Patterns of interactive media use among contemporary youth

Abstract

The intensive use of interactive media has led to assertions about the effect of these media on youth. Rather than following the assumption of a distinct Net generation, this study investigates diversity in interactive media use among youth. Results from a pilot study show that contemporary youth can be divided into clusters based on the use of interactive media. These results call for a better understanding of these clusters and the characteristics of their members. The research question for this paper was: Can patterns be found in the interactive media activities and opinions of young people? We answer this question by a survey among 2138 Dutch students aged 9 to 23 in education levels ranging from primary to higher professional education. Four categories of interactive media activities were discerned using confirmatory factor analysis: interacting, performing, interchanging, and authoring. Four clusters of interactive media users, namely Traditionalists, Gamers, Networkers, and Producers were identified using cluster analysis. Behind these straightforward categories, complex patterns of user activities and opinions can be found. The implication is that education should be cautious in applying these media as learning tools, because contemporary students show diversity in the kinds of interactive media they prefer using.

Persons pursuing multiple objects of interest in multiple contexts

“…Adolescents typically participate in a family, various classes in school and study programs, peer groups, and online communities, besides a substantial part of time spent alone at home (Kleiber et al 2014;Phelan et al 1991). Over recent decades, peer groups have expanded from face-to-face contact to larger online interest groups and networking (Ito et al 2013;Livingstone and Sefton-Green 2016;Van den Beemt et al 2011). These social participations can all contribute to how a person develops over time, with specific identity positions and future aspirations Lave and Wenger 1991;Wertsch 1993), and as such can be seen as constituting an ecology for development (Bronfenbrenner and Morris 1998;Cole 1996) as well as for learning (Barron 2006).…”

Dalcroze meets technology: integrating music, movement and visuals with the Music Paint Machine

“…Also, it should not be taken as evident that learners will be motivated by new technologies (e.g. De Bruyckere, Kirschner, and Hulshof 2016;Van den Beemt, Akkerman, and Simons 2011). Finally, studies involving educational technologies are often based on one-shot experiences, on a limited number of participants and a lack of in-depth analysis that supports the findings.…”

Identity profiles and digital engagement among Finnish high school students

“…For instance, interacting with others over the web, sharing knowledge, and mastering computer programs for creating, designing or programming artefacts all help develop the digital literacy (cf. digital capital) demanded by future labour markets (Gallardo-Echenique, de Oliveira, Marqués-Molias, & Esteve-Mon, 2015; Trilling & Fadel, 2009). However, digital practices and engagement are not uniform across youth but instead vary in form and magnitude.…”

“…Besides being a sounding board of self-reflection, digital engagement develops competence (cf. digital literacy) that in itself offers career paths in the 21st century working environments (Gallardo-Echenique et al, 2015;Trilling & Fadel, 2009). In our view, mastering skills such as online communication, knowledge sharing, programming and media creation offer career opportunities that dynamically influence self-image, personal preferences and choices of future direction.…”