner countries.
Harnessing scholarship focused on literacy and poverty, in this article we aim to complicate the common understanding of the digital divide. First, we argue that the dominant literature on the digital divide misses broader connections between technological exclusion and broader forms of economic and social exclusion. Accordingly, and following recent qualitative research on the digital divide, we believe future scholarship must examine the complicated relationships between poverty, inequality, and the digital divide and we look to poverty scholarship to understand the complicated and shifting nature of poverty. Finally, we make the case that scholars and practitioners focused on digital literacy programs should pay attention to historical and critical scholarship on education and its role in mediating poverty and fostering social mobility, as it serves digital divide and broadband adoption scholars to understand the ways education processes can either reproduce or set the stage to alter entrenched social realities
Objective
Media multitasking has been found to have a negative relationship with young people’s psychological well-being. However, its relationship with self-esteem has only been examined among adults, and the mechanism underlying its association with adolescents’ well-being has been unclear. The purpose of this study was to investigate the relationship between media multitasking and self-esteem and explore the effects of peer influence and family functioning as potential mediators of this association.
Methods
A sample of 725 Chinese adolescents (55.6% girls; Mage = 14.71, SD = 1.41) completed a paper-based survey, which included questions on demographics, media multitasking, peer influence, family functioning, and self-esteem. Structural equation modeling and multi-group analyses were performed on the collected data.
Results
Media multitasking (MM) showed a negative association with self-esteem (SE) (r = −0.17, p < 0.001); however, peer influence (PI) and family functioning (FF) entirely mediated this relationship, i.e., MM→FF→SE (β = −0.059, p < 0.05) and MM→PI→FF→SE (β = −0.025, p < 0.01). In addition, significant differences were found in specific mediation pathways among gender and age groups.
Conclusions
Overall, these findings have important implications for understanding the relationship between media multitasking and self-esteem among adolescents, as well as the age and gender differences.
Cyberbullying is associated with a wide range of mental health difficulties and behavioral problems in adolescents and research is needed to better understand psychological correlates of this behavior. The present study used a novel model that incorporated Social Cognitive Theory and the prototype/willingness model to identify the correlates of behavioral willingness to engage in cyberbullying in two countries. Adolescent students were randomly selected from secondary schools in Italy (n = 1710) and Greece (n = 355), and completed anonymous measures of moral disengagement, descriptive norms, risk prototype evaluations and behavioral willingness to engage in cyberbullying. Hierarchical linear regression analyses showed that willingness to engage in cyberbullying was associated with moral disengagement, prototype evaluations and descriptive social norms in Italy, and with gender, moral disengagement and descriptive social norms in Greece. Regression-based multiple mediation modeling further showed that the association between moral disengagement and cyberbullying willingness was mediated by prototype evaluations in Italy and by descriptive norms in Greece. The implications of our findings are discussed in the context of self-regulating cyberbullying perpetration in adolescents and informing school-based policies and interventions to prevent cyberbullying behavior.
Adolescents commonly use media and communication devices during academic activities, also referred to as academic-media multitasking. Although there is evidence for the short-term effect of academic-media multitasking on academic achievement, support for its long-term effect is lacking. Therefore, we investigated the long-term relationship between academic-media multitasking and academic achievement, and the possible underlying mechanism of academic attention problems using a three-wave longitudinal study, with time intervals of 3–4 months, among 1215 adolescents (11–15 years, 52% boys). Although academic-media multitasking and academic achievement were cross-sectionally related, the findings showed neither support for a direct nor indirect long-term relationship between academic-media multitasking and subsequent academic achievement scores. However, academic-media multitasking was associated with an increase in subsequent academic attention problems. This study indicates that concerns regarding the long-term impact of academic-media multitasking on academic achievement need to be qualified.
