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The negative impact of online gaming on adolescents has received much attention. The question of how to reduce their pathological use of online gaming is a critical issue. Based on the concept of external justification in dissonance theory, this experimental study aimed to examine whether severity of threat and justification of effort would impact adolescent players’ attitude change toward online gaming and their subjective estimations of online gaming addiction. The results echoed predictions from classic studies in dissonance theory. When participants engaged in attitude–discrepant behavior, i.e., persuading other adolescents that an apparently interesting online game is not fun at all, their attitudes toward online gaming shifted more dramatically to the negative side in the context of a low level of threat rather than a high level of threat. Additionally, the magnitude of attitude change was more prominent when participants exerted more rather than less effort to engage in attitude–discrepant behavior. Moreover, a similar pattern of participants’ evaluations of the likelihood of online gaming addiction was also observed. The findings show that dissonance theory has the potential to be useful for inducing adolescent players to disengage in online gaming.
Web resources in Latin American higher education institutions have been reported to show a much stronger emphasis on Information than on Communication. A Course Management System (CMS), according to Social Constructivism framework, is an opportunity for fostering learning through interaction in a virtual environment for learning; hence, stimulating the use of a CMS for communication purposes seems quite appropriate. A quantitative analysis of 63.06% of the virtual classrooms was conducted, using the users log database to describe five variables: Participation, Informational Interaction Level, Communicational Interaction Level, and the use of Informational Resources and Communicational Resources in the CMS. An assessment of the first 2 years of implementation of Moodle in a campus confirmed prominence levels of interaction and resources that favor Information over Communication purposes in the use of the CMS. It is not conclusive whether this necessarily implies more or better learning; a profound qualitative study would be needed to answer these questions. Teachers and students show different behaviors in the face of this new ICT campus resource, while faculty members appear to have behaved in an erratic manner, students show steady levels of CMS usage.
Examination of the “digital divide” has increasingly gone beyond the study of differences in physical access to computers to focus on individuals’ use of technological tools for empowered and generative uses. In this research study, we investigated the relationship between access to tools and experience with creative production activities. Our participants included 160 8th grade learners from two public middle schools. The local communities represented by the two schools differed in parent education levels, proportion of recent immigrants, and average family income. Findings indicated substantial variability in students’ history of creative production experiences within both communities. Three sets of analyses were completed. First, the two school populations were compared with respect to average levels of student creative production experience, access to tools at home, use of learning resources, frequency of technology use, and access to computing outside of their home. Second, correlates of variability in individuals’ breadth of experience with creative production activities were explored across both schools through a regression analysis. The resulting model indicated that students’ experience was best predicted by the number of technology tools available at home, number of learning resources used, frequency of computer use at home, and non-home access network size. In a third analysis, profiles of experience were created based on both breadth and depth of experience; the resulting four groups of students were compared. More experienced students utilized a broader range of learning resources, had access to more tools at home, taught a wider range of people, and were more confident in their computing skills. The groups did not differ in their self-reports of interest in learning more about technology. Article Outline 1. Introduction 1.1. Demographics, access and use 1.2. Mediators of individual differences in experience 1.3. Social networks and learning ecologies 2. Research questions and analytical approach 3. Methods 3.1. Procedures 3.2. Instruments 3.3. Measures 4. Results 4.1. School-based analysis 4.2. Variable-centered analysis 4.3. Profile-centered approach based on experience profiles 4.4. Distribution of experience profiles by school 5. General discussion 5.1. Home access matters 5.2. The myth of the digital native 5.3. Experience is associated with the use of distributed learning resources 5.4. Experience is associated with knowledge sharing and confidence 5.5. Limitations and directions for future research 6. Conclusions Acknowledgements References
This paper reports an extended analysis of the study reported in [Wood, C. (2005). Beginning readers’ use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading, 28, 170–182.], in which five and six-year-old children received either six sessions using specially designed talking books or six sessions of one-to-one tuition with an adult using the paper-based versions of the same books. This analysis focuses on the nature of the children’s interactions with either the adult or the computer in an attempt to explore how these different resources impacted on the children’s literacy interactions, and whether different styles of literacy interaction observed within each group were associated with gains in phonological awareness or changes in reading strategy. Four styles of literacy interaction were identified and there was a significant association between these styles and membership of one of the two experimental conditions in the study. Interactional style was also seen to impact positively on phonological awareness development for lower ability children who used the talking books. In contrast, interactional style affected changes in reading strategy amongst children in the adult tutor condition. Finally, there was also an influence of interactional style on spontaneous dialogic reading by the children overall, but this effect originated from the children in the adult tutor group.
The effectiveness of a reading intervention using the whole-word multimedia software ‘Oxford Reading Tree (ORT) for Clicker’ was compared to a reading intervention using traditional ORT Big Books. Developing literacy skills and attitudes towards learning to read were assessed in a group of 17 struggling beginner readers aged 5–6 years. Each child was given each of the two interventions, and the order of intervention was counterbalanced across the group. Each intervention was integrated into the literacy hour over five consecutive days. Measures of written word recognition, written word naming, phonological awareness and attitudes towards computers were taken before and after each intervention. Significant gains in performance were found following both interventions for all of the literacy measures, but significantly greater gains in written word recognition and enjoyment of instruction were found following the Clicker than Big Book intervention. These results suggest that whole-word multimedia software could be a useful classroom aid for supporting early literacy skills in children who are struggling with learning to read.
Many companies have pursued innovation to obtain a competitive edge. Thus, educational reform focuses mainly on training creative students. This study adopted the concept of an affiliated network of projects to investigate how project embeddedness influences project team creativity. This work surveys 60 projects in a Management Information Systems Department of a University. Validity of the specific study hypotheses is tested by using moderate hierarchical regression analysis to determine how project embeddedness affects project team creativity and assess how the team innovation climate moderates the relationships between project embeddedness and project team creativity. Analytical results indicate a positive association between structural embeddedness and project team creativity, a negative relationship between positional embeddedness and project team creativity, and a positive influence of team innovation climate on the relationships between network embeddedness and project team creativity. An attempt is also made to understand the role of positional embeddedness by classifying the interactions based on the content of interactions. According to those results, positional embeddedness is positively related to project team creativity during problem–identification interaction; during solution–design interaction, positional embeddedness is negatively related to project team creativity. Results of this study explain the phenomena of divergent thinking and convergent thinking during creative development.
Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.
In this study, we examined how high-school students utilized a hypermedia learning environment (HLE) to acquire declarative knowledge of a historical topic, as well as historical thinking skills. In particular, we were interested in whether self-regulated learning (SRL; Winne & Hadwin, 1998; Zimmerman, 2000) processing was related to the acquisition of declarative knowledge and historical thinking. We found that, using the HLE, participants did learn from pretest to posttest, and that they most often engaged in strategy use SRL processes. However, the frequency of participant use of planning SRL processes, not strategy use, was predictive of learning. This study has implications for how educators use HLEs to foster historical thinking skills, and suggests that scaffolding planning skills may facilitate students’ use of computers as cognitive and metacognitive tools for learning (Azevedo, 2005; Lajoie, 2000).
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