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Digital Natives: Where Is the Evidence?
British Educational Research Journal
Abstract
Generational differences are seen as the cause of wide shifts in our ability to engage with technologies
and the concept of the digital native has gained popularity in certain areas of policy and practice.
This paper provides evidence, through the analysis of a nationally representative survey in the UK,
that generation is only one of the predictors of advanced interaction with the Internet. Breadth of
use, experience, gender and educational levels are also important, indeed in some cases more important
than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.
... Additionally, in order to gain better understanding of online linguistic diversity, researchers should also strive to focus on analysing both the resources people use online as well their CMC exchanges across a variety of online platforms (Lee 2016). Previous research shows how extensively social media affects the language use of its users (Merchant 2001;Baron 2008;Tagg 2015;Lee 2016), especially the group that scholars describe as Digital Natives (Prensky 2001;Helsper/Eynon 2010). It has been believed in the past that the concept of Digital Natives is strictly tied to the birthyear of an individual, however, more recent studies suggest that anyone with ample amount of contact and experience with the internet and technology can become a Digital Native (Helsper/Eynon 2010), making them an expert in using technology to their advantage. ...
... Previous research shows how extensively social media affects the language use of its users (Merchant 2001;Baron 2008;Tagg 2015;Lee 2016), especially the group that scholars describe as Digital Natives (Prensky 2001;Helsper/Eynon 2010). It has been believed in the past that the concept of Digital Natives is strictly tied to the birthyear of an individual, however, more recent studies suggest that anyone with ample amount of contact and experience with the internet and technology can become a Digital Native (Helsper/Eynon 2010), making them an expert in using technology to their advantage. In contrast, Digital Immigrants do not turn to the internet predominantly when looking up information, or when intending to communicate with others (Prensky 2001). ...
... Additionally, considering that Vojvodina is a vastly multilingual and multiethnic region (Balla et al. 2012;Petrovich 2016;Jánk/Rási 2023), language mixing of Hungarian and Serbian in face-to-face (and to some extent online) communication would also be an expected outcome. Finally, the level of experience, extent of interaction, and the nature of online engagement may also indicate an age-based division concerning digital presence (Prensky 2001;Helsper/Eynon 2010), active participation online, the type of digital activities, as well as the preference towards using English in online communication and platforms (Durham 2007;Lee 2014). ...
... While numerous studies have explored the general concept of the digital divide in education (Helsper & Eynon, 2010;Warschauer, 2004), few have specifically examined how SES shapes access to online education resources and the resulting impacts on learning outcomes. Much of the existing literature focuses on broad digital inequalities without delving into the nuanced ways in which socioeconomic factors exacerbate educational inequities in the digital realm (Selwyn, 2004). ...
... Warschauer (2004) and Katz et al. (2017) found that students from wealthier families have greater access to high-quality digital devices and more robust internet connections, which significantly improves their online learning experiences. Helsper and Eynon (2010) emphasized the importance of digital literacy, noting that even when students from lower-SES backgrounds have access to digital tools, they may lack the skills to use them effectively for learning purposes. Van Deursen and Van Dijk (2019) expanded on this by exploring how socioeconomic factors influence not only access but also digital engagement and learning outcomes. ...
... Another key finding highlighted in the literature is the gap in digital literacy between highand low-SES students. Helsper and Eynon (2010) point out that students from wealthier families not only have better access to digital tools but are also more likely to develop advanced digital skills, enabling them to use online resources more effectively for learning. In contrast, students from lower-SES backgrounds often lack the digital literacy required to fully utilize the technology available to them, compounding the digital divide (Selwyn, 2004). ...
The rise of digital learning has transformed education, but it has also exposed significant inequalities, particularly in access to online education resources. This study examines the role of socioeconomic status (SES) in shaping digital learning opportunities and outcomes. Using a qualitative approach, this research adopts a literature review method, analyzing existing studies on digital learning inequality, SES, and online education access. Findings indicate that lower SES is strongly associated with reduced access to essential resources, such as high-speed internet, digital devices, and quality educational content. Students from disadvantaged backgrounds are less likely to have conducive home environments for learning, leading to a widening gap in educational achievement between high- and low-SES groups. The literature further highlights that, despite the increasing availability of online learning platforms, these resources are not equally accessible to all, exacerbating pre-existing educational disparities. Additionally, the digital divide is shown to have broader implications, affecting not only academic performance but also long-term economic and social mobility. This study emphasizes the urgent need for policies that address these inequalities by ensuring equitable access to digital learning tools and fostering digital literacy among underserved populations. By synthesizing existing research, this paper contributes to a deeper understanding of the intersection between SES and digital education access and offers insights for policymakers and educators working to bridge the digital divide.
... Digital natives as a concept have been criticised extensively, for example, Selwyn (2009) argues that young people's use of technology is both varied and unspectacular, arguing against the conception that 'millennials' are all the same in having a particular affinity for technology. Helsper and Eynon (2010) argue that even if there is a generational gap it can be closed through appropriate exposure and instruction. In terms of this study, the argument we need to pay attention to is if individuals using social media for their careers is determined by their generational status both in terms of their decision to use digital platforms and in terms of the effectiveness of the actual practices which they make use of. ...
... In terms of this study, the argument we need to pay attention to is if individuals using social media for their careers is determined by their generational status both in terms of their decision to use digital platforms and in terms of the effectiveness of the actual practices which they make use of. Helsper and Eynon's (2010) contribution to the digital native's debate brings into focus the other theoretical conception that will be interacted with within this study, digital literacy, or more specifically digital career literacy. The "digital career literacy" concept was initially developed by Hooley (2012) and aims to map out the set of skills that individuals are encouraged to use to develop their careers in a digital context. ...
... Digital natives are characterized by their involvement with new-age technology (Helsper & Eynon, 2010;Bennett et al., 2008). The emergence of augmented reality (AR), virtual reality (VR), and mixed reality (XR) technologies in recent years has fuelled the increased interest in metaverse gaming (Mystakidis, 2022). ...
... The Theory of Planned Behavior (TPB), first proposed by Ajzen in the late 1980s, is one of the most established perspectives on human action and intention research-especially in the context of adoption of emerging technologies. Theory of Planned Behavior (TPB) extends the earlier Theory of Reasoned Action (TRA) proposed by Fishbein and Ajzen (1975;2010) and provides a more complete account by adding perceived behavioral control to the explanatory framework. This makes the theory useful in contexts associated with new technologies where the self-efficacy of a person and how hard or easy it is to do behavior are essential. ...
The Gen-Z, who are deemed digital natives, have shown interest in the metaverse. The emergence of augmented reality (AR), virtual reality (VR), and mixed reality (XR) technologies in recent years has fuelled the increased interest in metaverse gaming. However, extant literature is yet to understand the individual orientations of these digital natives towards prime aspects of metaverse gaming and how it shapes one's attitude and, eventually, behavioural intentions for metaverse gaming. This study investigates the individual orientation towards social gaming, play for earn, flexibility gaming, and mixed reality as potential enablers for individuals' attitudes towards metaverse gaming. Using the well-established theory of planned behaviour (TPB), coupled with an extensive literature review, we explore the influence of attitude on behavioural intentions for metaverse gaming. The study also explores the contingent effects of VR tools' usability, subjective norms, perceived behavioural control, and age. We develop the measures for the used constructs through a literature review and pre-test before final data collection. Using an online questionnaire and purposive sampling, the study collected 308 and 256 complete responses from online gamers residing in South and East India, respectively, after fulfilling specific pre-decided filtering criteria. The findings of the study underscore the significant moderating effects of VR tools, subjective norms, perceived behavioural control, and age towards metaverse gaming. The findings highlight the far-reaching implications for policymakers and practitioners. Companies can leverage this mix of demography and technology for immersive experiences for new marketing, branding, and loyalty programs. Policymakers may underscore the cyber threats and prepare for regulatory and legal challenges.
... Recent studies suggested that during the first three years of life, when there is a high degree of brain plasticity, at least one third of children have access to a digital device such as a mobile phone or tablet [140]. Neuroplasticity enables children to learn and adapt to their environment during this period of their psychological development. ...
... During childhood, a child's brain is highly susceptible to the stimuli it receives from its immediate environment. Recent studies have shown that excessive use of mobile devices can lead to changes in the cerebral cortex, which can affect executive functions such as planning, working memory, and cognitive flexibility [140]. Therefore, it is essential to establish a maximum time limit for the use of mobile devices in children. ...
