Learning and Well-Being in Educational Practices with Children and Adolescents Undergoing Cancer Treatment

Abstract

The use of information communication technologies (ICT) in education brings up new possibilities of promoting learning and health experiences. In this sense, education contexts of the 21st century must consider these two areas of knowledge, especially their integration. This article presents learning practices developed with mobile devices and games in order to improve learning and well-being in children and adolescents undergoing cancer treatment in a non-formal educational setting. The methodology is based on qualitative case studies with content-based data analyses, involving informal interviews and observation methods. The study considers data from five patients who participated in the research between 2015 and 2019. The results demonstrate a positive influence of the practices with mobile technologies and games in terms of learning and in the well-being experience of patients during the treatment.

Children’s literacy skills development through non-formal education: a scoping review

“…There was one study found in North American and African regions, respectively. As to the distribution by country, the highest number of studies were conducted in Portugal [20], [29], [30] and Brazil [24], [26], [33] with n=3 studies respectively. Meanwhile, nine countries, namely Finland [19], Costa Rica [21], Nigeria [22], Greece [23], Romania [32], Luxembourg [25], Ireland [27], Spain [31], and a combination of respondents from both Bangladesh and Pakistan [28] were recorded with one study each.…”

“…From the accumulated 15 studies in Table 4, n=10 [20], [23]- [24], [26], [27], [29], [30]- [33] were qualitative studies, followed by n=3 [21], [22], [25] were quantitative studies. Meanwhile, n=2 studies [19], [28] used a mixed-method research design.…”

“…There were n=3 studies conducted using action research [20], [23], [33] and survey [21], [22], [25] respectively. In addition, n=2 studies applied case studies [24], [31] and literature searches [26], [32] respectively. Other research methods found were workshops [27], personal meaning map [29], intervention [28], ethnographic [19] and field notes [30] with one study each.…”

“…There were six categories of aims for conducting a study on non-formal education. Aims to cultivate active digital citizens recorded n=6 studies [19]- [20], [24], [27], [28], [33]. Moreover, there were n=4 studies which aimed to develop literacy capabilities [21], [25], [29], [31].…”

“…There were eight main skills identified from the 15 articles. The highest-recorded skills focused were on Social and Communication skills [20], [21], [23], [25], [33] and digital skills [20], [24], [27], [28], [33] with n=5 studies respectively. There were n=3 studies focused on literacy skills development [21], [29], [31] and Artistic skills [30], [32], [33] respectively.…”