Article

Conceptualizing Learning from the Everyday Activities of Digital Kids

Taylor & Francis
International Journal of Science Education
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Abstract

This paper illustrates the intensified engagement that youth are having with digital technologies and introduces a framework for examining digital fluency – the competencies, new representational practices, design sensibilities, ownership, and strategic expertise that a learner gains or demonstrates by using digital tools to gather, design, evaluate, critique, synthesize, and develop digital media artifacts, communication messages, or other electronic expressions. A primary goal of this paper is to identify promising perspectives through which learning is conceptualized, and to share the methodological challenges in investigating digital fluency in both individual and collaborative learning activities that take place in complex naturalistic settings and socially-constructed online worlds. A review is provided of the current and prospective research methods that researchers use to capture, document and study the compelling ways in which children and young people are using digital technologies such as Information and Communication Technologies (ICTs), social networking software, video games, multimedia authoring tools, and mobile phones in everyday life to learn and play. The paper argues for a need to study the authentic, inventive, and emergent uses of digital technologies and interactive learning environments among youth to contribute to advancement of theories of everyday learning and to build a deeper understanding of how learning occurs in out-of-school settings from a practise-oriented perspective rather than a knowledge-centred one. Implications for instructional practise are also discussed in addition to ethical and pragmatic issues that will need to be addressed in the study of digital kids.

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... This new comprehension of DC is labelled digital fluency (DF). DF incorporates the higher-order competences mentioned in the outset (Cavallo, 2000;Hsi, 2007;Hsi, Pinkard, & Woolsey, 2005;2012;Resnick, 2002;) and represents a goal-oriented use of DTs that is appropriate to the specific situation (Briggs & Makice, 2011;Wang, Myers, & Sundaram, 2012) and is both based and dependent on constant experience with DT (Briggs & Makice, 2011;Wang, Wiesmers, & Gibbons, 2012). Furthermore, DF is extended by attitudinal aspects, in terms of a specific mindset (Briggs & Makice, 2011). ...
... In their opinion, DF represents the "ability to reliably achieve desired outcomes through the use of technology" (p. 62), a comprehension that reflects the goal-orientation mentioned by Hsi (2007). But they amplified the concept as they claimed that fluency implies an implicit use of DT. ...
... Digitally fluent individuals need to know when and why the use of DT is appropriate and leads to solving tasks, complex problems or the achievement of desired outcomes. They follow a praxis-oriented and goal-oriented use, know the restrictions of a DT and are able to decide which DT is more advantageous for the desired outcome (Briggs & Makice, 2011;Howell, 2014;Hsi, 2007;Papert & Resnick, 1995;Resnick, 2002;Sinay et al., 2016). In addition, digitally fluent individuals possess the knowledge about the potential utilisation opportunities of specific DTs and recognise their potential use. ...
Thesis
In times of increasing digitalisation by the rapid advancements of new digital technologies (DTs), digital competence (DC) has become a prerequisite to obtain jobs and to remain competitive at work. These competences include higher-order thinking competences, for example, flexibility, critical thinking, creativity as well as communication, cooperation and collaboration (CCC) with DTs. Thus far, DC models have predominantly focused on knowledge and skills whereas attitudes as an important component of DC have often been overlooked. Within the last two decades, the concept of digital fluency (DF) emerged, which seized upon these higher-order thinking skills and incorporated a digital mindset. Drawing on psychological theory of metacognition, which is what higher-order thinking skills have in common, this thesis purported to outline DF as a metacognitive, higher-order digital competence at work. In a mixed-methods design, the author first examined DF qualitatively by conducting semi-structured interviews (N = 9). As a result, a model of DF emerged that served as the basis for the second quantitative study. Based on the findings of Study 1, a psychometric questionnaire, the Work-related Digital Fluency Questionnaire (W-DFQ) was designed and administered to N = 400 employees to examine its dimensionality, reliability and validity (Study 2). Exploratory factor analyses (EFA) revealed that the questionnaire reflects the aspects, but not all of the expected facets derived from Study 1, and showed reliable and distinct factor structures for metacognition, skills and mindset as the main dimensions. Correlational analysis with convergent and discriminant constructs demonstrated initial support for the validity of the W-DFQ.
... Although many researchers have proposed definitions of digital fluency, no single definition has been agreed upon (Wei et al., 2020). Digital fluency includes critical thinking skills (Chou & Chiu, 2020;Liu et al., 2018), knowing when and where to use technology productively (National Research Council, 1999), using digital tools for expression by learners (Hsi, 2007), adapting technological changes during life (Pinho & Lima, 2013), having ability to use technology for social interaction, collaboration, and connection (Ross, 2015), achieving the desired outcomes with technology (Briggs & Makice, 2011). Demir and Odabaşı (2016) defined digital fluency from a pragmatic standpoint, incorporating definitions from the literature: ...
... Feeling competent regardless of operating system or digital tool type is one of the important indicators of digital fluency. When the items under the awareness factor are examined, it is seen that there are items similar to the definitions in the literature (Chou & Chiu, 2020;Hsi, 2007;Liu et al., 2018;National Research Council, 1999;Pinho & Lima, 2013;Ross, 2015;Spencer, 2015;Wang et al., 2013). The items under the self-efficacy factor emphasize competence in the focus of knowledge and skills. ...
Article
Full-text available
Digitally fluent teachers are expected to contribute to the growth of digitally fluent students. The purpose of this study is to develop a valid and reliable Digital Fluency Scale to determine the digital fluency of pre-service teachers. To create an item pool to develop a scale for digital fluency, the opinions of the focus group meeting participants were gathered by a qualitative method. After the pilot implementation of scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. Data were collected from undergraduate students at a state university in Turkey to conduct for EFA (n: 302) followed by CFA (n: 274). The scale structure with 3 factors and 29 items was revealed. The scale explains 54.65% of the total variance. It was concluded that the Chi-square value (χ2 = 1189.10, df = 371, p <0.001) was moderately significant when the fit indices of the model tested with CFA were examined. It is seen that the other fit values for the model are within the acceptable fit value ranges. Higher scores from the scale indicate a high level of digital fluency.
... There are many definitions in the field literature on digital fluency. Hsi (2007) defines digital fluency as individuals gaining and demonstrating the actions of acquiring, designing, evaluating, criticizing, synthesizing and developing digital media contents, messages and other electronic expressions using digital tools. It is defined as the competences, applications, awareness and strategic expertise that the learners have developed for these purposes. ...
... Competence model proposed by Burch, meets the expression of high-level skills in many definitions of digital fluency (Kavis, 2015). After examining the concepts in the field literature by the researchers, a more inclusive definition of digital fluency has been tried to be created by synthesizing (Briggs, & Makice, 2011;Demir et al., 2015;Hsi, 2007;Liu, Li, & Ye, 2018;Miller & Bartlett, 2012;National Research Council, Committee on Information Technology Literacy, 1999;Pinho & Lima, 2013;Ross, 2015;Savin-Baden, 2015;Sparrow, 2018;Spencer, 2015;Wang, Myers & Sundaram, 2012). According to this definition, digital fluency; To be able to think critically about ICT concepts and applications, to be able to use ICT Figure 2. Hierarchy of competence (Kavis, 2015) effectively and efficiently, to have quality ICT experiences, to manage complexity, to produce solutions, to think abstractly about ICT, to adapt quickly to technological transformation to be able to provide, to be able to run appropriate skill sets to work, and to use ICT flexibly for different purposes (Demir & Odabasi, 2016). ...
Book
Digital technologies are transforming economies and societies around the world. As such, markets demand new types of skills and competences that students must learn in order to be successful. IT and emerging technologies can be integrated into educational institutions to improve teaching methods and academic results as well as digital literacy. IT and the Development of Digital Skills and Competences in Education compiles critical research into one comprehensive reference source that explores the new demands of labor markets in the digital economy, how educational institutions can respond to these new opportunities and threats, the development of new teaching and learning methods, and the development of digital skills and competences. Through new theories, research findings, and case studies, the book seeks to incite new perspectives to understandings of the challenges and opportunities of the utilization of IT in the education sector around the world. Due to innovative topics that include digital competence, disruptive technologies, and digital transformation, this book is an ideal reference for academicians, directors of schools, vice-chancellors, education and IT experts, CEOs, policymakers in the field of education and IT, researchers, and students.
... There are many definitions in the field literature on digital fluency. Hsi (2007) defines digital fluency as individuals gaining and demonstrating the actions of acquiring, designing, evaluating, criticizing, synthesizing and developing digital media contents, messages and other electronic expressions using digital tools. It is defined as the competences, applications, awareness and strategic expertise that the learners have developed for these purposes. ...