Citation: Clemente-Suárez, V.J.; Beltrán-Velasco, A.I.; Herrero-Roldán, S.; Rodriguez-Besteiro, S.; Martínez-Guardado, I.; Martín-Rodríguez, A.; Tornero-Aguilera, J.F. Digital Device Abstract: The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.
... Therefore, it is necessary for educators "to have knowledge of the affordances the various technological ISBN: 978-989-8704-52-8 © 2023 tools offer that are beneficial for their own teaching and for their students' learning" (Ng, 2012). Additionally, while universities rarely make the necessary distinction between the individual needs of students (Jørgensen, 2019), although prior studies have shown that both the level of students' digital skills and their degree of familiarity with digital devices and tools vary (Selvyn, 2009;Helsper & Eynon, 2010;Hargittai, 2010;Corrin et al., 2010;Ståhl, 2017). To adequately address the instructional needs of digital natives, higher education institutions must invest in the deliberate design of learning experiences that consider the aforementioned factors. ...
... Additionally, the authors sought to address the differences in students' digital literacy skills levels and their familiarity with digital devices and tools (Helsper & Eynon, 2010;Hargittai, 2010;Corrin et al., 2010;Ståhl, 2017) by following a holistic approach to learning. Namely, each project enabled students to experiment with various tools and develop various skills in different areas by working on a unique project on a topic of interest. ...
In recent decades, the research community has focused on younger generations' technology readiness, known as The Digital Natives Debate. At the higher education level, this debate led to studies on the quality of digital technology use among undergraduate students. However, empirical investigations on how digital literacy programs can support students' academic practices are still lacking. This paper presents the results of a project-based learning approach in higher education to enhance digital literacy skills in teaching. The findings demonstrate large effect sizes in favor of operational, information-navigation, social, creative, and critical skills, providing evidence that project-based learning can significantly improve digital literacy skills and support academic learning in higher education.
... Digital Natives are a particularly interesting viewer group to investigate, as they are influential sharers and consumers of online information [2,73]. By definition, Digital Natives were born after 1980 and, though they are not a monolithic group [18], tend to have a preference for using new technology [46,97]. Existing work shows that they process information quickly, often prefer graphics over text [97] and tend to have high digital skills due to their generational context [118]. ...
Crisis maps are regarded as crucial tools in crisis communication, as demonstrated during the COVID-19 pandemic and climate change crises. However, there is limited understanding of how public audiences engage with these maps and extract essential information. Our study investigates the sensemaking of young, digitally native viewers as they interact with crisis maps. We integrate frameworks from the learning sciences and human-data interaction to explore sensemaking through two empirical studies: a thematic analysis of online comments from a New York Times series on graph comprehension, and interviews with 18 participants from German-speaking regions. Our analysis categorizes sensemaking activities into established clusters: inspecting, engaging with content, and placing, and introduces responding personally to capture the affective dimension. We identify friction points connected to these clusters, including struggles with color concepts, responses to missing context, lack of personal connection, and distrust, offering insights for improving crisis communication to public audiences.
... Hasil analisis data penelitian yang ditemukan sejalan dengan penelitian sejenis tentang literasi digital, ditemukan bahwa kemampuan berpikir kritis dan evaluasi merupakan salah satu aspek yang paling berkembang dalam keterampilan digital mahasiswa. Namun, keterampilan kolaborasi digital seringkali masih rendah, terutama karena kurangnya pemahaman mengenai alat kolaborasi daring dan strategi komunikasi yang efektif (Helsper, E. J., & Eynon, R, 2010). Literasi digital juga bukan hanya sekadar kemampuan teknis, tetapi juga mencakup dimensi sosial dan budaya. ...
Penelitian ini bertujuan untuk menganalisis tingkat penguasaan literasi digital calon guru IPA dalam pembelajaran berbasis Google Site. Metode penelitian yang digunakan adalah deskriptif kuantitatif dengan melibatkan 28 mahasiswa semester 6 Program Studi S1 Pendidikan IPA di Universitas Pancasakti Tegal. Pengumpulan data dilakukan melalui angket yang mengukur delapan aspek literasi digital, yaitu Functional Skills and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, serta E-Safety. Hasil penelitian menunjukkan bahwa aspek Critical Thinking and Evaluation memiliki tingkat penguasaan tertinggi sebesar 69,65%, sementara aspek Collaboration memiliki nilai terendah sebesar 41,05%. Temuan ini menunjukkan bahwa mahasiswa memiliki keterampilan berpikir kritis yang baik dalam mengevaluasi informasi, tetapi masih lemah dalam berkolaborasi secara daring. Oleh karena itu, diperlukan strategi pembelajaran yang lebih interaktif untuk meningkatkan keterampilan kolaboratif dalam lingkungan digital.
... This student intentionally juxtaposes the social media dance challenge with her own dance challenge along the same song and uses her voice narration to explain what this dance is about and why she selected this challenge to release her stress. This online/offline, music/dance/voice message, and video editing combining all different modes in one scene show how "digital natives" (Helsper & Eynon, 2010) naturally transform, transcend the limits, and move between different modes. ...
This study investigates translanguaging practices in vlogs created by 28 Korean EFL preservice teachers. The rise of digital platforms has reshaped traditional literacy, extending it to include multimodal formats that integrate visual, auditory, and textual elements. In this context, vlogs provide an ideal space for translanguaging meaning-making and creative language use in EFL education. Through systematic content analysis of their English-language vlogs, including coding of multimodal elements and translingual features across multiple viewing sessions, this research uncovers key strategies that reflect creativity in multimodal communication. Drawing on Canagarajah’s (2013) translingual meaning negotiation framework and transmodality concepts (Im et al., 2022), the analysis identifies five major translanguaging strategies: translingual words (varied spellings of Korean terms), code-meshing of Korean and English, genre blending, hybrid pronunciation, and transmodal resource integration. These practices demonstrate how preservice teachers negotiate their cultural and linguistic identities while developing pedagogical awareness of translingual communication. The findings suggest that vlog creation can serve as a powerful tool in EFL teacher education, fostering metalinguistic awareness and multimodal literacy skills. This research informs the design of teacher preparation programs by highlighting how digital projects can develop both linguistic flexibility and a pedagogical understanding of translanguaging in contemporary EFL contexts.
... The narrative of digital natives (Prensky, 2001) tricked many into thinking that young people would not require any digital education, as nature would automatically equip them for the digital world. While such narrative has been dispelled (Bullen & Morgan, 2011;Helsper & Eynon, 2010), one might still wonder if early or intense exposure to the internet and to online operations would generate more elaborate or precise mental models. The seminal work by Yan (2005Yan ( , 2006Yan ( , 2009 suggests that age, rather than online experience, is a better predictor of the users' understanding of the internet, but more recent work seem to disconfirm this view, as younger children and teenagers' mental models seem to show the same misconceptions (Babari et al., 2023). ...
... It argued that factors such as one's field of work, experience, education, and gender also play crucial roles in determining whether a person can be classified as a digital native. Notably, the study suggested that older generations, especially those involved in the field of education, can also be considered digital natives (Helsper & Eynon, 2010). Therefore, while this study's findings conclude that lecturers and staff have lower digital skills than students in accessing and producing content about PHSV, the root cause may not solely be a lack of digital proficiency. ...
Sexual violence in universities represents an iceberg phenomenon. The Indonesian Ministry of Research, Technology, and Higher Education has identified sexual violence as one of the most serious issues facing higher education. In response, the ministry enacted a regulation to address the prevention and handling of sexual violence (PHSV) within universities. While there is extensive research on the implementation of this regulation, as well as on the controversies surrounding it and the handling of sexual violence cases in universities, limited studies have explored the association between the prevention and management of such cases and the digital literacy levels among university community members. On the other hand, socialization and prevention programs related to sexual violence are mostly conducted through digital media platforms. This study employed qualitative research methods to assess the digital literacy levels of university community members in relation to PHSV. Initial data was collected through questionnaires, focus group discussions, and documentation of informants. The findings highlight that preventing and addressing sexual violence cannot be effectively achieved solely by disseminating PHSV information via digital media. These efforts must be supported by initiatives to enhance digital literacy across university communities. This research provides valuable insights into the intersection of digital literacy and gender-based violence prevention, particularly in academic settings. Methodologically, the study demonstrates the adequacy of the qualitative approaches in comprehensively exploring and describing this phenomenon. Moreover, the study contributes to the broader academic discourse by illustrating how social and digital media shape perceptions of sexual violence and play a critical role in raising awareness.
