Reflecting transcultural media life studies from the perspectives of media literacies

Koponen, Minna

doi:10.1080/17439884.2019.1641512

Cited by 5 publications

(7 citation statements)

References 21 publications

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“…[103][104][105][106], for which much progress has been made in recent years [106][107][108][109][110][111][112][113], it is possible to carry out preventive actions. In the field of pedagogy, work has been done for years to achieve media literacy that will allow students at all educational levels, including higher education, to develop critical approaches towards the power of influence of digital media [27,[114][115][116][117][118], although unfortunately, educational policies do not have a bearing on this problem. It is also necessary that universities provide clinical and support services to university students [119][120][121].…”

Section: Discussionmentioning

confidence: 99%

Social Networks Consumption and Addiction in College Students during the COVID-19 Pandemic: Educational Approach to Responsible Use

et al. 2020

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Within the framework of digital sustainability, the increase in Internet consumption, and especially online social networks, offers social benefits, but is not without its drawbacks. For example, it can lead to psychological and/or psychiatric disorders in some people. Numerous researches are highlighting the similarities of these addictions with the consumption of toxic substances. University students are heavy users of the Internet and, in certain situations, addiction to online social networks can be the result of depression, harassment, and anxiety, among others, affecting their daily life, including their academic responsibilities. In recent months, an anomaly has occurred that may have contributed to intensifying this problem, namely the confinement produced by the COVID-19 pandemic, which has affected the whole world to a greater or lesser extent. In this cross-sectional study, with a descriptive and quantitative methodology, students from 14 Spanish universities were investigated in the first wave of the COVID-19 pandemic in order to understand the effects of this situation on the problem described. The results show a high consumption of social networks during that time, with significant incidences of addiction. In parallel, the presence of comorbidity has been determined. In this scenario, it would be necessary to implement university educational programs to redirect these addictive behaviors, as well as preventative recommendations and actions to minimize negative impacts. This is a major problem that is growing, exacerbated by the global pandemic produced by the SARS-CoV-2 coronavirus. Situations of this gravity call for the development of preventive and educational measures for the responsible and sustainable use of ICT.

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Section: Discussionmentioning

confidence: 99%

Social Networks Consumption and Addiction in College Students during the COVID-19 Pandemic: Educational Approach to Responsible Use

et al. 2020

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“…The focuses of this study are to design interactive animation-based learning media and to evaluate the user satisfaction to use multimedia elements in the learning media. In this study, the Multimedia Development Life Cycle (MDLC) model was used to develop learning media, while evaluating user satisfaction with multimedia elements used models from research [13], [14]. Figure 1 illustrates a research framework consisting of three phases: preliminary analysis, application of the MDLC model, and evaluation.…”

Section: Methodsmentioning

confidence: 99%

Interactive Learning Media for Cellular Communication Systems using the Multimedia Development Life Cycle Model

Putri

Shadiq

Putri

2021

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Based on the observations conducted to the students of Diploma of Telecommunications Engineering Telkom University. It revealed that the students have difficulty learning and understanding the chapters of call processing and network optimization in the course of cellular communication systems. It has resulted from the current learning media, which are only in the form of textbooks and Powerpoint slides considered less attractive. Hence, the learning process becomes ineffective and has an impact on low learning outcomes. In this study, an interactive learning media was designed with the Multimedia Development Life Cycle (MDLC) method, Adobe Flash professional CS6 software, using the action script 2.0 programming language. Learning media were designed according to users’ needs and learning outcomes of cellular communication system courses. Based on the testing results, the functionality showed 100% of features function as design specifications. Meanwhile, the user satisfaction testing results obtained an average MOS of 4.73, which means that the learning media is classified great. Furthermore, based on the quantitative testing, the average value of Quiz after using this interactive learning media was 81, which means that the learning media can increase students’ interest so that it affects the increase in learning outcomes by 66% from previous years.

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“…Assessment of digital projects should include attention to the ways in which intended audiences engage, or might engage, with the content and the ways in which that informs and validates student work (Burdick et al 2012;Kearney 2013;Sleeter et al 2019). Even within the classroom, seeing classmates as a potential audience during the development of digital projects has been found to increase student motivation and critical analysis skills, strengthen student voice, and enhance the learning process (Kearney and Schuck 2006;Koponen 2020;Shuldman and Tajik 2010;Walters and von Gillern 2018). Having a real or intended audience encourages students to critically reflect on their own scholarly work and how others may interpret it.…”

Section: Introductionmentioning

confidence: 99%

Audience Matters

Schrum

Majury

Simonelli

et al. 2022

TLI

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There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development.

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Reflecting transcultural media life studies from the perspectives of media literacies

Cited by 5 publications

References 21 publications

Social Networks Consumption and Addiction in College Students during the COVID-19 Pandemic: Educational Approach to Responsible Use

Social Networks Consumption and Addiction in College Students during the COVID-19 Pandemic: Educational Approach to Responsible Use

Interactive Learning Media for Cellular Communication Systems using the Multimedia Development Life Cycle Model

Audience Matters

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