... Competence model proposed by Burch, meets the expression of high-level skills in many definitions of digital fluency (Kavis, 2015). After examining the concepts in the field literature by the researchers, a more inclusive definition of digital fluency has been tried to be created by synthesizing (Briggs, & Makice, 2011;Demir et al., 2015;Hsi, 2007;Liu, Li, & Ye, 2018;Miller & Bartlett, 2012;National Research Council, Committee on Information Technology Literacy, 1999;Pinho & Lima, 2013;Ross, 2015;Savin-Baden, 2015;Sparrow, 2018;Spencer, 2015;Wang, Myers & Sundaram, 2012). According to this definition, digital fluency; To be able to think critically about ICT concepts and applications, to be able to use ICT Figure 2. Hierarchy of competence (Kavis, 2015) effectively and efficiently, to have quality ICT experiences, to manage complexity, to produce solutions, to think abstractly about ICT, to adapt quickly to technological transformation to be able to provide, to be able to run appropriate skill sets to work, and to use ICT flexibly for different purposes (Demir & Odabasi, 2016). ...
Chapter
This chapter primarily provides information about digital literacy, which enables us to make basic use of today's technologies. In parallel with today's technological developments, high-level digital literacy skills expected from individuals are addressed. Definitions of digital fluency and studies on this subject are examined. The concept of digital fluency is redefined by the authors. It is based on theoretical foundations that are needed by authors on why digital fluency is needed in educational life. The authors point to the lack of a workforce with high-level digital literacy capabilities around the world.
... There are many definitions in the field literature on digital fluency. Hsi (2007) defines digital fluency as individuals gaining and demonstrating the actions of acquiring, designing, evaluating, criticizing, synthesizing and developing digital media contents, messages and other electronic expressions using digital tools. It is defined as the competences, applications, awareness and strategic expertise that the learners have developed for these purposes. ...
... Competence model proposed by Burch, meets the expression of high-level skills in many definitions of digital fluency (Kavis, 2015). After examining the concepts in the field literature by the researchers, a more inclusive definition of digital fluency has been tried to be created by synthesizing (Briggs, & Makice, 2011;Demir et al., 2015;Hsi, 2007;Liu, Li, & Ye, 2018;Miller & Bartlett, 2012;National Research Council, Committee on Information Technology Literacy, 1999;Pinho & Lima, 2013;Ross, 2015;Savin-Baden, 2015;Sparrow, 2018;Spencer, 2015;Wang, Myers & Sundaram, 2012). According to this definition, digital fluency; To be able to think critically about ICT concepts and applications, to be able to use ICT Figure 2. Hierarchy of competence (Kavis, 2015) effectively and efficiently, to have quality ICT experiences, to manage complexity, to produce solutions, to think abstractly about ICT, to adapt quickly to technological transformation to be able to provide, to be able to run appropriate skill sets to work, and to use ICT flexibly for different purposes (Demir & Odabasi, 2016). ...
Chapter
This section primarily provides information about digital literacy, which enables us to make basic use of today's technologies. In parallel with today's technological developments, high-level digital literacy skills expected from individuals are addressed. Definitions of digital fluency and studies on this subject are examined. The concept of digital fluency is redefined by the authors. It is based on theoretical foundations that are needed by authors on why digital fluency is needed in educational life. Authors point to the lack of a workforce with high-level digital literacy capabilities around the world.
... Bu noktada, sürekli gelişen teknolojilerden yararlanma becerisini kapsayan ve üst düzey yeterlilikleri ifade eden dijital akıcılık (digital fluency) kavramı ön plana çıkmıştır (Tatlı ve Karoğlu, 2020). Dijital akıcılık alanyazında, öğrenenlerin dijital araçları kullanarak dijital medya içerikleri, mesaj ve diğer elektronik ifadeleri toplama, tasarlama, değerlendirme, eleştirme, sentezleme ve geliştirme eylemlerini kazanması ve göstermesi (Hsi, 2007) olarak tanımlamaktadır. Dijital akıcılık, daha etkili iletişim kurmamızı sağlamakta, öğrenmeyi ve bağlantı kurmayı zenginleştirmekte, daha güçlü bir kültür ve bağlılık ortamı oluşturmaktadır (Wang, Wiesemes ve Gibbons, 2012). ...
... Digital fluency was defined as the level of competencies that individual have ownership, utilize the information, develop ideas, and leverage technology to achieve the strategic goal. This definition goes beyond than just using basic application (Hsi, 2007). We were entering in the age of ubiquitous computing. ...
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This research focuses on the drivers of millennials employees experience. It highlights the importance of the corporate culture and the technology that employees use for delivering quality services to customers. The research shows that the physical workplace is less relevant for millennials.
... First, employees should be trained to use the datafication technology deployed in their organization. As Hsi (2007) shows, employees' initial skills and experiences using technology enable them to develop additional skills independently. As the data volume and analytical sophistication increase, employees should also be trained in basic computational and statistical skills. ...
Article
Public and academic opinion remains divided regarding the benefits and pitfalls of datafication technology in organizations, particularly regarding their impact on employees. Taking a dual-process perspective on trust, we propose that datafication technology can create small, erratic surprises in the workplace that highlight employee vulnerability and increase employees’ reliance on the systematic processing of trust. We argue that these surprises precipitate a phase in the employment relationship in which employees more actively weigh trust-related cues, and the employer should therefore engage in active trust management to protect and strengthen the relationship. Our paper develops a framework of symbolic and substantive strategies to guide organizations’ active trust management efforts to (re-)create situational normality, root goodwill intentions, and enable a more balanced interdependence between the organization and its employees. We discuss the implications of our paper for reconciling competing narratives about the future of work and for developing an understanding of trust processes.
... Digitalna fluentnost prevazilazi korisnička znanja za korišćenje nekoliko softverskih programa ili aplikacija. Ona podrazumeva postojanje nivoa znanja koje im omogucáva laku manipulaciju informacijama, generisanje novih ideja, rešavanje problema, dizajniranje novih proizvoda i korišćenje tehnologiju za postizanje strateškog cilja (Hsi, 2007). ...
Article
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In the world of digital economy, traditional success factors of organizations, such as a strong organizational culture, have been redefined and questioned. Modern organizations are faced with the challenge of rethinking not only the established work patterns and employee relations, but also examining ways to transform the existing organizational cultures that are no longer sufficient to create sustainable value in the digital world. This paper presents the key elements of the digital organizational culture, the characteristics of the digital workplace and environment, as well as the specifics of the working population that belongs to the digital culture, the so-called "digital" or "Z" generation. New forms of work in modern business such as hybrid work, telecommuting and remote work are also analyzed. Considering that the traditional organizational culture was conceived in the analogue age and was not developed so that it can be easily adapted to the digital and hybrid form of work and organizations, its evolution and transformation in the direction of the needs of modern man are necessary. It can be concluded that a digital organizational culture should encourage the development of a collaborative work environment, creativity and innovation, and lead to permanent business improvement through a unique digital strategy.
... Araştırma nitel araştırma yaklaşımı ile yapılmış betimleyici bir çalışmadır. Betimsel araştırma deseninin amacı bireylerin bir olay ya da olguyla ilgili düşüncelerinin tanımlanarak betimlenmesidir (Willis, Sullivan-Bolyai, Knafl & Cohen, 2016 (Eshach, 2007;Hsi, 2007;Greenhow & Robelia, 2009;Khaddage & Knezek, 2011 The importance of informal learning for the professional development of teachers is increasingly recognized (Jacobs & Park, 2009). As with other professions, teachers are also affected by the continuous and rapidly developing developments in education. ...
Article
Bu çalışma, öğretmen adaylarının pandemi öncesi ve sonrası mesleki gelişimleri açısından tercih ettikleri informal öğrenme etkinliklerinin neler olduğunu ve gerçekleştirdikleri informal öğrenme etkinliklerini tercih etme nedenlerini incelemeyi amaçlamaktadır. Araştırmanın çalışma grubunu Kastamonu Üniversitesi Eğitim Fakültesi Sosyal Bilgiler ve Fen Bilimleri bölümlerinde okuyan 30 öğretmen adayı oluşturmaktadır. Araştırma nitel araştırma yaklaşımı ile yapılmış betimleyici bir çalışmadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından hazırlanan “İnformal öğrenme davranışları formu” açık uçlu soru formu kullanılmıştır. Araştırmanın verileri betimsel analize tabi tutularak incelenmiştir. Araştırma sonuçlarına göre, pandemi döneminden önce öğretmen adayları mesleki gelişimleri için çoğunlukla başka kişilerden öğrenme yoluyla informal öğrenmeler gerçekleştirdiklerini ifade etmişlerdir. Bunun yanı sıra bu araştırmada kişiler arası olmayan kaynaklardan gerçekleşen informal öğrenme etkinliklerine ilişkin bulgularda yüksek orandadır. Öğretmen adaylarının pandemi döneminde ise başka kişilerden öğrenme kaynakları belirgin bir şekilde azalmıştır. Kişiler arası olmayan kaynaklardan öğrenme belirgin bir şekilde artmıştır. Öğretmen adayları gerçekleştirdikleri informal öğrenme etkinliklerinin nedenlerini en çok “kendilerini geliştirmek” ve “meslek hayatlarına katkı sağlamak” olduğunu, bunun yanı sıra öğretmen adayları öğrencilik hayatlarındaki “başarılarını artırmak” ve “boş vakitlerini değerlendirmek” olduğunu belirtmişlerdir. Öğretmen adaylarının kendilerini geliştirmek istemeleri ve mesleki gelişimlerine katkı sağlamasında informal öğrenme etkinliklerin önemli bir yeri olduğu söylenebilir.