... It is obvious that human resource management should change and align its activities to this new labor market cohort such digital employees. The young generation employees grown up in a digital environment is more complex and more heterogeneous (Helsper and Eynon, 2010). The adaptation of human resource management to change workforce constitutes a step necessary to support organizations further through new automated practices of recruiting, selecting and leadership practices (D' Netto and Ahmed, 2012), Artificial Intelligence like machines save time for recruiters and enable them to focus more on hiring to improve the candidates experience in response to time, regular communications, scheduling interviews. ...
Human resource management is the most significant resource of any organization and this motivates the workforce. In this 21st century era, any organization that has failed to develop human resource policy is bound to experience inefficiency and loss due to low productivity and poor growth. The progress of digital technologies and various electronic devices like cell phone and other information communication technology among others is the handiwork of fourth industrial revolution. This revolution is characterized by a sporadic adoption of technology globally enabled organization to develop noticeable skills that will help achieve organizational goals. The paper examineschallenges posed by private and public sector in human resource management like unavailability of executive information system (EIS), wide gap among management and staff, introduction of flexi-time; non external interference in recruiting and promoting staff, workplace or workforce diversity, values, demand of employers and employees are evident. Documentary research method of analysis was adopted through an in-depth study of written sources especially from secondary source relevant to the topic. Conclusively, the design for recruitment, training and development, integration, maintenance and separation of the employee cannot be possible without accepting organizational members. A team work and policy formulation is needed to fundamentally address work diversity to achieve set organizational goals.
... Individuals from different digital generations demonstrate differences regarding their acceptance and attitudes toward ICT technologies as well as their degree of competence in using them (Buckingham & Willett, 2013;Erstad, 2010;Hicks, 2011;Jukes et al., 2010). Having grown up surrounded by digital technologies, digital natives have improved digital literacy skills from a young age while digital immigrants had to develop their digital skills and familiarize themselves with ICT (Autry & Berge, 2011;Bennett et al., 2008;Creighton, 2018;Helsper & Eynon, 2010). This fact can be the reason for several issues and inequalities in terms of educational opportunities and quality to arise (Kennedy et al., 2008) and thus, it should be further examined in the case of VR. ...
Virtual reality (VR) is an effective technology when applied to higher education. A fruitful line of research is the study of the reception of VR by the agents involved, especially professors. This provides keys to help universities and countries, especially developing ones, in the process of digital integration. In this work, a quantitative analysis of the influence of the digital generation of engineering professors on their assessments of the didactic use of VR is carried out. For this, a validated questionnaire has been passed to a sample of 312 engineering professors from the Latin American region, whose responses have been statistically analyzed. It is found that digital native professors report better skills than digital immigrants but give lower ratings to the didactic aspects of VR than digital immigrants. It has been also shown that the influence of the digital generation on the ratings is strongly dependent on the gender of the participants. As a conclusion, it is necessary to increase the digital training of professors in the region and strengthen female access to technologies. It is suggested that protocols be designed to promote the use of VR in an egalitarian way, especially among digital immigrants.
... Education plays a critical role in shaping digital competence. Individuals with higher education levels typically possess better digital skills due to greater access to educational resources and training opportunities (Helsper & Eynon, 2010). Education not only provides technical knowledge but also fosters critical thinking skills essential for navigating the dynamic digital environment (van Laar et al., 2020). ...
Digital inequality represents a critical challenge in the pursuit of sustainable development, as disparities in access to and proficiency with digital technologies hinder equitable growth, social inclusion, and environmental sustainability. This article examines the multifaceted relationship between digital inequality and sustainable development , highlighting how unequal access to information and communication technologies (ICTs) impacts economic opportunities, educational outcomes, healthcare access, and environmental protection. It underscores that digital disparities often mirror and exacerbate existing socioeconomic inequalities, particularly affecting margin-alized groups based on income, education, age, and geography. The analysis demonstrates that addressing digital inequalities is essential for unlocking the full potential of digital technologies to contribute to pillars of sustainability and Sustainable development goals.
... The analysis was conducted using MS EXCEL 365 statistical software. A total of 170 respondents from Generation Z (aged [14][15][16][17][18][19][20][21][22][23][24][25][26][27] and 98 respondents from Generation Y (aged 28-42) participated in the study. Respondents were asked to indicate their level of agreement with 13 statements, with a range of 1 to 5, where 1 represented complete disagreement and 5 represented complete agreement with the statement presented. ...
The global market is undergoing rapid development, creating a significant challenge for businesses in identifying and catering to the unique needs of target customer groups to survive in the market. The concept of customer value is essential for understanding consumer behaviour for both, managers, and researchers There are various forms of perceived value, and companies must understand which aspects are most important to their target customers. Furthermore, differences between generations may also play a role in the assessment scores. The theoretical section of the paper delves into the topic of perceived product value, its key characteristics, and the distinctions between generations Y and Z. Additionally, this study seeks to examine the perception of the value of Apple's iPhone mobile phones among members of generations Y and Z, focusing on the dimensions of value that they deem significant. Furthermore, the research aims to determine whether there are any discrepancies in the assessment of the dimensions of the perceived value of Apple iPhone products between these two generations.
... (Fayad & Paper, 2015). The research conducted by Helsper and Eynon (2010) found a relationship between the willingness to use technological means and several specific variables. ...
The development of computers and the Internet has transformed our lives beyond recognition. Learning, working, shopping, and navigating while driving have all evolved significantly compared to just a few years ago.This study explored the relationship between attitudes toward physical activity in the real world and attitudes toward activity in the digital environment. We examined the relationship between attitudes toward learning, working, navigating, and receiving services in online (digital) environments and those in physical environments. The study utilized self-report questionnaires to assess the attitudes of participants. A negative relationship was identified between attitudes toward traditional classroom learning and attitudes toward learning in a digital environment. This finding indicates that the two types of classrooms are perceived as distinct environments rather than as a single unified space.A negative relationship was identified between attitudes toward office work and those toward remote work. This finding indicates that the two work environments are perceived as distinct rather than as a single environment.A negative relationship was also identified between attitudes toward navigation without computers and attitudes toward navigation using computers. This finding indicates that the two navigation environments are perceived as distinct rather than a single environment.In contrast, a positive relationship was identified between attitudes toward services provided through digital means and those provided by human agents. This finding suggests that the service experience delivered through digital channels is similar to that provided by human agents.
... While Prensky (Prensky, 2001; initially emphasized age as a defining factor for digital natives, subsequent research, such as that by Lai & Hong (2014), has questioned age as the sole determinant. Instead, scholars like Helsper & Eynon (2010) argue for considering proficiency and immersion in technology. This shift refines our understanding of digital natives, focusing less on age and more on the behaviours and attributes they demonstrate (Teo, 2013). ...
Scepticism towards science has become an important topic in recent times. The aim of this study was to determine the extent to which this scepticism can be explained by cognitive styles. Previous research has attempted to link certain individual differences (e.g. religiosity, conservatism, conspiracy thinking) to pseudoscientific beliefs. Theoretical frameworks have attempted to outline several factors that influence anti-scientific attitudes. Cognitive styles have usually taken a minor role as one of the factors. We propose that basic cognitive styles represent earlier antecedents of antiscientific beliefs. Participants completed the following cognitive style measures: Actively Open-Minded Thinking, Need for Cognition, Dickman’s Impulsivity Inventory, and the Decision Style Scale. Finally, participants completed the Scepticism toward the Scientific Method Scale (SMSS). Multiple linear regression with the SSMS as a criterion and cognitive style measures as predictors showed that the overall model explained 24% variance. Measures of intuitive and dysfunctional impulsive thinking were positive predictors of scepticism. The tendency towards open-minded thinking and functional impulsivity were negative predictors. These results show that a significant proportion of the variance in antiscientific attitudes can be explained by focusing only on cognitive styles.
Keywords: scepticism towards science; cognitive style; conspiracy mentality
... While Prensky (Prensky, 2001; initially emphasized age as a defining factor for digital natives, subsequent research, such as that by Lai & Hong (2014), has questioned age as the sole determinant. Instead, scholars like Helsper & Eynon (2010) argue for considering proficiency and immersion in technology. This shift refines our understanding of digital natives, focusing less on age and more on the behaviours and attributes they demonstrate (Teo, 2013). ...
