Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy

Zou, Wenting; Purington Drake, Amanda; Masur, Philipp K.; Whitlock, Janis; Bazarova, Natalie N.

doi:10.1016/j.compedu.2024.105046

Cited by 3 publications

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Digital Physics Module for 21st Century Education on New and Renewable Energy Based on the Dilemma-STEAM Learning Model

Nasbey,

Sirait,

Kurniawan

et al. 2024

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

This study aims to develop a Dilemma-STEAM electronic module on renewable energy materials to be used as a physics teaching resource for 10th-grade high school students using the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) development model. The Dilemma-STEAM based e-module is a digital physics module based on the Dilemma-STEAM (Science, Technology, Engineering, Arts, Mathematics) model of teaching. In the context of 21st-century education, the application of technology and interdisciplinary approaches is emphasized to prepare students for future challenges. This module is designed to encourage critical thinking, collaboration, communication, and creativity in students through real dilemmas story integrated with STEAM. The product is a digital module design presented through the website, it easily accessible to students using compatible electronic devices. Based on the validation results conducted by experts, an overall percentage of 87.50% was obtained from material experts, 84.44% from media experts, and 89.41% from learning experts. Additionally, the product trial by physics teachers showed a final percentage of 95.63% with an interpretation of “Very Good,” while students who had studied the material on physical quantities and measurements gave a percentage of 87.51% with an interpretation of “Very Good.” From this research, it can be concluded that the Dilemma-STEAM electronic module on renewable energy materials is deemed valid and suitable for use as a physics learning medium for 10th-grade high school students.

show abstract

Digital Physics Module for 21st Century Education on New and Renewable Energy Based on the Dilemma-STEAM Learning Model

Nasbey,

Sirait,

Kurniawan

et al. 2024

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

show abstract

Leveraging Social Learning for Improved Cybersecurity Maturity: A Case Study Using the NIST Framework

Marcel,

Meyliana,

Hendric Spits Warnars

et al. 2024

2024 International Conference on Information Technology and Computing (ICITCOM)

View full text Add to dashboard Cite

Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design

Avsec,

Jagiełło-Kowalczyk,

Żabicka

et al. 2024

Sustainability

View full text Add to dashboard Cite

Human-centered systems thinking (HCST) can be seen as a promising enabler of effective Industry 5.0. This study primarily examined whether architecture students consider themselves systems thinkers and how this affects their design thinking, digital competency, and engagement in sustainable and inclusive design practices. Next, this study also examined the students’ HCST profiles, their stability, and the roles of digital competency, design thinking, motivation, and risk propensity in human-centered design. Using a person-oriented approach and cluster analysis, a sample of Polish architecture students from three universities (n = 208) was classified based on their self-perceived HCST ability. Three profiles were identified, namely high, average, and low HCST. A multivariate analysis of variance (MANOVA) revealed that the HCST profiles differed significantly in terms of design thinking and digital competencies, while multinomial logistic regression (MLR) analysis revealed that perceived intrinsic motivation predicted that students would be more likely to have a high HCST profile. MLR also revealed an undefined role of risk propensity in the context of HCST in inclusive and sustainable architecture design education. The findings indicate that it is essential to recognize and support students with low HCST throughout their education. It is also suggested to change the focus of architecture study programs to promote students’ systems thinking, and to encourage course designers to create novel and tailored technology-enhanced integrated human-centered design and systems thinking.

show abstract

Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy

Cited by 3 publications

References 39 publications

Digital Physics Module for 21st Century Education on New and Renewable Energy Based on the Dilemma-STEAM Learning Model

Digital Physics Module for 21st Century Education on New and Renewable Energy Based on the Dilemma-STEAM Learning Model

Leveraging Social Learning for Improved Cybersecurity Maturity: A Case Study Using the NIST Framework

Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design

Contact Info

Product

Resources

About