... Dijital akıcılığın bir meslek edinme, anlamlı bir şekilde içinde bulunduğu topluma katılım sağlama ve yaşam boyu öğrenme için önkoşul teşkil edeceği öngörülmektedir (Resnick, 2001). Bu öngörülerin yanı sıra dijital akıcılığın eğitimde stratejik bir hedef haline geldiği ve gelişimsel bir süreç olarak teknoloji destekli öğrenme ortamları için önemli bir beceri olduğu kabul edilmektedir (Hsi, 2007;Gayol ve Boubsil, 2009). Özellikle mobil öğrenme ve mobil cihazların kullanımı, sosyal medyada sosyal ağın genişletilmesi ve bilgi eksikliklerinin giderilmesinde dijital akıcılık çerçevesinden faydalanılmaktadır (Li vd., 2018). ...
Conference Paper
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Teknolojideki dönüşümün hayatımızda bir “sabit” haline geldiği 21. yüzyılda, öğretmenlerin teknoloji ile tutarlı ve uygun deneyimlere ne kadar sahip olduklarını ve teknolojiyi kendi sınıflarına ne kadar entegre ettiklerini belirlemek bir ihtiyaç haline gelmiştir. Bu çalışmada, 21. yüzyıl öğretmenlerinin teknoloji yeterliklerinin öz değerlendirme yoluyla belirlenmesi amaçlanmıştır. Öğretmenlerin 21. yüzyıl öğrenmeleri için teknoloji yeterliği öz değerlendirme puanları cinsiyet, branş, kıdem, kurum ve yaş değişkenleri açısından ele alınmış; öğretmenlerin bu yeterlikler kapsamında eğitimde dijital dönüşüme hazır olma durumları tartışılmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Katılımcıların belirlenmesinde amaçsal örnekleme yöntemlerinden ölçüt örnekleme kullanılmış ve Milli Eğitim Bakanlığına bağlı kurumlarda görev yapan 198 öğretmenden veri toplanmıştır. Araştırma verileri Christensen ve Knezek (2017) tarafından geliştirilen ve Fidan, Debbağ ve Çukurbaşı (2020) tarafından Türkçe’ye uyarlanan “21.Yüzyıl Öğrenmeleri için Teknoloji Yeterliği Öz Değerlendirme Ölçeği” aracılığıyla toplanmıştır. Ölçek dört alt boyut içermekte ve toplam 24 maddeden oluşmaktadır. %95 güven aralığında (p=0,05) analiz edilen verilerin öncelikle normal dağılıp dağılmadığı incelenmiştir. Elde edilen bulgulara göre ölçek verilerinin normal dağılım gösterdiği belirlenmiş ve verilerin analizinde betimsel analiz, bağımsız örneklem t-Testi ve One-Way Anova testleri kullanılmıştır. Araştırma bulgularına göre, öğretmenlerin teknoloji yeterlikleri ile cinsiyetleri arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Öğretmenlerin teknoloji yeterlikleri ile branşları arasında ise istatistiksel olarak anlamlı bir fark bulunmuştur. Branş ortalamalarına bakıldığında fen bilimleri branşında yer alan öğretmenlerin teknoloji yeterliklerinin sosyal bilimler branşı öğretmenlerine göre daha yüksek olduğu görülmüştür. Fen bilimleri branşındaki öğretmenlerin entegre uygulamalar ve teknolojiyle öğretim yeterlikleri sosyal bilimler branşındaki öğretmenlere göre daha yüksektir. Özel kurumlarda çalışan öğretmenlerin ortalama puanları devlet kurumlarında çalışanlara göre daha yüksek olmasına rağmen öğretmenlerin teknoloji yeterlikleri ile çalıştıkları kurum arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Öğretmenlerin teknoloji yeterlikleri ile kıdem yılları arasında da istatistiksel olarak anlamlı bir fark bulunmuştur. Elde edilen bulgulara göre 20 yıla kadar kıdemli olan öğretmenlerin teknoloji yeterlikleri, 21 yıl ve üstü kıdemli öğretmenlere göre daha yüksektir. Öğretmenlerin teknoloji yeterlikleri ile yaş değişkeni arasında istatistiksel olarak anlamlı bir fark bulunmuştur. Bu fark 41 yaş ve altı öğretmenler lehine olup, bilişim teknolojilerini kullanarak büyüyen Y jenerasyonu dijital yerli öğretmenlerin teknolojik yeterliklerinin daha iyi olduğu görülmüştür.
... Dijital akıcılığın bir meslek edinme, anlamlı bir şekilde içinde bulunduğu topluma katılım sağlama ve yaşam boyu öğrenme için önkoşul teşkil edeceği öngörülmektedir (Resnick, 2001). Bu öngörülerin yanı sıra dijital akıcılığın eğitimde stratejik bir hedef haline geldiği ve gelişimsel bir süreç olarak teknoloji destekli öğrenme ortamları için önemli bir beceri olduğu kabul edilmektedir (Hsi, 2007;Gayol ve Boubsil, 2009). Özellikle mobil öğrenme ve mobil cihazların kullanımı, sosyal medyada sosyal ağın genişletilmesi ve bilgi eksikliklerinin giderilmesinde dijital akıcılık çerçevesinden faydalanılmaktadır (Li vd., 2018). ...
Conference Paper
Full-text available
zet İş gücünün talep ettiği dijital becerilerden biri olan dijital akıcılık, eleştirel düşünme, problem çözme gibi becerilerin de işe koşularak dijital teknoloji kullanımı ile bir ürün ortaya koyma becerisidir. Bu kapsamda çalışmanın amacı, çevrimiçi öğrenme ortamlarında dijital akıcılık konusunda yapılan çalışmaların ayrıntılı olarak incelenmesidir. Bu doğrultuda dijital akıcılık becerisine ilişkin Web of Science ve Google Akademik veri tabanları üzerinde belirlenen ölçütler doğrultusunda sistematik bir alan yazın taraması gerçekleştirilmiştir. 2013-2022 yılları arasını kapsayacak şekilde gerçekleştirilen alan yazın taramasında yapılan filtreleme sonucu incelenen 18 makale dijital akıcılığın dijital okuryazarlık ve dijital eşitsizlik gibi kavramlardan farklı olduğu sonucunu göstermektedir. Bununla birlikte dijital akıcılık, interneti anlama, eleştirel düşünme, özel çevrimiçi beceriler gerektirmekte ve merak, yenilik, iletişim, üretim, veri akıcılıkları ile gelişen bir yapıyı temsil etmektedir. Yapılan araştırmaların 2020 yılında yoğunlaştığı ve çalışma grubu olarak öncelikle öğretmenlerin seçildiği anlaşılmıştır. Bu araştırmalarda özellikle dijital akıcılığa yönelik bir model, çerçeve oluşturma, öz değerlendirme ve ölçekle elde edilen verilerin analizi amacıyla nicel yöntemin kullanıldığı görülmektedir. Yapılan araştırmalarda kullanılan anahtar kelimelere göre dijital yetkinlik, öğretmen eğitimi ve dijital okuryazarlık kavramlarının öne çıktığı anlaşılmaktadır. Sonuç olarak özellikle bir kariyer ve yaşam becerisi olarak dijital akıcılığı desteklemeye yönelik yükseköğretimde pratik ve kişiselleştirilmiş eğitim programlarının geliştirilmesi gerekliliği öne çıkmaktadır. Ayrıca dijital bakımdan akıcı bireyler yetiştirilmesi için öğretim elemanlarının dijital akıcılık becerilerinin önemli olduğu anlaşılmaktadır. Sonuç olarak yapılan bu incelemelerin yeni çalışmalara yol gösterici olacağı düşünülmektedir.
... Digital games often offer stimulating audiovisual game worlds and appealing rewards [36,37]. Given these motivational aspects [38,39], serious gaming is already widely applied in educational, psychological, and medical contexts [40][41][42][43][44], including the field of language learning (eg, game-based interventions specifically targeting vocabulary [45]). However, when designing a commercial serious digital game, detailed knowledge of game enjoyment is of crucial relevance. ...