Previous research of individual differences in metacognition has not provided a clear answer as to which personality traits predict metacognitive judgments. There is some evidence to suggest self-confidence together with extraversion, agreeableness, and openness represent robust predictors. But it seems results depend on the type of cognitive task being assessed. Our aim was to determine how much variance in metacognitive judgments in two general cognitive tasks can be explained by the Big Five personality traits. Participants completed the IPIP 50 personality inventory, 11 matrix reasoning, and 14 number series tasks. The tests were followed by two assessments; their own performance as well as that of an average participant. Hierarchical regression analyses were conducted with performance (number of correct responses) in the first and personality factors in the second step as predictors for two indicators – self-assessed performance and self-evaluation relative to others. Similar results were obtained for both metacognitive parameters. Performance was a positive predictor with personality explaining more variance in total with extraversion being a positive, and agreeableness a negative predictor.
Keywords: metacognition; reasoning; personality; metacognitive judgments
... Despite being part of a generation supposedly adept with technology, students exhibited varying competences influenced by factors beyond mere age or exposure. This challenges the assumption that being a 'digital native' inherently equates to being digitally competent, as asserted by researchers like Helsper and Eynon [14] and Janschitz and Penker [5], who contend that not all young people have equal access to technology or opportunities to develop digital skills. In Chile, socioeconomic and geographical disparities play a significant role [16,21]. ...
This study investigates the relationship between access time to digital technologies and the devel-opment of digital competences among Chilean university students, using the DIGCOMP-PED in-strument based on the DIGCOMP framework. Methods: The instrument was applied to 4360 first-year students at a Chilean public university, and an expert validation process was carried out to identify relevant competences for academic training. Results: The findings indicate a positive but non-linear relationship between years of experience using technologies and performance in certain areas of the DIGCOMP framework. Although the study was conducted between 2021 and 2022, with the follow-up analysis completed in 2024, access alone does not guarantee the acquisition of ad-vanced skills across all competences. Conclusions: The study emphasizes the complexity of the re-lationship between access to technology and the development of digital competences, highlighting the importance of pairing access with quality education and structured guidance in digital literacy to prepare students for the challenges of the digital world.
... However, it is typically considered that digital immigrants struggle with information technology. That said, with increased internet usage, digital immigrants could become quite skilled at utilising a range of technological tools throughout their lives in an adaptive way (Helsper & Eynon, 2009). Therefore, age becomes an important factor for understanding students' readiness for technology-driven education. ...
The fourth industrial revolution emphasises classroom innovation with digital and smart technology. It examined students' preparation for technology-driven education in higher education and the fourth industrial revolution. A descriptive survey research design was adopted for this study. The population consisted of students from tertiary institutions, while the target population included university undergraduate and postgraduate students in universities in North-Central Nigeria. The sample comprised five hundred and seventy students across three types of institutions in Nigeria (i.e. private, state, and federal-owned institutions), drawn using proportionate and cluster sampling techniques. Data were collected using a researcher-designed and validated questionnaire with an overall reliability index of 0.86. The collected data were analysed descriptively, and non-parametric inferential statistics were tested at a 0.05 level of significance. Students were ready to use educational apps for studying, engage with immersive tech tools while learning, learn about IoT as part of their learning trajectories for 4IR compliance, embrace many technological innovations while learning, and engage in lifelong learning. Moderately technology-ready students had significant gender, age, institution, and degree of study demographics. Also, given the contemporary 4IR reality, pupils were somewhat ready for technology-enhanced education and positively inclined toward technology-driven abilities. Group dynamics are crucial to preparation. Therefore, it is recommended that students be given the opportunity to improve their technical abilities to prepare them for meaningful teaching and learning. This can be done by investing in technology, training students, and passing regulations that support worldwide competitive online learning.
recommended the reproduction and distribution of the E-Module in current format and only 20% requires modification of the resource before reproducing, 60% of the 10 Science Expert-evaluators recommended the reproduction and distribution of the E-Module in current format and the remaining 40% requires modification of the resource before reproduction, and lastly, 68.91% of the student-respondents recommended the reproduction of the resource as it is while the 31.08% out of the 74 student-evaluators require modification of the resource before reproducing it. In the lights of the findings and conclusions, the researcher recommended that the E-Module be subjected for further evaluation to DepEd Central Office Material Resource Evaluation team strictly for following the standard phases of evaluation, check the quality of the E-Module when integrated in online learning platforms like the Learning Management System, Edmodo or Google Classroom European Journal of Humanities and Educational Advancements (EJHEA) __________________________________________________________________________ 108 | P a g e commonly used in Blended Learning Modality or when the E-Module is exported as a web, mobile or desktop app, assess the technical aspect and compatibility of the E-Module in IOS types of smart phones, or other higher versions, evaluate the crafted E-Module using the premium version of Kotobee Author, and implement the developed E-Module in an experimental type of research for further establishment of validity and reliability outcomes.
There is an increasing prevalence and use of technology that extends into the support of mental health and wellbeing. How Digital Technologies can Support Positive Psychology focuses on how digital technologies can support mental health and wellbeing in the field of positive psychology.
Introducing a number of digital innovations – such as artificial intelligence (AI), gamified solutions, wearable technologies, social media, and the use of remote data collection and analysis – Barnes and Prescott explore how these can support areas of positive psychology such as wellbeing, flow, resilience, relationships and improving quality of life.
In recent years, affective polarization has reached issues that were (at least previously) considered apolitical (see Rudolph & Hetherington. Affective polarization in political and nonpolitical settings. International Journal of Public Opinion Research, 33(3), 591–606, 2021. doi:10.1093/ijpor/edaa040). Perhaps the citizens’ reaction to coronavirus disease-2019 has helped to bring this relationship to its peak. This research proposes to analyze the response of YouTube users to the most popular videos on climate change, health, technology, and science in Spanish-speaking countries. To do this, the present work proposes an analysis using deep learning techniques. We selected the 50 videos with the highest number of views for each topic. Then, we adapt the linguistic models used to obtain the articles to index the degree of polarization. The strategy was twofold: first, using ratios and fluctuations between words; second, by measuring the affective distance both between the videos and the comments and between the comments prioritized by the platform’s moderation. The results show interesting data. First, the Spanish-speaking population does not behave similarly to the populations of Southern Europe, which are culturally related. Second, affective distance (which we propose is an indicator of polarization) does not grow over time and is not directly related to active participation in social media.
This document evaluates the integration of robotics and artificial intelligence in learning and teaching practices, highlighting the potential benefits and challenges. It highlights the potential for increased STEM education, improved critical thinking skills, and increased student engagement. However, challenges include high costs, technical support, and reduced face-to-face interaction. Recommendations include applying for grants, forming partnerships, and implementing efficiency approaches. The document emphasizes the need for continuous professional development for educators to integrate these technologies into teaching. It also highlights the need for further development in blockchain, virtual/augmented reality, and AI for adaptive learning. Measures include providing student data protection laws, increasing online resources, and developing professional development programs. The document also emphasizes the need for equal learning environments and ongoing research on generation, cohort, and age differences and educational technologies.
Children frequently use the internet but often lack an understanding of its underlying principles. This contrast stems from the inconsistency between the internet’s complex, invisible infrastructure and processes, and the familiar, user-friendly interfaces children interact with. This study investigates how children’s knowledge of the internet evolves with age and whether targeted interventions can accelerate or alter this trajectory. We address four research questions: (1) How elaborate are children’s preconceptions of the internet? (2) How much can instruction improve their understanding? (3) What forms of knowledge (everyday/scientific) are acquired through intervention? (4) Which incorrect ideas are resistant to change?
Using a convergent mixed-methods design, we examined 69 children across three age groups (Grades 4/5, 6/7, and 8/9; 9–15-year-olds) before and five months after a one-on-one, 45–60-minute tutoring session. A no-intervention control group was included (n=68).
Thematic and frequency analyses revealed: (i) fragmented initial understanding rooted in children’s interactions with digital devices, consistent with previous studies; (ii) novel preconceptions, such as conceptualizing data storage in non-physical ways, e.g., “on a YouTube channel”; (iii) knowledge elevated due to instruction to a level comparable to that of peers two years older, aligning with how 9–15-year-olds spontaneously progress from intuitive understandings about visible aspects to more scientific comprehension of the internet’s infrastructure; (iv) only modest resistance to change.
