Children's enjoyment and perception of computer use in the home and the school

Mumtaz, Shazia

doi:10.1016/s0360-1315(01)00023-9

Cited by 211 publications

(145 citation statements)

References 28 publications

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“…Several studies showed that whereas they consider using computers at home enjoyable, students found school use "tame" (Mumtaz, 2001;Underwood, Billingham, & Underwood, 1994). Underwood et al (1994) found that when computers are used for drill and practice, students find these activities time consuming and boring.…”

Section: Computer Use In School and At Homementioning

confidence: 99%

“…Earlier studies identified significantly higher frequencies of computer use at home than in school and also described differences in the types of activities. Some studies showed that most participants regularly used their computers at home for playing games, and that computer games, indeed, constitute children's most popular activity in the home; in school, by contrast, the computer serves as a learning and working tool (Kent & Facer, 2004;Mumtaz, 2001;Underwood et al, 1994). Ayik (2008) found that students' computer-related activity at home and in school differed in terms of frequency and duration of use as well as of application preference: computer use is more frequent and longer at home than in school.…”

Section: Computer Use In School and At Homementioning

confidence: 99%

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Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Ben-Zadok¹,

Leiba

Nachmias

2010

IJELL

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The research objectives of this study are: (a) to compare learning behaviors in an online science learning environment -in school vs. at home; and (b) to explore the existence of some behavioral differences, in school and at home, in terms of age and gender. The actions of 1,179 elementary school students in an online science learning environment were documented in a log file and statistically analyzed. Results suggest that students who learn at home tend to spend more time learning; they learn at a slower pace and score higher on a test than students who learn in school. However, no significant differences were found between home and school in terms of the amount of completed activities, the rate of simulation use, and the sequence of learning. Comparison between age groups indicates that younger students tend to learn for more time, at a slower pace, and complete fewer activities than older students. Comparison between genders, on the other hand, reflects similar learning behaviors for boys and girls. The results also suggest that neither age nor gender affect the differences found between school and home behaviors. Our conclusions indicate that extending teaching time to the home by means of online learning environments is possible and worthwhile, regardless of age or gender. Nevertheless, it should be noticed that in some cases more learning time is necessary for young students in online assignments.

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Section: Computer Use In School and At Homementioning

confidence: 99%

Section: Computer Use In School and At Homementioning

confidence: 99%

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Ben-Zadok¹,

Leiba

Nachmias

2010

IJELL

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“…The use of game technology for learning purposes has been widely used, and its suitability for education has been supported by several previous works. For example, Virvou et al [7] evaluated an Intelligent Tutoring system as a virtual reality educational game, demonstrating that games of this kind can be very motivating while improving the learning effects on students; Mumtaz [8] studied the nature and experiences of children's computer use at home and school, where she found out that 77% of them used computers every day for playing video games; Ebner and Holzinger [9] designed an online game for higher education that is related to the Theory of Structures in Civil Engineering. A playful approach achieves software that is more motivating and engaging.…”

Section: Background 21 Learning Itinerariesmentioning

confidence: 99%

“…Q16 [1][2][3][4][5] 3.62±1.05 Easy Q17 [1][2][3][4][5] 4.39±0.69 Good Q18 [1][2][3][4][5] 4.22±0.85 Easy Q19 [1][2][3][4][5] 4.52±0.74 A lot Q20 [1][2][3][4][5] 3.90±1.29 Enough Q21 [1][2][3][4][5] 4.07±1.07 A lot Q22 [1][2][3][4][5] 4.34±0.94 A lot Q23 [1][2][3][4][5][6][7][8][9][10] 9.14±1.83 Very good To determine if there were statistically significant differences between the two game modes with respect to the satisfaction questions, an unpaired t-test was performed. Table 6 shows the results of the test.…”

Section: Satisfaction and Interaction Outcomesmentioning

confidence: 99%

Flexible learning itinerary vs. linear learning itinerary

Martín-SanJosé

Juan

Gil-Gómez

et al. 2014

Science of Computer Programming

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The latest video game and entertainment technology and other technologies are facilitating the development of new and powerful e-Learning systems. In this paper, we present a computer-based game for learning about five historical ages. The objective of the game is to reinforce the events that mark the transition from one historical age to another and the order of the historical ages. Our game incorporates natural human-computer interaction based on video game technology, Frontal Projection, and personalized learning. For personalized learning, a Flexible Learning Itinerary has been included, where the children can decide how to direct the flow of their own learning process. For comparison, a Linear Learning Itinerary has also been included, where the children follow a determined learning flow. A study to compare the two different learning itineraries was carried out. Twenty nine children from 8 to 9 years old participated in the study. The analysis of the pre-tests and the post-tests determined that children learned the contents of a game about historical ages. The results show that there were no statistically significant differences between the two learning itineraries. Therefore, our study reveals the potential of computer-based learning games as a tool in the learning process for both flexible and linear itineraries.

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“…For example, home access to ICTs offers more freedom to use and to develop digital skills through informal learning than access in other locations. Home access can therefore be used as an indicator of high-quality access (Mumtaz, 2001). Similarly, in the case of the Internet, always on and broadband access should lead to a higher quality experience and broader use.…”

Section: Accessmentioning

confidence: 99%

Difficulties for eGovernment promotion in Serbia: The analysis of eUprava portal

Merkovity

2013

CM - Commun manag

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Children's enjoyment and perception of computer use in the home and the school

Cited by 211 publications

References 28 publications

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Flexible learning itinerary vs. linear learning itinerary

Difficulties for eGovernment promotion in Serbia: The analysis of eUprava portal

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