Article
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Background: Enjoyment plays a key role in the success and feasibility of serious gaming interventions. Unenjoyable games will not be played, and in the case of serious gaming, learning will not occur. Therefore, a so-called GameFlow model has been developed, which intends to guide (serious) game developers in the process of creating and evaluating enjoyment in digital (serious) games. Regarding language learning, a variety of serious games targeting specific language components exist in the market, albeit often without available assessments of enjoyment or feasibility. Objective: This study evaluates the enjoyment and feasibility of a tablet-based, serious story-listening game for kindergarteners, developed based on the principles of the GameFlow model. This study also preliminarily explores the possibility of using the game to foster language comprehension. Methods: Within the framework of a broader preventive reading intervention, 91 kindergarteners aged 5 years with a cognitive risk for dyslexia were asked to play the story game for 12 weeks, 6 days per week, either combined with a tablet-based phonics intervention or control games. The story game involved listening to and rating stories and responding to content-related questions. Game enjoyment was assessed through postintervention questionnaires, a GameFlow-based evaluation, and in-game story rating data. Feasibility was determined based on in-game general question response accuracy (QRA), reflecting the difficulty level, attrition rate, and final game exposure and training duration. Moreover, to investigate whether game enjoyment and difficulty influenced feasibility, final game exposure and training duration were predicted based on the in-game initial story ratings and initial QRA. Possible growth in language comprehension was explored by analyzing in-game QRA as a function of the game phase and baseline language skills. Results: Eventually, data from 82 participants were analyzed. The questionnaire and in-game data suggested an overall enjoyable game experience. However, the GameFlow-based evaluation implied room for game design improvement. The general QRA confirmed a well-adapted level of difficulty for the target sample. Moreover, despite the overall attrition rate of 39% (32/82), 90% (74/82) of the participants still completed 80% of the game, albeit with a large variation in training days. Higher initial QRA significantly increased game exposure (β=.35; P<.001), and lower initial story ratings significantly slackened the training duration (β=-0.16; P=.003). In-game QRA was positively predicted by game phase (β=1.44; P=.004), baseline listening comprehension (β=1.56; P=.002), and vocabulary (β=.16; P=.01), with larger QRA growth over game phases in children with lower baseline listening comprehension skills (β=-0.08; P=.04). Conclusions: Generally, the story game seemed enjoyable and feasible. However, the GameFlow model evaluation and predictive relationships imply room for further game design improvements. Furthermore, our results cautiously suggest the potential of the game to foster language comprehension; however, future randomized controlled trials should further elucidate the impact on language comprehension.
... Dijital medya araçlarının yaygınlaşması ile dijital iş gücü olarak adlandırılabilecek işyeri teknolojileri ve etkileşimleri ön plana çıkmıştır. Teknoloji yoğun çalışan işyerlerinde bilgiyi yönlendirmek, fikir üretmek, stratejik hedeflere ulaşmak gibi tüm faaliyetler teknolojik araçlar ile gerçekleştirilmektedir (Hsi, 2007). Bu teknolojilerin kullanımı ile istenen sonuçlara ulaşmak daha kolay, daha rahat olmakta, istenen sonuç daha etkili şekilde elde edilebilmektedir. ...
Conference Paper
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The goal of this study is to determine the impact of health consciousness on organic food purchasing intentions in addition to determine whether there is a difference between elite athletes competing in team and individual sports in terms of organic food purchasing intention. For this purpose, we have conducted one on one surveys with elite athletes from Yozgat, Sivas, Amasya, Kırıkkale and Tokat provinces in Turkey. Data gathered was analyzed using SPSS 16 software package. As a result of this study, we found that there are no significant differences between elite athletes from team and individual sports in terms of organic food purchasing intention and that health consciousness has a positive and significant impact on an individual's organic food purchasing intention.
... Dijital medya araçlarının yaygınlaşması ile dijital iş gücü olarak adlandırılabilecek işyeri teknolojileri ve etkileşimleri ön plana çıkmıştır. Teknoloji yoğun çalışan işyerlerinde bilgiyi yönlendirmek, fikir üretmek, stratejik hedeflere ulaşmak gibi tüm faaliyetler teknolojik araçlar ile gerçekleştirilmektedir (Hsi, 2007). Bu teknolojilerin kullanımı ile istenen sonuçlara ulaşmak daha kolay, daha rahat olmakta, istenen sonuç daha etkili şekilde elde edilebilmektedir. ...
Conference Paper
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The purpose of this study is to determine the effect of young athletes’ social appearance anxiety and social health consciousness on organic food beliefs and beliefs on intention to purchase organic food. For this purpose, face-to-face surveys were applied to sportsmen in Çorum. According to the results, it is determined that social appearance anxiety is negative effective and social health consciousness is positive effective on organic food beliefs. Also, it is results of the study that awareness of organic food is effective on intentionsto buy organic food.
... Digital games often offer stimulating audiovisual game worlds and appealing rewards [36,37]. Given these motivational aspects [38,39], serious gaming is already widely applied in educational, psychological, and medical contexts [40][41][42][43][44], including the field of language learning (eg, game-based interventions specifically targeting vocabulary [45]). However, when designing a commercial serious digital game, detailed knowledge of game enjoyment is of crucial relevance. ...
Preprint
BACKGROUND Game enjoyment plays a key role in the success and feasibility of digital serious gaming interventions. Unenjoyable games will not be played and in the case of serious gaming, learning will not occur. Given this importance, a so-called GameFlow model has been developed, intending to guide (serious) game developers in the process of creating and evaluating enjoyment in digital (serious) games. Regarding language learning, a variety of serious games, targeting specific language components, exist on the market, albeit often without available assessments of enjoyment or feasibility. OBJECTIVE The current study evaluates enjoyment and feasibility of a tablet-based serious story listening game for kindergarteners, developed based on the principles of the GameFlow model. Given the focus on story listening, this study additionally aims at preliminary exploring the possibility of the game to foster language comprehension. METHODS Within the framework of a broader preventive reading intervention, 91 five-year old kindergarteners at cognitive risk for dyslexia were asked to play the story game for 12 weeks, six days per week, either combined with a tablet-based phonics intervention or tablet-based active control games. The story game mainly involved story listening and rating, and responding to content-related questions. Game enjoyment was assessed through post-intervention questionnaire outcomes, a GameFlow-based evaluation, and in-game story rating data. Feasibility was determined based on in-game general question response accuracy (QRA), reflecting the difficulty level, attrition rate, and final game exposure and training duration. Additionally, in order to investigate whether game enjoyment and difficulty could influence feasibility, final game exposure and training duration were predicted based on in-game initial story ratings and initial QRA. The possible growth in language comprehension was explored by analyzing in-game QRA as a function of game phase and baseline language skills. RESULTS Questionnaire and in-game data suggested an overall enjoyable game experience. The GameFlow-based evaluation however, implied room for improvement concerning the game design. General QRA confirmed a well-adapted difficulty level for the target sample. Moreover, despite an overall attrition rate of 39%, 80% of the participants still completed 90% of the game, albeit with a large variation in training days. Higher initial QRA resulted in a significantly higher game exposure (P<.001) and lower initial story ratings significantly slackened the training duration (P=.003). In-game QRA was positively predicted by game phase (P=.004), baseline listening comprehension (P=.002), and vocabulary (P=.010), with larger QRA growths over game phases in children with lower baseline listening comprehension skills (P=.044). CONCLUSIONS Generally, participants experienced the story game as enjoyable and feasible. Yet, the GameFlow-model evaluation and predictive relationships imply room for further game design improvement. Additionally, our results cautiously suggest a potential of the story game to foster language comprehension. Yet, future randomized controlled trials need to elucidate the actual gaming impact on language comprehension. CLINICALTRIAL S60962
... It is paradoxical that the decline in interest in science and technology has often been commented upon in the media when 'it is a commonplace to note that science has become a key feature of everyday life' (Michael, 2002, p. 115). Indeed, the explosion in the use of mobile technology has enormous potential as an aid to teaching science and research indicates that young people are often more engaged with science if their existing interest and awareness of digital technology is used (Hsi, 2007). ...
Technical Report
The Science in Society work strand of FP7 funded the Cities and Science Communication project (EUCASC) to form a network able to explore best practice and exchange different ideas on ways of working to improve the ways in which ‘the public’ might be engaged in science. The EUCASC project was based on the premise that greater public engagement in science is vital for the development of the knowledge society and the knowledge economy and that this could be helped by improving the communication of science to citizens at city, regional, national and European levels. The project sought to respond to the European Commission’s continuing commitment to foster ‘stronger and more harmonious relations between science and society’ by contributing to the delivery of its Science in Society Action Plan. It focused on building a network based on cities, since cities are crucial to Europe’s future competitiveness and are where all the key actors in science in society and the widest range of 'publics' are most likely to be found.
... In addition, digital games generally carry the possibility to (1) provide age-appropriate and attractive audiovisual stimuli, (2) give immediate feedback, and (3) adapt the difficulty-level to obtain a tailor-made trade-off between the level of challenge and the player's skills. These game features are important prerequisites to obtain a feeling of enjoyment (Sweetser and Wyeth, 2005), which enhances motivation (Hsi, 2007;van de Ven et al., 2017) and fosters learning (Shute et al., 2009). ...