As many as three million households with school-aged children in the United States do not have any Internet service at home, and 18% do not have a broadband connection, creating a “homework gap” between those who can access the Internet to support their schoolwork at home, and those who cannot. Based on a series of empirical case studies of efforts to develop wireless projects across the United States, coupled with a review of relevant spectrum and wireless regulations, this study informs academics and practitioners how different wireless broadband technologies can help bridge the gap. However, as our case studies show, wireless should not be viewed as a magic bullet to solving the homework gap. Closing this gap requires social initiatives to promote uptake and productivity enhancing usage and skills levels, and financial and regulatory support from policymakers and other stakeholders.
Στόχος της έρευνας ήταν η διερεύνηση του διαδικτυακού εθισμού και του ηλεκτρονικού εκφοβισμού μεταξύ μαθητών/τριών δημοτικού, η σχέση ανάμεσα στα δύο φαινόμενα και η πιθανή σύνδεσή τους με το φύλο των μαθητών/τριών και τη σχολική τους επίδοση. Στην έρευνα συμμετείχαν 452 μαθητές/τριες Στ’ Δημοτικού (242 αγόρια, 210 κορίτσια) από δημόσια σχολεία αστικών περιοχών στη Θεσσαλονίκη και την Αττική. Στο δείγμα χορηγήθηκε ερωτηματολόγιο αυτό-αναφοράς που αφορούσε το διαδικτυακό εθισμό (Internet Addiction Test, Young, 1998) και τον ηλεκτρονικό εκφοβισμό (σύντομη μορφή του Cyberbullying Questionnaire, Smith, Mahdavi, Carvalho, & Tippett, 2006). Τα αποτελέσματα έδειξαν ότι οι μαθητές/τριες εμπλέκονται και στα δύο φαινόμενα, τα οποία σχετίζονται θετικά μεταξύ τους ωστόσο δεν σχετίζονται με τη σχολική επίδοση των μαθητών/τριών. Όσον αφορά τον παράγοντα φύλο, στατιστικώς σημαντική σχέση εντοπίστηκε μόνον ανάμεσα στα αγόρια και την αυξημένη χρήση του διαδικτύου. Τα ευρήματα της παρούσας εργασίας συνιστούν ένα πρώτο βήμα για τη διενέργεια άλλων αντίστοιχων ερευνών αλλά και για την εφαρμογή προγραμμάτων πρόληψης και παρέμβασης στα δημοτικά σχολεία.
South Africa is experiencing the sting of Information and Communications Technologies (ICTs) that result in digital inequality; thus, it impairs the efforts in a quest to deal with socioeconomic issues, particularly quality of education. ICTs in the twenty first century are perceived as necessary tools to enhance the speed of information dissemination and communication among youth. ICTs provide necessary information that can lead to edification of skills and knowledge in different communities, predominantly in rural areas. Therefore, this paper argues that lack of ICTs in the context of digital inequality, particularly in relative majority of rural areas, impairs the speed at which the process of bridging the educational gap between rural and urban areas should occur. Thus, lack of access to ICTs and usage increase the existing digital inequality gap in education between rural and urban areas. The purpose of this paper is to engage ICTs focusing on digital inequality in education in a South African youth context. Theoretically, the paper intends to explore factors in education that contribute to the gap betwixt rural and urban areas in respect of ICTs. The paper concludes that ICTs are the carriers of all sorts of information serving different purposes.
While concerns about the “digital divide,” or access to technology, remain relevant for many schools, we do not yet fully know how often-expensive education technologies are employed across school contexts. In particular, few studies exist that evaluate how teacher beliefs about student social class and race-ethnicity, as well as institutional perceptions of the value of new technologies, inform everyday teacher practices with such technologies. Classroom observation and interviews were conducted with 5 teachers across three elementary schools that vary by race and class. Results indicated that teachers at middle/upper class schools encouraged dynamic uses of interactive whiteboards, while in the low-income school they functioned like traditional blackboards. Findings suggest that teacher beliefs and institutional perceptions inform how technologies are used in the classroom. In particular, beliefs about the meaning of student race and social class, as well as institutional goals for implementing new technologies, inform the extent to which students are granted agency to learn with new technologies.
