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871.
Education and Information Technologies - 3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing... 相似文献
872.
Chimezie O. Amaefule Jasmin Breitwieser Daniel Biedermann Lea Nobbe Hendrik Drachsler Garvin Brod 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1351-1372
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.
Practitioner notes
What is already known about this topic- Educational applications provide children with unrestricted access to mobile learning resources.
- Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
- There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
- Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
- Perceived enjoyment predicted behavioural intention to use the application.
- Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
- These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
- Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
- The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.
873.
This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy. 相似文献
874.
Mengguo Jing Ting Ye Heather L. Kirkorian Marie-Louise Mares 《Child development》2023,94(5):1398-1418
This meta-analysis synthesizes research on media use in early childhood (0–6 years), word-learning, and vocabulary size. Multi-level analyses included 266 effect sizes from 63 studies (Ntotal = 11,413) published between 1988–2022. Among samples with information about race/ethnicity (51%) and sex/gender (73%), most were majority White/Non-Hispanic and between 40%–60% female. Analyses revealed a small overall positive relation between screen media exposure and vocabulary (r = .23). Experimental studies yielded a small-to-medium effect (r = .30), with stronger effects for e-books than TV/video or games/apps, and non-significant effects for video chat. In correlational studies, there was no overall association between vocabulary size and naturalistic media exposure (r = .07), with the exception of naturalistic exposure to educational media (r = .17). 相似文献