Article
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Dyslexia is targeted most effectively when (1) interventions are provided preventively, before the onset of reading instruction, and (2) remediation programs combine letter-sound training with phoneme blending. Given the growing potential of technology in educational contexts, there has been a considerable increase of letter-sound trainings embedded in digital serious games. One such intervention is GraphoGame. Yet, current evidence on the preventive impact of GraphoGame is limited by the lack of adaptation of the original learning content to the skills of pre-readers, short training duration, and a restricted focus on explicitly trained skills. Therefore, the current study aims at investigating the impact of a preventive, and pre-reading adapted GraphoGame training (i.e., GraphoGame-Flemish, GG-FL) on explicitly trained skills and non-specifically trained phonological and language abilities. Following a large-scale screening (N = 1225), the current study included 88 pre-reading kindergarteners at cognitive risk for dyslexia who were assigned to three groups training either with GG-FL (n = 31), an active control game (n = 29), or no game (n = 28). Before and after the 12-week intervention, a variety of reading-related skills were assessed. Moreover, receptive letter knowledge and phonological awareness were measured every three weeks during the intervention period. Results revealed significantly larger improvements in the GG-FL group on explicitly trained skills, i.e., letter knowledge and word decoding, without finding transfer-effects to untrained phonological and language abilities. Our findings imply a GG-FL-driven head start on early literacy skills in at-risk children. A follow-up study should uncover the long-term impact and the ability of GG-FL to prevent actual reading failure.
... Additionally, the study reflected that research on LGBTQIA+ social media use is overwhelmingly undertaken in Western, English-speaking contexts. A reality that risks biasing results and reduces generalizability to transnational populations (Hsi, 2007). The study acknowledged and addressed these difficulties by employing a variety of strategies. ...
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Consisting of brief and evocative scenarios, vignettes effectively elicit stimulus responses, examine individual cognitions, and explore novel or sensitive topics. While information and communication technologies have expanded research methods, methodological and ethical considerations for design and implementation of digital vignettes necessitate further attention. This paper considers adaptation of the vignette method to internet-based data collection-particularly with stigmatized and digitally engaged populations. Critical to vignettes is reproduction of stimuli to elicit realistic responses to particular conditions. For digital vignettes, this includes successful replication of the digital milieu. This paper presents an illustrative example of a digital vignette scenario simulating social media in a mixed-methods, online survey study with lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and/or gender minority (LGBTQIA+) youth (age 14-24). While digital vignettes may be an effective and appropriate social science research method, numerous methodological and ethical challenges must be considered prior to implementation. ARTICLE HISTORY
... (2014) ističu kako jednostavne igre, do kojih je lako doći na internetu i koje se mogu brzo odigrati mogu poboljšati raspoloženje igrača, pomoći mu da se opusti i riješi tjeskobe te ističu ukoliko "igranje videoigara jednostavno čini ljude sretnijima, to u konačnici doprinosi emocionalnoj dobrobiti koju treba uvažiti". Nadalje,Hsi (2007) navodi čak koristi i od igranja online igara s drugim sudionicima tvrdeći kako "potencijal za učenje dolazi iz akcija i odluka koje igrač donosi u složenom sustavu resursa, društvenim interakcijama, pregovorima i prostornoj navigaciji. Ekspertiza igre povezana je s ponašanjem kao što je samokontrola, rješavanje problema, principijelno donošenje odluka, kvalitativno razmišljanje te superiorne kratkoročne i dugoročne memorije".Granic i dr. ...
Thesis
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Digitalno okruženje uz pojavu suvremenih tehnologija svakodnevno mijenja način na koji komuniciramo, ispunjavamo radne zadatke i provodimo slobodno vrijeme. Kako digitalna transformacija iz dana u dan mijenja svijet oko sebe, tako svakodnevno utječe i na djecu, odnosno na njihovo ponašanje u digitalnom okruženju. Budući da današnja djeca nemaju iskustvo odrastanja bez informacijsko-komunikacijskih tehnologija te digitalne uređaje koriste od najranije dobi, u kojoj su najosjetljiviji na razvojne utjecaje, često im nedostaje kritičnost prema dostupnim sadržajima i načinima korištenja. Danas djeca odrastaju brzo, izravniji su, informiraniji o svijetu oko sebe te lako pristupaju različitim sadržajima putem digitalnih uređaja koji su im dostupni. Odraz su društva u kojem rastu i razvijaju se pa je nemoguće izolirati ih od digitalnih utjecaja koji mogu biti dodatni poticaj za učenje i razvoj, ali kriju i mnoge potencijalne opasnosti. Ograničavanje pristupa internetu predstavlja uskraćivanje mnogobrojnih koristi što može dovesti do digitalne nejednakosti. Ipak, regulacija količine, vremena i uvjeta upražnjavanja pojedinih digitalnih aktivnosti, kao i izbor internetskih sadržaja, imaju značajan utjecaj na to kakve će učinke imati na djecu. Implementacija prava djeteta u digitalnom okruženju zahtijeva konstantnu podršku roditelja, odgojitelja, učitelja i svih ostalih odraslih osoba u komunikaciji s djecom na poticanje dječje kreativnosti i inovativnosti, njihovo osnaživanje u društvenom kontekstu, kao i aktivno uključivanje u proces njihovog digitalnog opismenjavanja. Zbog svojih kognitivnih sposobnosti djeca su manje svjesna digitalnih opasnosti, a shvaćanje online prijetnji i rizika te poznavanje načina na koje se mogu zaštititi ovisi o tome jesu li pravovremeno i pravilno upoznati s njima. Kvantitativno istraživanje je iznjedrilo uvid u navike djece osnovnoškolske dobi u Republici Hrvatskoj prilikom korištenja interneta i izloženosti suvremenim digitalnim tehnologijama. Zbog iznimno osjetljive skupine u fokusu istraživanja, primarni izvor podataka su roditelji koji su svojim stavovima ukazali na konkretne činjenice o ponašanju djece u digitalnom okruženju u Republici Hrvatskoj. Prema njihovoj percepciji su djeca u dobi od 6 do 14 godina aktivni korisnici informacijsko komunikacijskih, odnosno digitalnih tehnologija, koja tijekom uobičajenog radnog dana najčešće provode 30 do 60 minuta koristeći se internetom, dok se to vrijeme tijekom uobičajenog dana vikendom poveća na 2 do 3 sata. Tri četvrtine djece posjeduje vlastite digitalne uređaje, najčešće mobilne ili pametne telefone s kojih, ovisno o dopuštenju, izvršavaju različite internetske aktivnosti. Roditelji su općenito mišljenja kako su njihove digitalne sposobnosti na višoj razini od digitalnih sposobnosti njihove djece. Percepcija rizika internetskih opasnosti je prilično visoka, uvjetovana potencijalnim štetnim utjecajem i vjerojatnošću nastanka. Opasnosti su povezane s nasiljem, sigurnošću te zaštitom privatnosti i osobnih podataka djece, kao i marketinškim postupcima i izloženosti oglasima koji potiču nezdrave navike i konzumacije. Prema preferencijama roditelja u pogledu zaštitnih mjera određene ipak smatraju učinkovitijima od drugih. Djeca nerijetko sama započinju razgovor ili traže pomoć vezanu uz svoje internetske aktivnosti, a najveći broj roditelja izjavljuje kako imaju dogovorena pravila s djetetom o tome koliko dugo i kada dijete može provoditi vrijeme online. Također, smatraju kako imaju relativno visoku kontrolu nad zaštitom svoje djece. Prepoznavanje i razumijevanje implikacija digitalnog okruženja te percepcija rizika i utjecaja na djecu ne razlikuje se značajno među roditeljima različitih sociodemografskih karakteristika.
... Digital literacy exceeds the simple understanding of basic program or application usage. By reaching a certain competency level, the digitally-fluent group will fulfill important objectives by using technology to work with information and formulate ideas (Hsi, 2007). Telkom's digital transformation cannot be separated from changes in the use of systems and technology from analog to digital in employees' business processes. ...
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Digital transformation is inevitable for organizations to remain competitive in the current business landscape. In reality, organizations rely heavily on their human capabilities to achieve digital transformation goals. However, most studies have neglected this dynamic component and have focused instead on organizational readiness. This study strives to fill such a research gap by uncovering digital talent capabilities that could accelerate digital transformation. We propose a conceptual model based on a literature review and enriched by qualitative research in a representative Telecommunication Company. The conceptual model highlights attitudes to change as a critical factor in transforming individual capability towards digital transformation. The model also explains how culture and digital literacy can positively relate to digital talents’ attitudes towards change and performance. Besides giving theoretical contributions to support the literature, the study’s outcomes can be utilized by organizations intending to transform their human capitals’ digital capabilities. Although there is still a possibility of real behavior arising from individual problem-solving habits, the paper ends with some recommendations, stressing the need for future empirical work. Keywords: Attitudes to Change, Culture, Digital Literacy, Digital Talent Capability, Performance
... There are several studies addressing digital mastery. Those studies used different terminology such as 'digital fluency' (Hsi, 2007), 'digital maturity' (Xu, 2014) and 'digital innovator' (Berghaus and Back, 2016). We adopted the terminology from Westerman, Bonnet and McAfee instead of those because of the deep empirical supports of Westerman, Bonnet and McAfee's study. ...