These promising findings suggest that interventions building scientific knowledge upon intuitive prior knowledge can effectively bridge the gap in understanding complex socio-technological systems like the internet, offering a blueprint for developing evidence-based curricula.
More than a decade after Prensky’s influential articulation of digital natives and immigrants, great disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today’s undergraduate learners as tech-savvy “digital natives” (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in education technology research and practice. Popular yet largely unsubstantiated conceptions of digital natives are often embedded within the assumptions of contemporary research on student perceptions of emerging technologies, seemingly without regard for a growing body of evidence questioning such notions. In order to promote critical discussion in the higher education community considering potential directions for further research of these issues, especially within the Canadian context, the purpose of this review of recent literature is to analyze key themes emerging from contemporary research on the Net generation as digital natives. Plus d'une décennie après la célèbre distinction de Prensky entre les natifs et les immigrants du monde numérique, un désaccord important existe à propos de ces caractérisations des élèves et de leur impact dans l'enseignement supérieur. Le discours dominant dans la recherche et la pratique des technologies de l’éducation perpétue une représentation des étudiants d’aujourd’hui comme étant des «natifs du numérique» hautement qualifiés (Prensky, 2001a), désirant et requérant à la fois les dernières technologies dans toutes les situations d'apprentissage. Ces conceptions populaires mais controversées continuent à être au coeur de plusieurs hypothèses de la recherche contemporaine sur les perceptions des élèves à l’égard des nouvelles technologies, et ce, au mépris d’un nombre croissant de preuves contraires. Afin de promouvoir la discussion critique dans la communauté de l'enseignement supérieur, laquelle s’est engagée dans une réflexion sur les orientations possibles pour des recherches plus poussées sur ces questions, en particulier dans le contexte canadien, cette revue de la littérature récente a pour but d'analyser les principaux thèmes et problèmes issus de la recherche contemporaine sur la génération de l’Internet ou des natifs du monde numérique.
Digital technologies have significantly influenced different generations, shaping cultural norms, regulatory frameworks, and economic landscapes. Baby Boomers and Generation X have adapted to these changes later in life, valuing traditional interactions while integrating digital tools into their routines. In contrast, Millennials and Generation Z have grown up in a digital world, making technology a core aspect of their culture and daily activities. The impact of digital technologies extends to various domains, including innovation, where younger generations drive the adoption of emerging technologies. Socially, digital connectivity has altered how generations interact, introducing challenges such as the digital divide and mental health concerns. Economically, digital literacy has become essential, offering new job opportunities while requiring older generations to reskill. Understanding these multifaceted impacts is crucial for bridging generational divides and harnessing the full potential of digital technologies for society.
This research aims to analyze in depth the digital literacy of students, which refers to their ability to effectively find, evaluate, create and communicate information using digital technology in the education and teaching process in higher education. In the digital age, digital literacy has become an essential and indispensable skill for personal, academic, and professional success. Cultivating digital literacy in university students is not only an important component of promoting the construction of higher education programs but also a crucial issue in facilitating the digital transformation of higher education. The study surveyed undergraduate students at Guizhou Normal University in Guiyang, China, using a structured questionnaire that covered six dimensions of digital literacy: information acquisition, communication and collaboration, digital content creation, security, privacy, and problem-solving. The results reveal that university students generally exhibit high levels of digital literacy, with no significant differences between genders. However, students from urban areas demonstrate significantly higher digital literacy levels compared to those from rural areas, particularly in security and privacy domains. The findings underscore the need for targeted interventions to enhance digital literacy in areas such as digital content creation and problem-solving. This study provides practical recommendations for higher education institutions to address these gaps and promote comprehensive digital literacy development among students especially in the fields of education and teaching
In this era, all central banks are trying to respond to the increase in Cryptocurrency transactions by establishing a legitimate digital currency service called Central Bank Digital Currency (CBDC). The success of the CBDC program will be closely related to public interest in adopting CBDC. Hence, this study intends to explore the determinants that affect Generation Z. This research involved 329 Generation Z in Indonesia. All data were explored using using Structural Equation Modelling Partial Least Square (SEM-PLS). The result of the test shows that the main determinants driving Generation Z's interest in adopting CBDC are perceived value (epistemic value, monetary value, and convenience value) and general trust. technostress inhibitors (facilitation of literacy and engagement facilitation) had a tendency to influence Generation Z's trust. General trust in this study also shows a partial moderation effect in the relationship between perceived value and intention to use CBDC and a full moderation effect on relationship between technostress inhibitors and intention to use CBDC. The findings of this study can provide advice to Bank Indonesia capable to focus on increasing the usefulness value of CBDC related to monetary value and the value of ease of use the of CBDC to maintain public trust and increase public interest. In addition, increasing literacy and involvement facilitation in increasing public trust.
Technology brought digital division among the learners of this century (21st-century learners). But questions always arise like these; are these Digital Natives (learners) who are unfortunately living in these drawn-out places can knowledgeable of using digital gadgets? and what is their knowledge on digital gadgets and its relationship to their academic performance in Information Communication Technology (ICT)? Since, Bulalo Elementary School is located in one of the islands in the municipality of Taytay, province of Palawan. Sitio Bulalo is part of Bgy. San Jose, Taytay, Palawan. It is considered a far-flung island where no electricity and without means of communication. Therefore, to respond the challenge/s of technology education in the far-flung islands, the researchers would like to examine to the students' knowledge of digital gadgets usage and its effect to their academic performance in ICT. The study design was Quantitative-Descriptive Correlational. This study, determined that family income and mother's educational attainment are significantly correlated. These two indicators greatly affect the academic performance of the students in Information Communication Technology (ICT). Furthermore, student's knowledge of all digital gadgets listed in this study are all significant correlated. It implies that digital gadget usage has a huge impact on their academic performance in ICT. Thus, the researchers recommended that the school must have additional computer packages including other digital gadgets for the students to use regularly. In addition, parents must be subjected to training or workshop on digital gadgets usage. Lastly digital gadget usage must be taught and integrated in all subject areas.
Au croisement d’une pratique culturelle minoritaire de la visite de musée et de massification d’Internet, la visite d’exposition en ligne constitue un terrain privilégié d’étude de l’effet d’Internet sur la diversification des profils de publics de musée. Visitées par les franges âgées et favorisées de la population, elles interrogent les modes d’imbrication entre les facteurs d’âge et de milieu social sur les consommations culturelles en régime numérique. À partir de l’exploitation statistique de l’enquête ministérielle Pratiques culturelles 2018 et d’entretiens avec des visiteurs de musées en ligne et/ou in situ en 2022, l’article met au jour l’usage utilitaire d’Internet par les populations âgées qui se combine à un savoir expert des musées lié au niveau de diplôme et culture patrimoniale. Occupant une niche de l’Internet cultivé, l’exposition en ligne est visitée par cette minorité de férus âgés de musées d’art comme outil supplémentaire de médiation artistique, dans un régime hybride de visite et une stratégie de distinction des types d’expérience de visite. L’étude permet également d’éclairer un autre pan peu étudié des pratiques numériques : les catégories populaires, éloignées des musées. La visite en ligne s’inscrit dans un ethos de classe, marqué par un rapport difficile à l’écrit et un familialisme qui encadre ses usages. Visitées dans des formats visuels et interactifs, l’exposition sur Internet tient alors lieu de Wikipédia cultivé. In fine, l’article montre des croisements de segmentations liées à l’âge et au milieu social qui président à la distribution des consommations culturelles en régime numérique.
This doctoral dissertation explores the ethical and moral implications of using publicly available artificial intelligence (AI) platforms in tertiary education. Employing a mixed-methods approach, it combines qualitative interviews with students and lecturers and a quantitative survey involving 391 participants across global tertiary institutions. The research investigates five key questions: the permissibility of AI use, existing institutional regulations, user awareness, AI’s impact on academic integrity, and the essential ethical guidelines for responsible AI integration. The findings reveal significant disparities in regulation awareness and the need for clear, consistent policies to safeguard educational values while embracing technological advancements. Notably, lecturers and non-digital natives demonstrate higher regular AI use than digital-native students, emphasizing the evolving landscape of technology adoption in education. Regional differences also highlight the necessity for context-specific guidelines. The study underscores the importance of ethical oversight, data privacy, and maintaining academic integrity amid rapid technological advancement. It advocates for continuous institutional adaptation, emphasizing collaborative policymaking and stakeholder education to mitigate misuse while maximizing AI’s educational potential. This research contributes to the broader discourse on the responsible integration of emerging technologies in educational settings and provides insights for policymakers, educators, and institutions aiming for equitable and ethical AI use in academia.