The rapid growth of electronic commerce, along with changes in information, computing, and communications, is having a profound effect on the United States economy. President Clinton recently directed the National Economic Council, in consultation with executive branch agencies, to analyze the economic implications of the Internet and electronic commerce domestically and internationally, and to consider new types of data collection and research that could be undertaken by public and private organizations. This book contains work presented at a conference held by executive branch agencies in May 1999 at the Department of Commerce. The goals of the conference were to assess current research on the digital economy, to engage the private sector in developing the research that informs investment and policy decisions, and to promote better understanding of the growth and socioeconomic implications of information technology and electronic commerce. Aspects of the digital economy addressed include macroeconomic assessment, organizational change, small business, access, market structure and competition, and employment and the workforce.
The purpose of the present study was to evaluate a bullying prevention program that involved eleven 90-minute, highly structured workshops conducted at the classroom level on a weekly basis. The intervention aimed to increase student awareness of bullying and its impact, increase empathy toward victims, and enhance positive attitudes toward school and academic achievement. Participants were 666 students who were selected from 20 elementary schools using stratified random-sampling procedures from a large metropolitan area of southern Greece. Students were randomly assigned to experimental and control groups and were provided measures of bullying and victimization behaviors at pretest and posttest (Olweus, 1996). Results indicated that there were statistically significant decreases in bullying and victimization behaviors from pretest to posttest. Specifically, victimization rates in the experimental group were reduced from pretest to posttest by 55.4%. The respective decreases in the control group were 23.3%. Similarly, bullying rates decreased by 55.6% at posttest compared with pretest in the experimental group, and the combined type decreased by 66.7%. Furthermore, a latent class analysis provided qualitative means on the specific categories in which decreases of negative behaviors were observed. Additional positive effects were observed with increases in positive attitudes toward school (school liking). We conclude that the current prevention program effectively reduced bullying and victimization in the elementary schools in Greece and holds promise for influencing the overall school experience.
This research identifies the gratifications sought by the Net-generation when producing user-generated content (UGC) on the internet. Members of the Net-generation want to vent negative feelings, show affection to their friends and relatives, be involved in others’ lives, and fulfill their need to be recognized. These gratifications, to a large degree, were found to be significantly associated with the users’ various levels of participation in UGC (e.g., Facebook, blogs, online forums, etc.). What's more, narcissism was predictive of content generation in social networking sites, blogs, and personal webpages, while leisure boredom was significantly linked to expressing views in forums, updating personal websites, and participating in consumer reviews. In particular, the results showed that Net-geners who encountered leisure boredom had a higher tendency to seek interaction with friends online. Implications of findings are discussed.
We examined the effectiveness of touchscreen media for teaching children to tell time from a clock. Experiment 1 was conducted with 123 preschoolers (M = 70.15 months, SD = 4.41) using two learning media: touchscreen and video, and three test media: iPad, toy, and paper, with between-subjects pre-and post-test design. After 10 min of exposure to the touchscreen or video learning media designed to teach children how to tell time, groups of children were tested with an iPad, a toy clock, or a clock printed on paper, respectively. Results showed that post-test scores across all groups were significantly higher than those at pre-test, for both learning media. Children in touchscreen-learning groups had a greater improvement from pre-test to post-test scores compared with video-learning groups. Moreover, children in iPad and toy test groups, had a greater improvement from pre-test to post-test scores than those in paper-test groups. Experiment 2 aimed to explore whether embodied cognition or the gesture as cues promoted children's learning and was conducted with 79 preschoolers (M = 70.92 months, SD = 4.80) using three learning media: touchscreen, gesture-watching, and nongesture-watching. Results showed that learning performance of the touchscreen group and gesture-watching group was better than that of the nongesture-watching group. Findings suggest that both the touchscreen and gesture-watching learning tools can improve young children's learning; children were able to transfer what they had learned on an iPad touchscreen to other media. Thus, it appears that gesture is a key factor in touchscreen learning.
