Different but similar: computer use patterns between young Korean males and females

Lim, Keol; Meier, Ellen

doi:10.1007/s11423-011-9206-5

Cited by 21 publications

(28 citation statements)

References 29 publications

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“…Finalmente, y en consonancia con los últimos hallazgos que últimamente se vienen encontrando respecto a la existencia de diferencias significativas en función del género de los estudiantes (Lim y Meier, 2011;Terzis y Economides, 2011;, donde no se obtuvieron diferencias significativas. Tampoco se alcanzaron en nuestro caso, por tanto podemos decir, que por lo menos en los contextos universitarios, el tipo de interacción que establecen los estudiantes con estos objetos tecnológicos, no depende de su género.…”

Section: Discusión Conclusiones Y Líneas Futuras De Investigaciónunclassified

Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas.

Almenara

Osuna

2018

AULA_ABIERTA

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La Realidad Aumentada es una tecnología emergente que cada día tiene una mayor incidencia en la docencia. Junto a ella la tecnología móvil se dibujan como uno de los binomios más eficaces para apoyar un aprendizaje significativo y ubicuo. No obstante, para que este pueda funcionar con validez el estudiante debe encontrarse motivado para utilizarlos durante el proceso formativo. A través de la aplicación del modelo Instructional Material Motivational Survey de Keller (1983), se ha tratado de determinar el grado de motivación que el alumnado de Grado de Pedagogía de la Universidad de Sevilla tienen sobre la utilización en el aula de apuntes enriquecidos a través de Realidad Aumentada y disponibles mediante dispositivos móviles. Esta metodología, ha sido valorada de forma positiva por los alumnos participantes en este estudio. Además podemos señalar que el principal hallazgo logrado ha sido la alta relación entre la motivación de los alumnos para emplear los apuntes enriquecidos y el rendimiento en la materia que los emplea. Igualmente se ha constatado que la utilización de la Realidad Aumentada beneficia el proceso de aprendizaje.

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Section: Discusión Conclusiones Y Líneas Futuras De Investigaciónunclassified

Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas.

Almenara

Osuna

2018

AULA_ABIERTA

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“…For example, males have been shown to spend more time playing games and on other forms of entertainment, whereas females use the Internet more for communication and SNS [34,35]. Therefore, it is important to investigate whether gender plays a role in DGBL on Internet SNS.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Web-Based Social Network Electronic Game in Enhancing Mental Health Literacy for Young People

Li¹,

Chau²,

Wong³

et al. 2013

J Med Internet Res

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BackgroundInternet-based learning programs provide people with massive health care information and self-help guidelines on improving their health. The advent of Web 2.0 and social networks renders significant flexibility to embedding highly interactive components, such as games, to foster learning processes. The effectiveness of game-based learning on social networks has not yet been fully evaluated.ObjectivesThe aim of this study was to assess the effectiveness of a fully automated, Web-based, social network electronic game on enhancing mental health knowledge and problem-solving skills of young people. We investigated potential motivational constructs directly affecting the learning outcome. Gender differences in learning outcome and motivation were also examined.MethodsA pre/posttest design was used to evaluate the fully automated Web-based intervention. Participants, recruited from a closed online user group, self-assessed their mental health literacy and motivational constructs before and after completing the game within a 3-week period. The electronic game was designed according to cognitive-behavioral approaches. Completers and intent-to-treat analyses, using multiple imputation for missing data, were performed. Regression analysis with backward selection was employed when examining the relationship between knowledge enhancement and motivational constructs.ResultsThe sample included 73 undergraduates (42 females) for completers analysis. The gaming approach was effective in enhancing young people’s mental health literacy (d=0.65). The finding was also consistent with the intent-to-treat analysis, which included 127 undergraduates (75 females). No gender differences were found in learning outcome (P=.97). Intrinsic goal orientation was the primary factor in learning motivation, whereas test anxiety was successfully alleviated in the game setting. No gender differences were found on any learning motivation subscales (P>.10). We also found that participants’ self-efficacy for learning and performance, as well as test anxiety, significantly affected their learning outcomes, whereas other motivational subscales were statistically nonsignificant.ConclusionsElectronic games implemented through social networking sites appear to effectively enhance users’ mental health literacy.

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“…These inconsistent findings in the literature point to a need for further exploration in the future to develop theories on problem video gaming. This study sampled a large and almost equal number of male (n = 670) and female gamers (n = 605) whereas some previous studies in the literature included exclusively male participants or very few female participants (Lim & Meier 2011). Studies in the future should continue to examine gender using equal samples of males and females.…”

Section: Resultsmentioning

confidence: 99%

Adolescent Problem Video Gaming in Urban and Non-urban Regions

Boak

Mann

Turner

2018

Int J Ment Health Addiction

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The purpose of this paper is to explore the differences in adolescent problem video gaming in a large urban area (Toronto) compared to a non-urban region of Ontario (Northern Ontario). The results of this study showed that 76.6% of adolescents in the urban region and 80.3% of adolescents in the non-urban region played video games in the past year (n = 2175). Adolescents in the urban region were significantly more likely than adolescents in the non-urban region to experience problem video gaming (16.7 and 8.8%, respectively). Males and those reporting poorer mental health were more likely to experience problem video gaming. Those who engaged in delinquent behaviors were more likely to experience problem video gaming in both regions, while problem gamblers were more likely to experience problem gaming in urban regions. Lower scholastic achievement was correlated with problem video gaming in the non-urban region.

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Different but similar: computer use patterns between young Korean males and females

Cited by 21 publications

References 29 publications

Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas.

Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas.

Evaluation of a Web-Based Social Network Electronic Game in Enhancing Mental Health Literacy for Young People

Adolescent Problem Video Gaming in Urban and Non-urban Regions

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