ปรากฏการณ์ความเคลื่อนไหวทางการเมืองของนักเรียนระดับมัธยม พ.ศ.2563 นำมาสู่การตั้งคำถามต่อสำนึกความรักชาติจากผู้ไม่เห็นด้วยกับความเคลื่อนไหวดังกล่าว เพื่อทำความเข้าใจต่อปรากฏการณ์ที่เกิดขึ้น บทความนี้มีวัตถุประสงค์เพื่อสำรวจมโนทัศน์ว่าด้วยความเป็นชาติ โดยศึกษาใน 3 ประเด็น ได้แก่ หนึ่ง สำรวจมโนทัศน์ว่าด้วยความเป็นชาติจากองค์ความรู้ด้านสังคมศาสตร์ สอง สำรวจพลวัตและอุดมการณ์ชาติที่ปรากฏอยู่ในแบบเรียนรายวิชาสังคมศึกษาในบริบทของไทย สาม การนิยามความหมายต่อชาติของนักเรียนภายหลังการเคลื่อนไหว พ.ศ.2563 ผลการศึกษาพบว่า อุดมการณ์ชาติที่ถูกสถาปนาอย่างเป็นทางการผ่านระบบการศึกษา นั่นคือ ‘ชาติ ศาสนา พระมหากษัตริย์’ ถูกท้าทายเป็นอย่างมากจากนักเรียนยุคปัจจุบันซึ่งมีคุณลักษณะความเป็นพลเมืองดิจิทัลโดยกำเนิด (digital natives) กล่าวคือ องค์ประธานหลักของการให้ความหมายชาติของนักเรียนไม่ได้ให้จุดเน้นอย่างสำคัญต่อสถาบันดังกล่าวดังที่ถูกเสนอผ่านระบบการศึกษา แต่ได้ให้ความหมายชาติที่กล่าวถึงประชาชนหรือพลเมืองเป็นองค์ประธานสำคัญ นอกจากนี้ กระบวนการสร้างจินตนาการร่วมเกี่ยวกับความเป็นชาติยังได้เคลื่อนจากพื้นที่ออฟไลน์ โดยเฉพาะจากแบบเรียนไปสู่พื้นที่ออนไลน์ ซึ่งเป็นพื้นที่สำคัญในการรับรู้ แสดงออก และแลกเปลี่ยนทางอุดมการณ์ของผู้คน
This article explores the theoretical foundations of the economic efficiency of information technologies (IT) in education. The integration of IT in educational systems has revolutionized traditional pedagogical methods, offering innovative solutions to enhance both learning and administrative processes. These technologies include e-learning platforms, digital resources, and administrative software, which collectively streamline educational operations and facilitate more effective teaching and learning experiences. The study examines various aspects of the economic efficiency of IT in education, including cost-effectiveness, productivity improvements, and broader economic impacts. Cost-effectiveness is analyzed by comparing the costs associated with implementing IT infrastructure such as hardware, software, and training with the benefits derived from improved educational outcomes and operational efficiencies. Productivity gains are observed through enhanced access to information and resources, enabling educators and students to work more efficiently. Key theoretical perspectives, such as human capital theory and cost-benefit analysis, are utilized to understand the financial implications of IT in education. Human capital theory suggests that investing in education, particularly through IT, enhances the skills and productivity of individuals, leading to greater economic value. Cost-benefit analysis helps assess whether the financial investments in IT are justified by the outcomes they produce. The findings of the study highlight the significant potential for IT to optimize educational outcomes, increase access to education, and reduce operational costs. These benefits not only enhance the quality and accessibility of education but also contribute to overall economic growth by preparing a more skilled workforce for the future.
The use of Information and Communication Technologies (ICTs) are increasingly important in the delivery of medical education. Whilst the primary motivation for technology integration is to increase learning and teaching effectiveness, such decisions are sometimes based on assumptions of a high level of technological literacy of students entering higher education. Recent literature has challenged these assumptions instead presenting a more diverse picture of students' experience and skill with technology (Kennedy et. al., 2007, Oliver & Goerke, 2007; Margaryan, Littlejohn & Vojt, 2011). This paper presents the results of surveys conducted with new graduate medical students designed to measure access to and confidence with technology. This data has been used by the medical school to monitor the technological profile of each cohort of students in order to implement suitable support activities and to provide an empirical foundation to inform decisions around the implementation of new educational technologies in the curriculum.
This volume provides a unique perspective on an emerging area of scholarship and legislative concern: the law, policy, and regulation of human-robot interaction (HRI). The increasing intelligence and human-likeness of social robots points to a challenging future for determining appropriate laws, policies, and regulations related to the design and use of AI robots. Japan, China, South Korea, and the US, along with the European Union, Australia and other countries are beginning to determine how to regulate AI-enabled robots, which concerns not only the law, but also issues of public policy and dilemmas of applied ethics affected by our personal interactions with social robots. The volume's interdisciplinary approach dissects both the specificities of multiple jurisdictions and the moral and legal challenges posed by human-like robots. As robots become more like us, so too will HRI raise issues triggered by human interactions with other people.
This study investigates the association of socioeconomic status (SES) and digital and AI literacy with types of Chat GPT use by college students, with subsequent implications for academic self-efficacy and creativity, conditioned by trust. Analyses of a survey of U.S. college students (N = 947) show that SES has a greater association with AI literacy than with general digital literacy. Two dimensions of Chat GPT activities emerge: academic support and displacement. Structural equation modeling reveals that AI literacy is positively associated with both activity dimensions, while digital literacy is unexpectedly a negative contributor. Further, academic support is strongly linked to positive outcomes whereas academic displacement is negatively associated. Attitudinal trust in Chat GPT moderates the overall relationships. Our findings suggest that conventional digital inequality persists and evolves with generative AI, traditional digital literacy becomes insufficient in the age of AI, and trust in this new and opaque digital technology influences these relationships.
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 rapid digital transformation and the COVID19 pandemic have altered the teaching and learning processes of higher education students. However, despite the use of more digital instruments and methodologies, their use alone does not guarantee greater success in digital education, and students who have greater personal resources such as resilience tend to obtain better results. This study aims to assess the influence of higher education students’ resilience as a personal resource on digital resilience and how age and gender impact this resilience. In this way, this study is an important contribution to the literature on this topic.
As the values of digital culture of an organization should be actionable, distinctive, and linked to results, the aim of the research was to show that the impact of the digital culture on the organizational success through its outcome can encourage persistent striving for customer-focused, scalable results. To that purpose there was experimental online research provided in 114 SMEs in Serbia in 2019. Methods used are descriptive statistics, ANOVA test and Pearson’s correlation. Key results support the hypothesis of the paper that the Digital culture with its values, impact, speed, autonomy and openness influences the output of the organization measured through the impact on its factors, agility, collaboration, customer focus, diversity, execution, innovation, and integrity, fast-growing and financial performance. The authors hope that such a system of interrelated values and digitally enabled practices can be remarkably effective when management of the organization gets it right. The realities of how companies talk about their culture is consistent with a prominent theory that defines organizational culture as a set of norms and values that are widely shared and strongly held throughout the organizational output, quality, productivity and safety improvement. The contribution of the paper is the research of the core values of the digital culture in direction to capture the values to the distinctive essence of an organization, providing the clearly link to business outcomes.