Article
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Purpose: Our research objective here is to contribute theoretically and empirically to providing a gap model of digital mastery development in a company. The gap model will be a reference for the companies to develop their digital mastery. Design/Methodology/Approach: To gain deeper insights into the study, a mixed method of qualitative and quantitative was performed. The level of digital mastery of the organization was determined using quantitative techniques through a self-assessment questionnaire. Meanwhile, digital mastery at the individual level was measured by a qualitative method using an open-ended (essay format) survey questions. Findings: The findings show a stark difference between the organization and individual regarding their digital mastery level. At the end of the paper, the authors suggest some remedies that will help those companies narrowing the gap and fulfill the agenda of their digital transformation. Research limitations/implications: Further research should analyze more industries or companies, conducting case studies to discover more detailed findings as to where the gaps are located or conducting digital readiness and leadership skills at the individual level to discover the direction of development of digital technology in a company. We expect this research can be replicated in other countries, so that wider general insights into the development of digital technology may be obtained. Practical implications: Upper-area companies are indicated by their execution of partial digital initiative in the company which results in the lack of socialization of the ongoing digital activities into the individual level. Companies, especially Top Management, need to develop more knowledge about digital application and transformation to every individual in the company. Meanwhile, lower-area companies should improve their engagement across all organization members. The companies should be able to take advantage of their existing employees who possess knowledge in digital application and transformation and generated various artifacts to motivate other employees to jointly transform the organization into a Digital Master. Originality/value: Our study compares the perception toward digital mastery at the organization and individual levels. Both levels are different and need to be compared, as suggested by Schuchmann and Seufert (2015) and Hinings, Gegenhuber, and Greenwood (2018). Comparison at both levels does not exist at the time of this study. Accordingly, what problems and challenges are faced by companies undergoing a digital transformation will largely remain unknown.
... To become scientifically literate, students should learn to apply the scientific knowledge they have learned to situation-specific phenomena (Chu, Hwang, Tsai, & Tseng, 2010), communicate with peers for reasoning or analysing (Hsi, 2007), deal with problems in authentic situations (Hwang, Wu, & Ke, 2011), and develop new ideas like a scientist (Hung, Hwang, & Huang, 2012) during learning practices. Furthermore, several studies have reported that students' collaboration (Burden & Kearney, 2016;Wu, Hwang, Kuo, & Huang, 2013) and problem-solving performance (Gu, Chen, Zhu, & Lin, 2015;Sung, Hou, Liu, & Chang, 2010) could be improved by well-designed mobile learning activities. ...
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This study aimed to explore the relationships between students’ perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning. The learning practices for mobile-assisted seamless science learning questionnaire was developed with three scales that denote learning supported by mobile technology. These scales included authentic learning, self-directed learning, and collaborative learning with information and communication technology. Associated self-efficacies promoted by mobile-assisted seamless science learning could include authentic problem-solving, creative thinking and academic self-efficacy. A sample of 312 primary school students from China responded to the mobile-assisted seamless science learning questionnaire. Confirmatory factor analyses indicated that the mobile-assisted seamless science learning questionnaire had high reliability and validity. The path analysis results analysed via a structural equation modelling technique implied that primary school students’ perceived self-directed learning and authentic learning were important as positive predictors for authentic problem-solving efficacy, which may function as a partial mediation variable in the effect of students’ perceptions of learning practices on the academic self-efficacy of mobile-assisted seamless science learning. The findings highlighted that learning practices (i.e. authentic learning and self-directed learning) and authentic problem-solving efficacy are both indispensable and mutually reinforcing. This can provide some insights for promoting mobile learning in science learning in the future.
... Bunlara ek olarak Sherry Hsi ise kimliğin gizlenmesinin artık bir öneminin olmadığını söylemektedir. Kendi kendini tanımlayabilen veya anonim hale getirilebilen ırk, cinsiyet ve ekonomik durum artık toplumda önemli statü belirteçleri halinde değildir, fakat bunun yerine bilgili ve doğru bir bilgi kaynağı olmak, bir çevrimiçi oyunda iyi bir beceri seviyesine sahip olmak ya da bir çevrimiçi topluluktaki diğer kişiler arasında yardımcı olma ününe sahip olmak gibi diğer özellikler önemli hale gelmiştir (Hsi, 2007). Bu ünlülük, gerçek ve çevrimiçi dünyanın iç içe geçtiği yeni bir statünün de doğuşunun temelini oluşturmaktadır: Sanal ünlülük. ...
Chapter
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Doğu kültüründe de Batı kültüründe de dünya bir sahne olarak görülmüştür. Bu sahnede, her bir insanın kendine has kimliği bulunur. Bu kimlikler sayesinde, bireyler birbirlerinin kim olduklarını tanıdıkları gibi, bu insanların özelliklerini, onları diğerlerinden ayıran ya da benzer kılan yanlarını öğrenme olanağını bulur. “Kimlik, terimi, ayniliği ve sürekliliği içeren Latince “idem” kökünden üretilmiştir. Türkçede ise kimlik, “kim” soru kökünden türetilmiş olup aynı şekilde zorunlu bir mensubiyeti, aynı olmayı, tek olmayı, hangi kişi olmayı ifade etmektedir” (Aydoğdu, 2004, s. 117). Türk Dil Kurumu ise, kimlik için “toplumsal bir varlık olan insanın nasıl bir varlık olduğunu gösteren belirti, nitelik ve özelliklerin bütünü” tanımını yapmaktadır. Birey, doğduğunda sahip olduğu isimle çevresine kendisi hakkında bir fikir vermeye başlar. Farklı durumlar da olabileceği gibi, örneğin bazen ailenin dünya görüşü çocuğun isminin belirlenmesinde rol oynayabilir. Buna bağlı olarak birey sadece ismiyle bile çevresine nasıl bir aileden geldiğiyle ilgili bir tahmin olanağı sunmaktadır. İlerleyen zamanlarda ise bireyler sahip oldukları kimliği kendi tecrübeleriyle şekillendirmeye başlamaktadır. Bu süreçte de edindikleri tecrübeler yanında, kendilerinin çevrelerince nasıl algılanmasını istediklerine bağlı olarak bir kimlik inşa süreci gerçekleşmektedir. Bunun yanı sıra, bireyin içinde bulunduğu toplumsal yapı, kimliğin oluşmasında bir etkiye sahiptir. Bireyin ailesinden bütün sosyal çevresine kadar olan kültürel etkileşimi, kimlik inşasında bir yapı taşı oluşturmaktadır. Kimlik, aile ve toplumsal rol modellemesi, cinsiyet, yaş, sınıf, ırk, etnik köken, vb. beklentileri içeren yaşam deneyimleri aracılığıyla büyük ölçüde inşa edilmektedir. “Kimliğimizin bazı bölümleri de bizim kültür, cinsiyet, etnik köken ve ırk gibi ait olduğumuz grupların üyeleriyle paylaşılmaktadır” (Rosenfeld, 2015, s. 17). Bu paylaşımlar yanında belli toplumsal kurallar da kimliğin oluşmasında pay sahibidir. “Birey tüm kimlik oluşturma eylemlerini toplum tarafından oluşturulan ve bireye yüklenen değer yargıları çerçevesinde gerçekleştirmektedir” (Dursun ve Barut, 2017, s. 537). Bir kimlik, bireyin kim olduğunu düşündüğü, başkalarının onu nasıl algıladıklarını ve aslında onu nasıl algıladıklarını içeren karmaşık bir kişisel ve sosyal yapıdır. İnsanlar başkalarının kendilerini nasıl algılamasını istediği ile ilgilenir. “Başkalarının algılamasını istediği bir imaj ortaya koyma süreci, kendini sunma (self-presentation) olarak bilinmektedir” (Wood ve Smith, 2005, s. 52). Erving Goffman’ın “Günlük Yaşamda Benliğin Sunumu” çalışmasında, aynı Shakespeare ve Hayyam örneklerinde olduğu gibi toplumsal hayat bir sahne olarak ele alınır. Bireyler bu sahnede çeşitli “performanslar” sergiler. Goffman’a (2014, s. 32) göre bu performanslar, bir kimsenin gözlemlendiği süre boyunca sürekli olarak sergilediği ve gözlemciler üzerinde biraz da olsa etkisi olan faaliyetleri kapsamaktadır. Ayrıca bu faaliyetler, kişinin performansının gözlemcilere durumu tanımlamak için genel ve değişmez bir şekilde işleyen bir “vitrin”de gerçekleşmektedir. Bu performans ve vitrin ilişkisi günlük hayatın her alanında karşılaşılabileceği gibi, çevrimiçi iletişime de kimlik inşa ve sunum süreci olarak yansımaktadır. Kır, B. (2019). Çevrimiçi iletişim ve kimlik. (içinde) Çevrimiçi İletişim ve Yansımaları (ed. Küçük, M). Ankara: Gece Akademi., s. (57-74).