In celebration of the recent golden anniversary of the launching of the Soviet satellite, Sputnik I, this paper takes an historical perspectives approach to examine the social, political, and educational climate in the United States leading up to the launch. Ramifications to science education are discussed, and implications are made for the relevance of this event to science education today.
Concerns about the negative impact of media multitasking on people’s learning and psychological aspects, such as well-being and self-esteem, have increased in the last decade. However, the contradictory findings of previous cross-sectional studies have caused much debate. Methodological improvements are urgently needed to determine whether media multitasking has causal effects. This study used a cross-lagged panel design to explore the relationships between media multitasking, academic performance and self-esteem in a sample of Chinese adolescents. Two waves of data with a six-month interval were collected from 447 Chinese adolescents (40.7% boys, mean age = 15.0). The data were analysed, and the results indicated that media multitasking negatively correlated with academic performance but not self-esteem; the relationship between self-esteem and academic performance was reciprocal; and academic performance may mediate the relationship between media multitasking and self-esteem. The implications of this study were also discussed.
Virtual reality (VR) and augmented reality (AR) technologies are having a profound impact on a variety of marketing practices and are attracting increasing attention from marketing researchers. In this article, we review developments in VR/AR applications and research in the area of consumer marketing. We propose a conceptual framework for VR/AR research in consumer marketing that centers around consumer experiences provided by VR/AR applications along the customer journey and the effectiveness of such applications, and delve into the key concepts and components of the framework. Next, we provide a comprehensive overview of VR/AR applications in current practices and extant research on VR/AR in consumer marketing. Finally, based on this framework, we offer an outlook for future developments of VR/AR technologies and applications, discuss managerial implications, and prescribe directions for research on consumer marketing.
South African schools experience diverse access to educational technology. Further, South African educators have limited opportunities to attend educator professional development workshops focused on technology integration. These differences can have a tremendous impact on students’ educational experiences and educators’ levels of self-efficacy toward implementing technology in their school settings. To provide further support and training opportunities to educators in South African township schools, administrators are able to partner with nongovernmental organizations and institutions of higher education. This article provides an overview of South African educational contexts and how partnerships can be formed to provide educator support to integrate educational technology in township schools.
Rural Americans often face challenges in education and, as a result, long-term economic stability due to a deficiency in access to digital resources, minimal opportunities for advanced education, and a lack of community support and value placed on educational achievements. This article explores these deficiencies through the theoretical framework of social cognitive career theory (SCCT). Further, by focusing on a literature review of current studies as well as nationally published news articles, potential solutions are discussed, including increased attention from educational institutions, fostering family engagement and support, funding and grants, and technology access and support.
This article presents a literature review of mobile learning (m-learning) in the K–12 classroom and explores the impact of tablets in primary education. Additionally, it shows the impact of mobile learning on K–12 online learning as well as the need for professional development of educators utilizing mobile technologies. Further, the article reviews challenges with m-learning and provides potential recommendations and guidelines for utilizing mobile technologies in the future of educational curriculum development.
Background and objectives:
The COVID-19 pandemic and control measures may have increased the risk of abusing addictive substances as well as addictive behaviors.
Methods:
We present an initial online survey in 6416 Chinese about the relation between the COVID-19 pandemic and addictive behavior in China.
Results:
During the COVID-19 pandemic, 46.8% of the subjects reported increased dependence on internet use, and 16.6% had longer hours of internet use. The prevalence (4.3%) of severe internet dependence rose up to 23% than that (3.5%) before the COVID-19 pandemic occurred, and their dependence degree rose 20 times more often than being declined (60% vs 3%). Relapses to abuse from alcohol and smoking abstinence were relatively common at 19% and 25%, respectively. Similarly, 32% of regular alcohol drinkers and 20% of regular smokers increased their usage amount during the pandemic.
Conclusion and scientific significance:
These three coping behaviors (internet, alcohol, and smoking) during this COVID-19-related crisis appear to have increased the risk for substance use disorders and internet addiction. (Am J Addict 2020;00:00-00).
