Bridging K–12 Mathematics and Computational Thinking in the Scratch Community: Implications Drawn From a Creative Learning Context

Xie, Zerong; Wong, Gary K. W.; Chiu, Dickson K.W.; Lei, Junru

doi:10.1109/mitp.2023.3243393

Cited by 15 publications

(4 citation statements)

References 10 publications

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“…Second, in courses such as English (Wang et al ., 2015), art (Wang, 2018), current affairs and politics (Chou et al ., 2012), physical education (Franklin and Smith, 2015) and STEM (Amer and Ibrahim, 2014; Xie et al. , 2023), teachers need scientific arrangements and electronic device usage such as iPads.…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

“…Second, in courses such as English (Wang et al, 2015), art (Wang, 2018), current affairs and politics (Chou et al, 2012), physical education (Franklin and Smith, 2015) and STEM (Amer and Ibrahim, 2014;Xie et al, 2023), teachers need scientific arrangements and electronic device usage such as iPads. In the teaching design, students should avoid using electronic devices for other learning activities because of distraction from easily available entertainment from social media and games (Cheng et al, 2023a, b;Wong et al, 2023;Chan et al, 2020).…”

Section: Suggestions On Emergency Online Classesmentioning

confidence: 99%

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Impact of COVID-19 on reading behaviors and preferences: investigating high school students and parents with the 5E instructional model

Dai

Chiu

2023

LHT

Self Cite

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PurposeThis research explored how COVID-19 affects Shenzhen high school students' reading behavior and preference and their parents' attitudes toward reading during the lockdown.Design/methodology/approachThis research adopted a qualitative approach to conduct one-on-one semi-structured interviews with parents of a boarding high school in Shenzhen, China. Thirteen parents were recruited through a purposeful sampling method, and NVivo12 software was used to analyze the results with a theme-based approach guided by the 5E instructional model.FindingsThe results revealed the effectiveness and problems of high school students' use of electronic resources and discovered changes in the reading behavior of high school students and their parents' attitudes during COVID-19.Originality/valueThere are few studies specifically on the reading behavior of boarding students from a parental view, especially in Asia. This research can fill the gaps in related research during COVID-19.

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Section: Discussion and Suggestionsmentioning

confidence: 99%

Section: Suggestions On Emergency Online Classesmentioning

confidence: 99%

Impact of COVID-19 on reading behaviors and preferences: investigating high school students and parents with the 5E instructional model

Dai

Chiu

2023

LHT

Self Cite

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“…The immersive environment also allows for creative storytelling and digital art projects. Scratch [121] is a block-based visual programming language and online community targeted primarily at children. Users can create interactive stories, games, and animations, encouraging algorithmic thinking and creativity.…”

Section: Educational Applicationsmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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“…Some studies (e.g., Deng et al, 2019;Chan et al, 2020;Yip et al, 2021;Leung et al, 2022;Zhou et al, 2022) proposed prohibiting mobile devices within the learning space, for schools that is, but for university settings, mobile devices usage among students was not perceived as problematic. In a number of courses like art (Wang, 2018), English (Wang et al, 2015), physical education (Franklin & Smith, 2015), current affairs and politics (Chou et al, 2012), and STEM (Amer & Ibrahim, 2014;Xie et al, 2023), scientific set up and electronic device like iPads would be appropriate. However, students should be mindful and impose control in their use of electronic devices so that they would not end up being distracted by entertainment, social media and games on their devices (Chan et al, 2020;Cheng et al, 2023;Wong et al, 2023).…”

Section: Suggestions On Emergency Online Classesmentioning

confidence: 99%

The impact of COVID-19 on reading behaviors among high school students through the adoption of mobile learning

Masadeh,

Almajali,

Majali

et al. 2024

10.5267/j.ijdns

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In this study, the impact of COVID-19 lockdown on Jordanian high school students’ reading habits and attitudes was examined. COVID-19 has indeed affected education systems all over the world; education institutions all over the world were compelled to implement innovative technological approaches so that education could still be delivered to students, fulfilling the academic expectations, while the Sustainable Learning and Education (SLE) ideals are consistently embraced. One of these approaches has been the use of mobile learning applications (MLA). These applications (MLAs) employ some prominent features of mobile apps, to allow students to collaborate and participate in purposeful online learning. Still, the success of any technology is dictated by the acceptance of the user, in this context, the acceptance of students. In other words, student acceptance of MLA will determine the success of MLA. Accordingly, the effect of COVID-19 lockdown on the information behavior of high school students was examined in this study, with MLA being used by these students. Data were gathered from 394 high school students in Jordan. These students were chosen randomly, and they were all mobile phone users. The data covered the 2022–2023 fall term and were analyzed using Structural Equation Modeling (SEM). Based on the analyses results: Self-Efficacy and Perceived Compatibility had significant impact on Perceived Performance Expectancy and Perceived Effort Expectancy; Perceived Convenience and Perceived Effort Expectancy had significant impact on Perceived Performance Expectancy; Perceived Enjoyment had significant impact on the Behavioral Intention to use MLA; COVID-19 had significant impact on the Behavioral Intention to use MLA; Perceived Compatibility showed no significant impact on Perceived Enjoyment; and Perceived Effort Expectancy, Perceived Performance Expectancy and Perceived Compatibility showed no significant impact on the Behavioral Intention to use MLA. The outcomes of this study demonstrate a practical indication in support of digital information behavior among high school students in this era.

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Bridging K–12 Mathematics and Computational Thinking in the Scratch Community: Implications Drawn From a Creative Learning Context

Cited by 15 publications

References 10 publications

Impact of COVID-19 on reading behaviors and preferences: investigating high school students and parents with the 5E instructional model

Impact of COVID-19 on reading behaviors and preferences: investigating high school students and parents with the 5E instructional model

Virtual Worlds for Learning in Metaverse: A Narrative Review

The impact of COVID-19 on reading behaviors among high school students through the adoption of mobile learning

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