“In the Shoes of an Algorithm”: A Media Education Game to Address Issues    Related to Recommendation Algorithms

Jacques, Jerry; Grosman, Jérémy; Collard, Anne-Sophie; Oh, Young Mi; Kim, Amie; Jeong, Hyeon‐Seon

doi:10.25020/joe.2020.3.1.37

Cited by 3 publications

(2 citation statements)

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“…Sharing content can be associated with positive mental health benefits for children, for example by providing new opportunities for sociability and self-expression (Cipolletta et al, 2020[150]) However, individual factors, such as personality, also influence the extent to which a young person benefits from these potentially positive effects (Jackson and Luchner, 2018 [151]).…”

Section: Box 31 Sharing Is Caring?mentioning

confidence: 99%

Policy responses to false and misleading digital content

2022

OECD Education Working Papers

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Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Section: Box 31 Sharing Is Caring?mentioning

confidence: 99%

Policy responses to false and misleading digital content

2022

OECD Education Working Papers

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“…One group of those studies has investigated individuals' algorithmic awareness, aiming to understand whether people know that the digital content they access is algorithmically filtered or not (Eslami et al, 2015;Klawitter & Hargittai, 2018;Proferes, 2017;Swart, 2021;Zarouali et al, 2021). The other group of studies focused on educational interventions aimed at enhancing users' algorithmic awareness (Jacques et al, 2020;Swart, 2021). A notable contribution to the literature comes from the study conducted by Eslami et al (2015), who observed users' reactions upon discovering the algorithmic management of their Facebook news feed.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Turkish Version of the Algorithmic Media Content Awareness (AMCA) Scale

Yasan Ak,

Kamalı Arslantaş

2024

ITALL

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Given the rapid technological advancements, there is an increasing need for users to acquire new skills, particularly in the realm of algorithmic awareness. This study aims to adapt and validate the Algorithmic Media Content Awareness Scale (AMCA), developed by Zarouali et al. (2021), to Turkish context and to test its validity and reliability. The original scale is a 5-point Likert type measure consisting of 13 items with four factors in English. Participants included 414 undergraduate students from various faculties of a state university in Türkiye, selected through convenience sampling during the spring term of 2022-2023. The study employed confirmatory factor analysis (CFA) to assess the scale's construct validity and utilized Cronbach's alpha to examine reliability. The CFA results revealed a good model fit for the proposed four-factor structure (χ2/df = 2.902, CFI = .95, GFI = .939, TLI =.93, RMR = .035, SRMR = .047, RMSEA = .068). Reliability coefficients ranged from .74 to. 81 across the factors, with an overall alpha of .90, indicating high reliability. The item-total correlation analysis revealed that all items significantly contributed to the measure. Additionally, both convergent and discriminant validity were found to be satisfactory. Consequently, all evidence suggests that the Turkish version of the AMCA scale is a valid and reliable tool for assessing algorithmic literacy among undergraduate students, contributing significantly to the field of media literacy research.

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Exploring Parents’ Everyday Experiences With Digital Media: Barriers and Opportunities for Digital Inclusion

Robbeets,

Bastien,

Jacques

et al. 2024

MaC

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This article presents qualitative research findings on parents’ digital media practices. Through 32 in-depth interviews with parents of 0–6-year-olds in French-speaking Belgium, the study addresses digital inclusion by exploring the diverse ways parents experience and benefit (or not) from digital media. Our research uncovers the dual nature of digital media use in parenting, presenting both advantageous and problematic outcomes across four dialectical dimensions. Our work sheds light on how digital media can (a) offer informational support or constitute an informational challenge, (b) provide emotional assistance or cause emotional struggles, (c) grant access to social support or contribute to social pressures, and (d) serve as a tool for the daily organisation or complicate daily life. Our article also investigates the factors associated with either positive or negative outcomes. We show the role of personal, situational, social, and normative factors. To conclude, we identify strategies for childcare and parenting support professionals to promote digital inclusion among parents by addressing barriers to positive experiences and outcomes related to the use of digital media. By integrating the outcomes of parents’ experiences with digital media into discussions of digital inclusion, this article contributes to a comprehensive approach to promoting digital equity beyond questions of access and skills. It calls for user-centric strategies that consider the diverse experiences and concrete outcomes associated with digital media use and emphasises the importance of supporting parents and families regarding these tools.

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“In the Shoes of an Algorithm”: A Media Education Game to Address Issues Related to Recommendation Algorithms

Cited by 3 publications

References 0 publications

Policy responses to false and misleading digital content

Policy responses to false and misleading digital content

Psychometric Properties of the Turkish Version of the Algorithmic Media Content Awareness (AMCA) Scale

Exploring Parents’ Everyday Experiences With Digital Media: Barriers and Opportunities for Digital Inclusion

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