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This study pragmatically examines the linguistic strategies used in online digital communication. It is crucial to comprehend how humans create meaning, navigate goals, and communicate social behaviour in digital time due to the rapid expansion of online platforms and interactions. The study aims to highlight the significant role of linguistic strategies in online digital communication, and identify the different strategies in online communication with different intended meanings, and analyze the selected online digital communication according to the pragmatic theory. This study uses the theoretical framework of pragmatics to explore the pragmatic characteristics, purposes, and consequences of language tactics in online digital communication. The study utilizes a qualitative theoretical framework by collecting accurate data from real online platforms and channels and using pragmatic analysis tools to transcribe the data. The study explores how meaning is constructed and negotiated, focusing on the pragmatic elements of linguistic tactics such as implicature and politeness by adopting the practical theories of Searle's (1979) Speech Act Theory and Gricean's Theory of Implicature and Cooperative Principle (1975). As a result, the study finds that language techniques differ across various digital communication platforms and emphasizes context's influence on online conversation. The results enhance our comprehension of how people develop linguistic techniques in online digital communication and have consequences for successful communication, social engagement, and digital literacy in modern digital settings.
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The purpose of this study was to examine pre-service teachers’ perceptions of their use of an intelligent tutoring system (ITS) as an English language proficiency tool. Pre-service teachers’ perceptions were analysed using Engeström’s second-generation cultural-historical activity theory (CHAT). A qualitative interpretivist paradigm was used. Six pre-service teachers who were learning to be English home language teachers but were not English home language speakers were interviewed. The study’s findings indicated that when the ITS was integrated into an activity system for teaching and learning, participants had a favourable opinion of it. The ITS was perceived to aid pre-service teachers in enhancing their language skills and to be instrumental in achieving goals and objectives as a tool for learning.
Chapter
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Frequently, youth is stigmatized as trouble makers and immature groups. Thus, they still need to be educated, nurtured and supervised, especially in this millennial era. In spite of negative label attributed to youth, youth is potential community educators, especially during this digital world. Their natural interest to social media and technology can be investment to engage them in community education through digital works. This study aims to explore educational aspects that several young students emphasize and educate to their online peers and digital community through their digital works creation which they upload at YouTube. The study adopts qualitative methods and employs thematic analysis to examine 50 uploaded videos. The study reveals that digital works can be media for youth to educate character, non-violence and environmental-health education to their peers and other communities. This also encourages youth to learn to be active and responsible citizens, undertake direct experiential learning process, enhance their social media responsibility, provide role models for others, promote community well being and alleviate negative youth stigma.
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The unfamiliar landscape at the centre of this chapter is KCC Live, a volunteer youth-led community radio station situated in Knowsley Community College, neighbouring Liverpool, UK. Although KCC Live is based in a college, the youth-led environment is very different to the adult-imposed order of schools, thus contributing to its unfamiliarity to the young people. Most obviously, young people lead the radio station alongside the station manager and thus traditional adult-youth hierarchies are somewhat reduced. In this chapter, the navigation of the young volunteers, aged 16-25, both in the unfamiliar landscape of the physical space of the community radio station and also the unfamiliar soundscape of the airwaves is explored.
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In the practitioner and the academic literatures, links between information technology (IT) adoption, IT use, and digital fluency (DF) have been emphasized by a number of authors. However, there is a lack of understanding of what exactly digital fluency is, how it can be conceptualized, and what role it plays in small and medium-sized enterprises (SMEs). Based on the DF literature and its underlying concepts such as skills, expertise, and competencies, as well as on the SME literature, a multi-case study of three Canadian SMEs is conducted to empirically evaluate a typology of DF archetypes. The typology, that is based on a change agent perspective, has three archetypes. Results suggest that SMEs' managers should focus on the complementarity nature of the cognitive, social, and technological dimensions of DF when assessing and developing their employees' DF.
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Digital fluency can be defined as a dynamic and variable competence which is expressed as being able to adapt to the transformations experienced in the technology in order to acquire new information to be encountered throughout life. Digitally fluent teachers are expected to contribute to the growth of digitally fluent students. The purpose of this study is to examine the digital fluency of teacher candidates. In order to achieve this purpose, mixed method design was used in the study. The population of the study consists of 41459 teacher candidates who are still studying in the education faculties of universities as of the spring semester of 2017-2018. The research sample consists of 2491 teacher candidates studying at 17 state universities was determined through the combination of hierarchical cluster and random sampling. The Digital Fluency Scale was developed to measure the digital fluency of the teacher candidates. According to the findings of the study, it is obtained that the teacher candidates are at intermediate level of digital fluency. There is a significant difference between the digital fluency of teacher candidates according to gender and the type of technology used. It was seen that the teacher candidates' digital fluency increased as their grade level and foreign language knowledge increased. Among the digital fluency of teacher candidates, it is concluded that there is a significant difference in favor of teacher candidates who study in technology-oriented departments and graduate from high schools. Another result of the study revealed that personality traits of openness to experiences, emotional stability, conscientiousness and extraversion which are the factors of the Ten-Item Personality Inventory explains 13.8% of the change in teachers' level of digital fluency. Keywords: Digital fluency, Teacher candidates, Digital literacy, Critical thinking.
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Throughout the recent decades there have been rapid developments and changes in terms of science and technology. From now on, individuals want a flexible education format in which time and place are changeable in line with their desires and concerns. Particularly from the perspective of lifelong learning, digitalization can be seen as an important element which forces individuals to change. Some of these are digital awareness, digital competence, and digital fluency. As one of the digital terms, digital competence includes the effective, efficient, critical, flexible, and reflective structuring of information for business, learning, and socializing, while the latter digital fluency is the ability to know when and where to use technology. The main problem that stands out is adapting education programs according to the new developments. The restructuring of the program development activities, so as to raise individuals with changing and developing knowledge, skills, and attitudes, acts like a spotlight which highlights the critical role of program development in the education system.
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This chapter describes a case study conducted in a high school setting. A students as researchers’ approach is used to explore the use of technology in the citizenship education classroom. The case study demonstrates how starting student learning from the perspectives of the multicultural backgrounds of the students and using technology can greatly enhance the learning experiences of the students within the citizenship education classroom.
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We propose six challenges in evaluating mobile learning: capturing and analysing learning in context and across contexts, measuring mobile learning processes and outcomes, respecting learner/participant privacy, assessing mobile technology utility and usability, considering the wider organisational and socio-cultural context of learning, and assessing in/formality. A three-level framework for evaluating mobile learning is proposed, comprising a micro level concerned with usability, a meso level concerned with the learning experience, and a macro level concerned with integration within existing educational and organisational contexts. The article concludes with a discussion of how the framework meets the evaluation challenges and with suggestions for further extensions.
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The aim of the article is to examine the opportunities for employees with ASD, arising from assistive technology in order to integrate work environment. The possible solution to a communication problem is replacing the interpersonal communication between employees with electronic forms of communication, communicators, chats, chatbots. Furthermore, there is the implementation of wearable electronic systems monitoring stress level and facilitating effective stress control. In the future, developing the work environment according to ‘smart workplace concept’ is expected, by connecting sensors recording human body parameters in a network with sensors recording ambient physical parameters and also with the controllers of its values, adjusting it dynamically. As a result, distracting factors influencing work performance could be eliminated, improving the work comfort of people with ASD and their collaborators.
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Celem artykułu jest analiza możliwości wykorzystania technologii wspomagających w obszarze modyfikacji środowiska pracy w celu integracji w jego obrębie osób ze spektrum zaburzeń autystycznych (ASD). Rozwiązaniem może być szersze wykorzystywanie elektronicznych form komunikacji, jak komunikatory, chaty i chatboty. Ponadto wprowadzenie elektronicznych systemów monitorujących poziom stresu i ułatwiających jego kontrolowanie, a w przyszłości zaprojektowanie całego środowiska pracy zgodnie z koncepcją „smart workplace”, współpracującego z siecią czujników rejestrujących parametry ciała człowieka oraz połączonych z czujnikami i kontrolerami dostosowującymi parametry otoczenia. W rezultacie, czynniki rozpraszające i obniżające wydajność pracy mogłyby zostać w znaczący sposób ograniczone lub wyeliminowane, zwiększając komfort pracy takich osób, jak i również ich współpracowników.
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The authors argue that design-based research, which blends empirical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Designbased researchers’ innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and advance theories of learning and teaching in complex settings. Designbased research also may contribute to the growth of human capacity for subsequent educational reform.