The digital divide limits the flow of potential students through the science, technology, engineering, and mathematics (STEM) pipeline and into STEM careers. The digital divide is a dynamic and constantly evolving concept of digital exclusion that encompasses numerous dimensions and levels. The “usage access gap” and the “second-level divide” both account for differences in how digitally divided people actually use technology. In this study, we employ social cognitive theory as a framework to explore the impact of various kinds of technology usage on predominately minority students’ technology and application self-efficacy. Data were gathered over the course of a large-scale computing intervention that took place in an elementary school district in the southeastern United States. Results indicate that usage access gap activities and second-level divide activities, such as playing games or talking to friends online, may actually help increase students’ technology self-efficacy and computer application self-efficacy. Entertainment and social networking activities provide students with positive direct experiences with technology, which may help close this dimension/level of the digital divide over time. Future computing interventions should consider establishing dedicated “computer recess” time to help digitally divided students increase their technology self-efficacy.
Key social learning occurs during early childhood with lasting effects throughout the lifespan. In the past 10 years, ownership of mobile technology grew rapidly, particularly in households with young children; this has dramatically changed the early learning landscape. With the ubiquity of mobile devices, many have questioned their effect on the social and emotional learning of children. To explore one aspect of this question, we conducted a cross-temporal comparison to compare two cohorts of sixth graders, one measured in 2012 and another in 2017. Each group took tests, one with still photographs of faces (diagnostic analysis of nonverbal accuracy 2 or DANVA2) and one with videotaped vignettes (the child and adolescent social perception measure or CASP), designed to measure their ability to accurately identify nonverbal emotional cues. We sought to explore whether changes in the early learning environment of the 2017 cohort, who grew up with mobile phones and tablets, could be related to participants' ability to read nonverbal emotional cues. We found that sixth-grade students in 2017 performed better than sixth-grade students in 2012 on the DANVA2, but not on the CASP. One possible reason participants improved on the test with still photographs is because mediated communication has become more visual and less text based, and sharing photographs of oneself and others is more common. Accordingly participants may be more accurate at interpreting emotional cues in photographs due to a larger exposure to photographs of faces.
In response to the spread of COVID-19, a new coronavirus, many U.S. schools have implemented remote learning. This approach to education can prevent students from experiencing setbacks during school closures. However, some schools do not have enough resources to provide learning opportunities for students, and not all children have internet access at home. Schools that can implement online learning equitably can improve their approach if they follow the guidelines of reputable organizations such as the International Society for Technology in Education.
Although young people's face‐to‐face and digital social interactions have been frequently examined in relation to their psychological well‐being, few studies have considered how day‐to‐day variations in digital social interactions relate to fluctuations in self‐esteem. To fill this gap, this study used a daily diary method over a five‐day period to examine the same‐day and lagged‐day associations between the quantity and quality of social interactions (i.e., face‐to‐face vs. digital) and self‐esteem in a diverse sample of young adults (N = 219; 51% women, 49% men; M age = 21). Additionally, this study also investigated the moderating role of social anxiety on this relation. Over a five‐day period, participants completed a daily diary checklist at the end of each day and reported on their social interactions (i.e., quantity and quality) and self‐esteem for that day. Results showed that the quality of interactions via face‐to‐face settings and text messaging as well as the quantity and quality of interactions via social media were positively associated with self‐esteem. Only the quality of face‐to‐face interactions on the prior day positively predicted self‐esteem on a given day. Social anxiety moderated the same‐day associations between quality of interactions via face‐to‐face and text messaging, and self‐esteem. Findings suggest that only high‐quality face‐to‐face interactions may be associated with longer lasting gains to psychological well‐being. The implications of these exploratory findings for our understanding of the role of emerging technologies are discussed.