Characterized by early Internet exposure, Gen A's learning preferences and behavioral patterns are different from previous generations. The study aimed to investigate the impact of learning styles and teaching styles on the learning engagement of Generation Alpha students. It sought to (1) determine their learning styles, (2) assess their teachers' teaching styles, (3) examine their learning engagement, (4) whether there is a significant difference in the learning engagement when grouped according to learning styles, and (5) examine if there is a significant difference in the learning engagement when grouped according teaching styles. Using a descriptive-comparative research design, the data was obtained from 100 Gen A students. Data was analyzed using descriptive statistics such as mean, standard deviation, and ANOVA. Results revealed that Gen A students utilize the visual learning style the most, are more Behaviorally Engaged, and perceive the Facilitator or Activity Style as the most used by teachers. ANOVA results conclude that there is a statistically significant difference in student engagement among different learning style groups. Visual learners exhibit significantly higher engagement than others. Teaching styles also have a significant influence on student engagement with the Facilitator and Delegator styles resulting in higher engagement. The study concluded that both learning styles and teaching styles have significant influence on students' engagement. Additionally, teacher training programs should prioritize addressing diverse learning styles to optimize engagement and learning. Thus, recognizing the influence of teaching styles on student engagement can lead to more dynamic and inclusive learning environments for a new generation of learners.
What shapes warfighters’ trust in military technologies augmented with Artificial Intelligence (AI)? Research often assumes that junior military personnel, including cadets training to become officers, will trust AI during future wars, and at higher levels than senior officers. We test these claims by fielding a survey experiment among a representative sample of cadets assigned to the Reserve Officers’ Training Corps (ROTC) program in the United States. Our analysis reveals that cadets are more trusting of AI-enhanced military technologies than senior officers, but that their trust is shaped by a more conservative understanding of the appropriate use and oversight of AI. We also find that cadets’ trust is shaped by a complex set of instrumental, normative, and operational considerations, including ongoing cognitive development, education, and professional enculturation. These results provide the first experimental evidence of cadets’ trust in AI-enhanced military technologies and have implications for future research, policy, and military modernization.
This article critically examines the technologically-savvy image of young adults by investigating the digital divide issues underlying youth internet use, including their daily computer and internet problem-solving behaviors. The study draws on data from a web-based questionnaire and face-to-face interviews with young adults in Singapore, a country where internet adoption is pervasive. Contrary to popular conceptualizations of youths as a cohort of technically-savvy experts, the findings showed considerable variance in their internet expertise and problem-solving behaviors, with some demonstrating limited knowledge of internet use and awareness of troubleshooting strategies. The analyses also showed that internet skills and self-efficacy in internet-related problem-solving behaviors were significantly related to the internet practices of young adults. The findings suggest that in wired contexts, variations in post-adoption patterns may reflect more accurately the extent and presence of social stratification, extending the meaning and scope of the digital divide.
This article expands understanding of the digital divide to more nuanced measures of use by examining differences in young adults' online activities. Young adults are the most highly connected age group, but that does not mean that their Internet uses are homogenous. Analyzing data about the Web uses of 270 adults from across the United States, the article explores the differences in 18- to 26-year-olds' online activities and what social factors explain the variation. Findings suggest that those with higher levels of education and of a more resource-rich background use the Web for more “capitalenhancing” activities. Detailed analyses of user attributes also reveal that online skill is an important mediating factor in the types of activities people pursue online. The authors discuss the implications of these findings for a “second-level digital divide,” that is, differences among the population of young adult Internet users.
There is increasing concern that information poverty will soon become a key indicator of social exclusion, with those unable to use and access new technologies marginalized from key aspects of economic and social activity. This concern, at present, focuses primarily on adults, as young people are predominantly represented in media, academic and political discourse as naturally competent computer users. In contrast, this paper focuses on those young people who are self-described 'low or ambivalent' users of computers, exploring the links between family cultures, access and attitudes towards computer use. Drawing on a questionnaire survey of 855 children and group interviews with 46 young people, this paper identifies key themes emerging from interviews with low users of computers: difficulties accessing computers; a lack of relevance of computer technology to these children's daily lives; and the potential of formal educational environments to exacerbate inequalities in access and anxieties around computer use. This paper concludes that, if we are not to embed information inequality at the heart of the digital revolution, a radical rethink of the prevalent image of the child as 'cyberkid' is needed.
The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed 'digital natives' or the 'Net generation', these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this genera-tional change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a 'moral panic'. We propose that a more measured and disinterested approach is now required to investigate 'digital natives' and their implications for education.
The explosion in social networking sites such as MySpace, Facebook, Bebo and Friendster is widely regarded as an exciting opportunity, especially for youth.Yet the public response tends to be one of puzzled dismay regarding a generation that, supposedly, has many friends but little sense of privacy and a narcissistic fascination with self-display. This article explores teenagers' practices of social networking in order to uncover the subtle connections between online opportunity and risk. While younger teenagers relish the opportunities to recreate continuously a highly-decorated, stylistically-elaborate identity, older teenagers favour a plain aesthetic that foregrounds their links to others, thus expressing a notion of identity lived through authentic relationships. The article further contrasts teenagers' graded conception of `friends' with the binary classification of social networking sites, this being one of several means by which online privacy is shaped and undermined by the affordances of these sites.
Launched by the Oxford Internet Institute in 2003, Oxford Internet Surveys (OxIS) have become an authoritative source of information about Internet access, use and attitudes – and the difference this makes for everyday life – in Britain. Areas covered include: digital and social inclusion and exclusion; regulation and governance of the Internet; privacy, trust and risk concerns; and uses of the Internet, including social networking, entertainment and online education.
The OxIS 2007 survey is the third in a series, with previous
surveys conducted in 2003 and 2005. Each has used a
multi-stage national probability sample of 2000 people
in the UK, enabling us to project estimates to Britain as
a whole.
This report was commissioned by the Department for Communities and Local Government. Research on the links between the diffusion of Information and Communication
Technologies (ICTs) and social and economic development has been undertaken for decades. Evidence of links between social and digital engagement, particularly with
respect to the Internet, has been the focus of many studies conducted by academic as well as government institutions. These studies have shown consistently that individuals who have access to ICTs, from the telephone to the Internet, tend to have more schooling, higher incomes, and higher status occupations than do those who do not have access. This holds true within nations as well as cross-nationally, as evidenced by results from the World Internet Project
However, despite the evidence, there remains significant debate around the existence, nature and causality of these links. This study has tackled these issues and developed new models of digital and social exclusion. It offers a robust analytic framework that is applicable to different survey datasets and can be adapted to new and emerging technologies. The report presents how the models can be applied to existing datasets to explore the implications for
future policy.
This document has been commissioned as part of the UK Department for Children, Schools and Families’ Beyond Current Horizons project, led by Futurelab.
The notion of a generation uniquely at home in a digital environment – the Digital Natives – is increasingly being challenged. Expertise and experience are just as important as generation in explaining activities that are considered indicative of digital nativeness. This means that people advocating the death of schools due to an irreconcilable gap between educators and students are wrong. Nevertheless, cross-generational understanding is hampered by an insistence on identifying all young people as digital natives, ignoring evidence to the contrary.
The findings presented in this paper suggest the erroneous identification of a whole generation as digital natives might lead to an overestimation of young people's skills in dealing with the risks and negative experiences associated with the internet. Younger generations are less likely to seek help than older generations and more likely to ignore the risks they do encounter without taking action to prevent these from happening again – here labelled the "ostrich tactic". If young people can shed the "Digital Native" identity they might be more likely to seek help when they need it.
Little academic and policy attention has addressed the `digital divide' among children and young people. This article analyses findings from a national survey of UK 9—19-year-olds that reveal inequalities by age, gender and socioeconomic status in relation to their quality of access to and use of the internet. Since both the extent of use and the reasons for low- and non-use of the internet vary by age, a different explanation for the digital divide is required for children compared with adults. Looking beyond the idea of a binary divide, we propose instead a continuum of digital inclusion. Gradations in frequency of internet use (from non and low users through to weekly and daily users) are found to map onto a progression in the take-up of online opportunities among young people (from basic through moderate to broad and then all-round users), thus beginning to explain why differences in internet use matter, contributing to inclusion and exclusion. Demographic, use and expertise variables are all shown to play a role in accounting for variations in the breadth and depth of internet use.
