Academic Versus Non-academic Emerging Adult College Student Technology Use

Swanson, Joan Ann; Walker, Erica

doi:10.1007/s10758-015-9258-4

Cited by 16 publications

(8 citation statements)

References 16 publications

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“…Email is perceived as more efficient when solving academic issues (Vrocharidou & Efthymiou, 2012); therefore, it is used more often (Dahlstrom et al, 2013). Social applications, such as Facebook, are relegated almost exclusively to non-academic purposes (Swanson & Walker, 2015).…”

Section: Resultsmentioning

confidence: 99%

University students’ self-regulated learning using digital technologies

Domínguez

García

2017

Int J Educ Technol High Educ

113

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Analysing the process by which students-whether at university or not-manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the "Survey of Self-regulated Learning with Technology at the University" was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated selfregulated levels.

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Section: Resultsmentioning

confidence: 99%

University students’ self-regulated learning using digital technologies

Domínguez

García

2017

Int J Educ Technol High Educ

113

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“…We, therefore, consider both to form a uniform group with psychotherapeutic training as the common factor (in Switzerland) [27][28][29]. In addition, the similarities between psychologists and psychiatrists, regarding educational level and awareness of relevant research, should also be taken into account [30].…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality Human–Human Interface to Deliver Psychotherapy to People Experiencing Auditory Verbal Hallucinations: Development and Usability Study

Brander¹,

Egger²,

Hürlimann³

et al. 2021

JMIR Serious Games

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Background Digital technologies have expanded the options for delivering psychotherapy, permitting for example, the treatment of schizophrenia using Avatar Therapy. Despite its considerable potential, this treatment method has not been widely disseminated. As a result, its operability and functionality remain largely unknown. Objective We aimed to study the usability of a therapeutic virtual reality human–human interface, created in a game engine. Methods Participants were psychiatric hospital staff who were introduced to the therapeutic platform in a hands-on session. The System Usability Scale (SUS) was employed for evaluation purposes. Statistical evaluation was conducted using descriptive statistics, the chi-square test, analysis of variance, and multilevel factor analysis. Results In total, 109 staff members were introduced to the therapeutic tool and completed the SUS. The mean SUS global score was 81.49 (SD 11.1). Psychotherapists (mean 86.44, SD 8.79) scored significantly higher (F2,106=6.136; P=.003) than nursing staff (mean 79.01, SD 13.30) and administrative personnel (mean 77.98, SD 10.72). A multilevel factor analysis demonstrates a different factor structure for each profession. Conclusions In all professional groups in this study, the usability of a digital psychotherapeutic tool developed using a game engine achieved the benchmark for an excellent system, scoring highest among the professional target group (psychotherapists). The usability of the system seems, to some extent, to be dependent on the professional background of the user. It is possible to create and customize novel psychotherapeutic approaches with gaming technologies and platforms. Trial Registration Clinicaltrials.gov NCT04099940; http://clinicaltrials.gov/ct2/show/NCT04099940

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“…For making further decisions regarding the introduction of technology, higher authorities should provide the necessary support to the students as it is essential to consider the available technological practices and environment for learning purposes (Dahlstrem & Bichsel, 2014). Gosper, Malfroy and McKenzie (2013), Dahlstrom and Bichsel (2016), Swanson and Walker (2015) have also reported that the technologies are incorporated for both academic and non-academic purposes but in a different manner. For instance, e-mail in the USA is generally preferred for non-academic purposes while social media networking for academic purposes (Swanson & Walker, 2015).…”

Section: Technology In Educational Settingmentioning

confidence: 99%

“…Gosper, Malfroy and McKenzie (2013), Dahlstrom and Bichsel (2016), Swanson and Walker (2015) have also reported that the technologies are incorporated for both academic and non-academic purposes but in a different manner. For instance, e-mail in the USA is generally preferred for non-academic purposes while social media networking for academic purposes (Swanson & Walker, 2015). On the other hand, online libraries and learning management systems are considered suitable for academic purposes by the students in Australia (Gosper, Malfroy, & McKenzie, 2013).…”

Section: Technology In Educational Settingmentioning

confidence: 99%

Use of Digital Technological Tools among Undergraduate English Language Learners in Pakistan

Dahraj¹,

Manzoor²,

Tufail³

2020

IJEL

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Technology has become an important source for enhancing the knowledge of the students. Apart from the non-academic purposes, the use of technology for the academic purposes also has greater impact on the process of learning specifically on tertiary education. Therefore, it has become essential for higher education institutions to focus on the available opportunities for integrating technology in the academic setting. The developing countries like Pakistan, however; are facing some major challenges in technology integration due to the unavailability of sufficient financial resources. Hence, this study explores the use of digital technological tools at undergraduate level in one of the public sector universities of Pakistan. The study also examines the impact of the medium of instruction and respective discipline of the tertiary level students on the use of technology. For this purpose, an online survey was conducted from 200 undergraduate students studying in four different disciplines in the university. The findings revealed that the majority of the students at the undergraduate level have accessibility to smartphones, laptops or desktop computers in the university but only a few students use these available technological tools for learning purposes. Smartphones were determined to be the most easily available technological tool while the students generally do not prefer carrying their laptops to the university. Besides this, the students also reported having limited technological knowledge and skills for the digital tools to be used for educational and learning purposes. However, a greater percentage of the students were willing to participate in training sessions for learning.

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Academic Versus Non-academic Emerging Adult College Student Technology Use

Cited by 16 publications

References 16 publications

University students’ self-regulated learning using digital technologies

University students’ self-regulated learning using digital technologies

Virtual Reality Human–Human Interface to Deliver Psychotherapy to People Experiencing Auditory Verbal Hallucinations: Development and Usability Study

Use of Digital Technological Tools among Undergraduate English Language Learners in Pakistan

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