Now is the time to think about climate change within the broader context of what your school wants to achieve through its teaching. Alan Kinder offers some advice
Understanding digital supports for early learning is paramount for school readiness and later mathematics learning. We present results from a randomized control trial evaluating a digital app (Measure Up!) and a parent companion app (Super Vision) designed to teach children measurement concepts, a skill that many teachers do not feel comfortable teaching. Ninety-nine 4- and 5-year-old children were randomly assigned to one of three conditions: Measure Up!, Super Vision + Measure Up!, or a control game. Analyses revealed a statistically significant effect of being in the treatment group (Measure Up! or Measure Up! + Super Vision) on children's posttest scores (about two additional questions correct), controlling for the pretest and demographic characteristics (gender, SES). In particular, gains were made for children's understanding of pan balances. There was no significant difference between the two treatment groups. Results suggest that apps can be designed to help children learn important mathematics skills; however, more research needs to be done to understand how parent supports can be better designed. Implications for evaluation and design of game-based learning tools are discussed.
This study conceptualizes "digital divide" among school children. The concept of digital divide is elaborated on the basis of the layers of technology adoption such as "access", "effective use" and "the social envelope" around children's use of home computers. In this study, a theoretical framework of "digital divide" is proposed consisting of social, economic, individual and cultural aspects of the digital divide among children. This theoretical framework suggests that socio-economic status effect goes beyond ownership and extends into meaningful education use of home computers. We argue that inequalities among children can strongly be affected by the economic/social/cultural environment around home computing i.e. parents’ computing practices at home and the home learning environment. As a result, we argue that access to a supportive ‘social envelope’ is the area in which most digital inequalities exist rather than the physical access to the hardware or even usage time.
The promise of digital tools and devices for spurring new discoveries in adolescence research is enticing. Notably, this special section draws attention to many of the advantages that mobile and wearable devices offer for ambulatory assessment research, which have now been realized. Despite such progress, digital tools have not yet delivered on their predicted revolution of adolescent health research. I offer four reasons for why digital devices have fallen short of this predicted promise. For each barrier, I suggest parallel strategies for ensuring adolescent research benefits from Ambulatory Assessment advances. To avoid being left behind, adolescence scholarship must develop in time with innovations in digital devices and platforms, which are moving forward to support basic science and interventions in mental health.
Youth use a variety of digital tools to initiate, develop, and maintain a dating relationship. By doing so, youth become more accessible and vulnerable to interpersonal intrusiveness, which can promote certain forms of victimization, such as Cyber Dating Abuse (CDA). The present study provides a systematic review aimed to identify the studies that have been developed on youth CDA, describing their methodology, main objectives and findings, as well the constructs used. We identified 44 studies that met our inclusion criteria. Research on CDA has less than a decade and has mainly been developed in North America. Studies focused on the prevalence rates, the relation between CDA and other variables, and on developing and validating measures. Prevalence rates were variable, which was mainly due to the different methodological characteristics of the studies, such as the measure, participants' demographics, and the time lag of assessment. Nine tools were validated with, in general, diverse factor solutions. CDA was related to a wide range of individual variables and others types of interpersonal violence (e.g., offline dating violence, cyberbullying), but it is unknown if these variables are risk factors or consequences of CDA, since the majority of the studies used cross-sectional designs.
This paper presents the characteristics of the digital divide (DD)in the Latin American countries on the example of: Bolivia, Brazil; Dominican Republic; Ecuador; Finland; Guatemala; Poland. The purpose of the text is to show the scale of the phenomenon, the most vulnerable groups (including the DD determinants)and practices facilitating digital inclusion. The comparison and exchange of good practices help to understand more fully the DD characteristics (regardless of the location of the people affected by DD)and to promote good practices. The paper is part of the activities within the SELI project.
Although much is known about adults’ ability to orient by means of cognitive maps (mental representations of the environment), it is less clear when this important ability emerges in development. In the present study, 97 seven‐ to 10‐year‐olds and 26 adults played a video game designed to investigate the ability to orient using cognitive maps. The game required participants to reach target locations as quickly as possible, necessitating the identification and use of novel shortcuts. Seven‐ and 8‐year‐olds were less effective than older children and adults in using shortcuts. These findings provide clear evidence of a distinct developmental change around 9 years of age when children begin to proficiently orient and navigate using cognitive maps.