Imagine the typical suburban living room, a post-war creation co-evolving with the rise of consumer society as a communal family space, replacing the Goffmanian division of public and private spaces - formal parlour for guests, all-purpose 'back room' for family - that preceded it. 1 This living room contains, and displays to its occupants and visitors, many objects of both symbolic value and material worth: the three piece suite of sofa and armchairs, the nest of coffee tables, an assortment of lamps, decorative objects and photographs. And, significantly, a fast-changing set of consumer goods that are distinct from the foregoing: the television set, now wide screen, increasingly digital, the DVD player with its accompanying shelf of popular titles, the HiFi with CD player and radio, the computer with internet access squeezed into a corner, and last, left lying on various items of furniture, someone's mobile phone, Ipod or Blackberry. Roger Silverstone wrote about television, about the household consumption of technologies, even about suburbia. When I look back over his books, this image of the living room resonates throughout his writings, a room many of us have spent our lives in, raised our families in, yet a room culturally and historically positioned between two key moments - first, the preceding period: a time when public and private spaces were carefully separated, especially in lower middle class British homes, and when media goods were both less dominant and more carefully arranged (pride of place given to the 'wireless', class distinction claimed through the gilt-tooled encyclopaedia and row of novels in the 'front room', though also evident from the newspaper and magazine titles lying casually in the back room) 2 ; second - the present period, in which the living room is increasingly deserted for the bedroom and in which private experience is prioritised even in public spaces, through the sound bubble created by headphones, the personal ownership of a television set, and the individualised mediascape of the mobile phone and Ipod. 3
The Deepening Divide: Inequality in the Information Society explains why the digital divide is still widening and, in advanced high-tech societies, deepening. Taken from an international perspective, the book offers full coverage of the literature and research and a theoretical framework from which to analyze and approach the issue. Where most books on the digital divide only describe and analyze the issue, Jan van Dijk presents 26 policy perspectives and instruments designed to close the divide itself.
What are young people really doing on computers at home? Computers feature heavily in the lives of today's young people, and this book sets out to question commonplace assumptions about the use of technology by children at home. Bringing together research from the perspective of psychology, sociology, education and media studies, the authors ask whether we are really witnessing the rise of a new 'digital generation'. Drawing upon the results of their in-depth research project, the authors filter and assess their findings accessibly, offering fascinating reading on: * how computers are used in the home. * how parents and children negotiate access to and use of the computer. * what role the computer plays in the day to day lives of families. This book makes use of illuminating case studies, and highlights key issues of concern around issues of equality and access in a wider social context. This truly interdisciplinary perspective will be instrumental in reshaping the understanding of teachers, ICT advisors, policy makers and all involved in ICT for children. © 2003 Keri Facer, John Furlong, Ruth Furlong, Rosamund Sutherland.
Part 1 The myth of the machine: technological futures and the technical fix the origins of the information society recession and restructuring. Part 2 The industrialisation of education: education, Utopia and crisis the English disease? education for what jobs? the new disciplines. Part 3 Beyond technocracy?: the military project the technocratic condition, or schools cannot teach what society does not know.
The digital revolution accompaning the new generation is discussed. This revolution is powered by a fundamental preference for interactive media rather than broadcast media. A case study of a class is elaborated which is given the task of preparing a project on salt water fishes. The class make extensive use of Internet to prepare the project and share the project with other students with the help of Internet. The role of the teacher is limited to providing guidelines and the learning process is done by students themselves.
Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
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”.
In this study, an integrated quantitative and qualitative research design was employed. From over 900 telephone interviews a typology of family types based on possession of media appliances was constructed, then divided into 'traditional' (low media density), 'intermediate' (average media density) and 'multimedia' (high media density) families. This typology was then used as a basis for selecting thirty-eight families for in-depth interviews. Of these, thirty-one contained children and it is these that form the basis for this article. The results of the family interviews indicate that children are a very important factor in the acquisition and use of the Internet. It was apparent from our interviews that Internet access and use become major issues in family discussions and conflicts - both between parents and children and between siblings.
This article emerged from a series of debates and workshops on the impact of the Digital Divide on educational practice at the ‘Futures of Learning: New Learning Paradigms Conference’ in Paris. The conceptualisation of the Digital Divide into the ‘haves’ and the ‘have-nots’, with a perception of the economically developed world as ‘high tech’ and the developing and underdeveloped worlds as ‘low tech’, is no longer tenable. Building on the recognition based on mounting evidence that old perceptions of the Digital Divide are simplistic and that the Divide encompasses not one but many discontinuities, the nature of such a discontinuity between student and tutor becomes the focus of the argument presented here. Many have argued that increased use and availability of digital technologies in schools bring important benefits and opportunities for learning and teaching strategies but are staff and students able work together to ensure positive outcomes? If not, why might this be the case? In examining the implications of the student/teacher Digital Divide some questions concerning the future direction of education emerge.
Recent advances in information technology and changes in social and economic relationships have led individual workers and organizations to explore various types of distributed work arrangements. This paper examines a specific type of distributed work arrangement, supplemental work at home. This arrangement refers to full-time employees doing job-related work at home in the evenings and on weekends. Based on a theoretical analysis of supplemental work, data gathered from a 346 computer-owners and 104 nonowners are empirically examined. The results suggest that the amount of time spent on supplemental work is positively related to work self-determination variables (flexibility and control), portability of work tasks, the availability of a telecommunications link between the firm and the home, and household income, and negatively related to commuting time and the presence of children at home. The paper discusses the implications of supplemental work for organizational design and the employer-employee relationship, It concludes that compared to other types of work at home, supplemental work is one remote work arrangement that is likely to persist, especially for professionals and managers.
THE EFFECTS OF MULTITASKING IN THE CLASSROOM were investigated in students in an upper level Communications course. Two groups
of students heard the same exact lecture and tested immediately following the lecture. One group of students was allowed to
use their laptops to engage in browsing, search, and/or social computing behaviors during the lecture. Students in the second
condition were asked to keep their laptops closed for the duration of the lecture. Students in the open laptop condition suffered
decrements on traditional measures of memory for lecture content. A second experiment replicated the results of the first.
Data were further analyzed by “browsing style.” Results are discussed from Lang’s Limited Process Capacity model in an attempt
to better understand the mechanisms involved in the decrement.
This article discusses how households adapt to an emerging technology, ‘computing in the home’. Using a sample of 282 households who own personal computers, the study examines several issues connected with the patterns of utilization and problems in adopting a new technology. The results show that utilization patterns vary according to prior knowledge, household structure and length of ownership. Implications are drawn for further research in the area of household/technology interaction.
Internet self-efficacy, or the belief in one's capabilities to organize and execute courses of Internet actions required to produce given attainments, is a potentially important factor in efforts to close the digital divide that separates experienced Internet users from novices. Prior research on Internet self-efficacy has been limited to examining specific task performance and narrow behavioral domains rather than overall attainments in relation to general Internet use, and has not yielded evidence of reliability and construct validity. Survey data were collected to develop a reliable operational measure of Internet self-efficacy and to examine its construct validity. An eight-item Internet self-efficacy scale developed for the present study was found to be reliable and internally consistent. Prior Internet experience, outcome expectancies and Internet use were significantly and positively correlated to Internet self-efficacy judgments. Internet stress and self-disparagement were negatively related to Internet self-efficacy. A path analysis model was tested within the theoretical framework of social cognitive theory (Bandura (1997).
This paper examines the concept of a digital divide by introducing problematic examples of community technology projects and analyzing models of technology access. It argues that the concept provides a poor framework for either analysis or policy, and suggests an alternate concept of technology for social inclusion. It then draws on the historical analogy of literacy to further critique the notion of a divide and to examine the resources necessary to promote access and social inclusion.
After years of collective indecision, Britain shifted to become a full participant in an increasingly networked world; supporting the diffusion of the Internet, broadband access, and its use for an increasingly wide range of activities. This paper compares Britain with other European nations and the wider world in its adoption and use of the Internet. It draws from the Oxford Internet Surveys (OxIS) and the World Internet Project (WIP), along with other publicly available data to compare and contrast patterns of adoption, use and impact. Comparative research places Britain in the mainstream of other networked nations. Britons were not early adopters, nor were they laggards. Most have integrated the Internet into their everyday life and work complementing interpersonal communication and other media. In several important respects, Britons have become fuller participants in the network society than many others, such as in using the Internet more often for a wider range of activities. Similar to most developed nations, Britain faces enduring issues over digital inclusion, and in whether to keep pace with global developments in high-speed Internet access and mobile broadband Internet use, in the face of calls for greater regulation of content.
This paper reports on a study conducted in 2006 with more than 2,000 incoming first-year Australian university students. Students were asked about their access to, use of and preferences for an array of established and emerging technologies and technology based tools. The results show that many first year students are highly tech-savvy. However, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation. The findings are discussed in light of Prensky's (2001a) notions of the 'Digital Natives' and the implications for using technology to support teaching and learning in higher education. Yes Yes
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