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In today's increasingly "flat" world of globalization, the need for a scientifically literate citizenry has only grown more urgent; yet, by some measures, we have done a poor job at fostering the right scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies/communities may be one viable alternative -- not to teachers and classrooms but to textbooks and science labs. In this paper, we provide empirical evidence substantiating previous claims about the potential of games for learning and offer specific design heuristics that might inform their future production and use. Using codes based on AAAS benchmarks and Chinn and Malhotra's (2002) framework for evaluating inquiry tasks, we examine the scientific habits of mind that characterize online discussion forums of the MMOG World of Warcraft and the features of the game -- both as designed object and emergent culture -- that appear to foster them.
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In recognition of the fact that science centers and other informal educational institutions can play a role in the reform of science, technology, engineering, and mathematics (STEM) education, several major research and professional programs are currently underway. This article discusses one such effort, the Center for Informal Learning and Schools (CILS), a collaboration of the Exploratorium, the University of California, Santa Cruz, and King's College, London and the need for a theoretical framework based on socio-cultural theory to link discussion of varied efforts characterizing science learning in informal settings. The article discusses two key problematics related to developments in the science education field of the past decade: (1) integrating studies that are undertaken from multiple disciplinary perspectives, namely, science education, developmental psychology, and cultural studies, and (2) characterizing critical properties of informal learning in museums. It reviews work that has been conducted in nonschool settings and, using examples from research conducted by the Center for Informal Learning and Schools, it reviews questions currently under investigation. © 2004 Wiley Periodicals, Inc. Sci Ed88(Suppl. 1):S71–S82, 2004
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The aim of this chapter is to distinguish theories of development that cast learning as a community process of transformation of participation in sociocultural activities from theories that cast learning as a one-sided process in which only teachers or learners are responsible for learning, either through transmission of knowledge from experts or acquisition of knowledge by learners by themselves. To distinguish these perspectives and highlight the theoretical stance of transformation of participation, we take a developmental approach by examining the transformation in understanding that occurs as adults who have been used to functioning in institutions employing transmission theories attempt to understand a new institution employing a participation theory.
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Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
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Estudio sobre el desarrollo de los seres humanos, visto como procesos culturales que ocurren a través de la participación del sujeto, junto a otros miembros de su comunidad, en la construcción y reconstrucción de prácticas culturales que han sido heredadas de generaciones anteriores. Temas clásicos del desarrollo humano como la crianza, la interdependencia y la autonomía, las transiciones a lo largo del ciclo vital, el desarrollo cognoscitivo, el aprendizaje, los roles de género o las relaciones sociales son examinados desde una perspectiva cultural, que reúne ideas de la psicología evolutiva, la antropología, la educación y la historia.
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This study investigated the display of “expert” behavior by outstanding video game–playing children. Seven highly proficient, video game–playing, 10-and 11-year-old children were observed in the act of teaching adult “foils” how to play one of two popular home video games. The children were also debriefed after the teaching sessions. Observation and debriefing transcripts were then analyzed for evidence of expert behaviors such as self-monitoring, pattern recognition, principled decision making, qualitative thinking, and superior memory. The findings indicate that outstanding video game–playing children frequently display the characteristics of experts as they are displayed in other domains. Differences in levels of expertise also appear to be present along a continuum from novice to expert. Further study of video game processes may inform educators about the development of expert proficiencies in children.
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An abstract is not available.
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Examines career centers' need to serve the next generation of job seekers. Discusses features of Generation X members and how the last of that generation is entering career centers. Looks at the new generation, the "millennials," and its distinguishing characteristics. Explores ways to provide for these upcoming clients. (RJM)
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▪ Abstract According to recent interpretive approaches to the study of children's socialization, meaning creation is an active process by which children playfully transform and actively resist cultural categories, and where language is viewed as social action that helps shape reality (Gaskins et al. 1992). Four ways in which children's peer talk establishes and maintains peer culture are considered: (a) how children elaborate games and codes (and ritualize the basis of inclusion in the peer group) through peer talk, (b) how conflict talk functions to elaborate peer culture, (c) how identities as peer group phenomena are talked into being through peer talk, and (d) how adult culture is resisted through peer talk. Agentive goals of children's peer culture, and the role of language in achieving them, are discussed in each section. I conclude that sociolinguistics gives researchers a way to think about social competence as sets of linguistic practices (e.g., positionings, voicings, participation framework man...
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This article reports an exploratory study of how people see and explain a prominent exhibit (Tornado) at an interactive science museum (the Exploratorium). Our data was assembled using a novel, technically mediated activity system (Video Traces) that allowed visitors to reflect with an interviewer on video records of their own visits to the exhibit. We present qualitative data comparing initial visits to the exhibit with those in the Video Traces environment to argue that Video Traces offers a promising means of exploring visitors' current understandings of exhibit phenomena, as well as mediating new understandings of these phenomena. We illustrate this argument with two vignettes drawn from our data that show the flexibility of Video Traces for supporting different forms of inquiry. Finally, we discuss how an expanded Video Traces system could provide ongoing opportunities for representation and inquiry at interactive science centers. © 1997 John Wiley & Sons, Inc. Sci Ed81:735–747, 1997.
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We live in a society where concepts of self, community, and "what is right and wrong" are constantly changing. This makes it particularly challenging for young people to construct a sense of self and to identify their most cherished values. Therefore, there is an amounting pressure in schools and society to create learning environments to explore these issues. Two research questions are at the heart of the work presented in this article: What kind of learning environment will afford opportunities for young people to naturally engage in reflection and discussion about issues of identity, in particular personal and moral values? and How can technologies have an impact on character and moral education? I propose identity construction environments (ICEs) as technological tools purposefully designed with the goal of supporting young people in the exploration of these issues. I first describe the design principles that distinguish these environments from other learning technologies. I also specify the learning experiences they do afford - namely the understanding of identity as a complex construction composed by different elements, including personal and moral values. Then I present the conceptual foundations and implementation of the Zora ICE. Zora is a three dimensional multi-user virtual environment that engages learners in the design of a graphical virtual city and its social organization. I describe a summer workshop conducted with a multicultural group of teenagers using Zora. They designed a virtual city populated with objects and characters representing aspects of themselves and their values. In this participatory microcommunity those values were put to test. Finally I conclude with reflections and future work that points toward a new research agenda in the area of the learning sciences.
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The Virtual Usability Laboratory (VUL) is a software tool developed to remotely capture and analyze a wide variety of usage data on Web-based educational games and simulations. The VUL allows for automated remote collection and integration of such data as user activity logs, on-line demographic questionnaire responses, and data from automatically triggered pop up questions at critical points in the software application. Collected data are stored in an integrated database system, allowing for subsequent data mining and ad-hoc querying by researchers. We illustrate the utility of the VUL in providing feedback to the designers of the educational game Trivia.
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In the 1990s, many incidents revolved around student-on-student violence, usually involving guns. Schools implemented many programs to keep guns and gangs out of schools. In the 21st Century, school violence is taking on a new and more insidious form. New technologies have made it easier for bullies to gain access to their victims. This form of bullying has become knozvn as cyber-hullying. This article provides a window on this little knozon world and offers practical suggestions for dealing with this nezv challenge.
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Recent trends in conceptual development have focused attention on (a) how children's concepts are embedded within causal theories about specific domains of knowledge, and (b) how children's conceptual knowledge develops within the context of everyday conversations. This article explores preschoolers' causal questions in everyday conversations, as a window on children's developing causal knowledge structures and on the processes by which this causal knowledge develops within everyday activities. Parents were asked to keep 2-week diary records of their children's questions about “how things work” and “why things happen.” Children's questions and parents' explanations were analyzed along several dimensions. Children's questions reflected curiosity about theorylike domains, including reasoning about social as well as physical causality. The majority of parents' responses to “why” and “how” questions were causal explanations. At each age, parents' responses to causal questions focused on prior causal factors more often than on causal consequences. The results are discussed in terms of their implications for children's developing knowledge in different domains as well as for their developing knowledge about what counts as a causal explanation.
Conference Paper
In this paper, we describe how encouraging children to talk to the camera can structure their behavior and provide them opportunity for reflection. Encouraging "camera talk," interactions directed at the camera, can effectively elicit verbal comments from children participants. We describe a study in which children participants were told that they could tell the camera anything they wanted to about the designs they were making using a piece of educational software, but not to behave in a disruptive manner for the camera. By allowing children to interact with the camera in a particular way, rather than encouraging them to ignore its presence, we were able to elicit information about some children's design activities, thoughts, and struggles. The camera became an integral part of the socio-technical system for some children. This method may be useful to researchers interested in what children are thinking about in-the-moment as they work with software.
Conference Paper
We present results of the first longitudinal study of physical and digital techno logy hybrids for design education. Through deployment in an introductory HCI class, we have instrumented and analyzed traditional design practices with newe r technological components. In particular, we show that hybrid Idea Logs that maintain the flexibility of paper notebooks can successfully implement the fluidity needed between teammates in design projec ts, and between the digital and physical world. Our preliminary analysis of questionnaires, performance data, and student design notebooks support our hypothesis that this hybrid of technologies may effectively address the needs of this domain, and suggest that basic digital affordances such as export and sharing of design content can improve the educational experience.