Imagineering Gamification using Interactive Augmented Reality to develop Digital Literacy Skills

2019 ◽  
Author(s):  
Tunyaboon Choolarb ◽  
Jakkrit Premsmith ◽  
Panita Wannapiroon
Keyword(s):  
Augmented Reality ◽  
Digital Literacy ◽  
Literacy Skills

scholarly journals The Blended Instruction on Cloud via an Interactive Augmented Reality Technology Model to Enhance Digital Literacy

2021 ◽  
Vol 11 (3) ◽  
pp. 144
Author(s):  
Thongkhane Soutthaboualy ◽  
Pinanta Chatwattana ◽  
Pallop Piriyasurawong
Keyword(s):  
Augmented Reality ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Learning Model ◽  
Literacy Skills ◽  
Blended Instruction ◽  
Digital World ◽  
Suitability Assessment ◽  
Proposed Model ◽  
Augmented Reality Technology

The objectives of the study were 1) Synthesize the conceptual framework of blended instruction on the cloud via an interactive augmented reality technology model to enhance digital literacy, 2) Design the blended instruction on the cloud via an interactive augmented reality technology model, 3) Develop the blended instruction on the cloud via an interactive augmented reality technology model, and 4) Study the suitability assessment of the blended instruction on the cloud via an interactive augmented reality technology model. The proposed model develops digital literacy skills, one of the most important skills for learners in the 21st century that contributes to the learning society in the digital world. The samples group used in the study were nine experts in higher education. Then analyzing the data obtained from the assessment, using mathematic mean and standard deviation. Results of the assessment found the following. 1) The developed teaching and learning model consisted of four components: inputs, blended instruction on cloud processes, outcomes, and feedback. 2) The blended instruction on the cloud processes consists of 3 steps: the preparation, teaching and learning, presentation and summary of the learning results. 3) The assessment of the suitability of the developed teaching and learning model was at the highest appropriate. 4) The suitability assessment in the developed teaching and learning model was at the highest appropriate.

scholarly journals Teaching Environmental Education Using an Augmented Reality World Map

2021 ◽  
pp. 125-130
Author(s):  
Anastasia Nancy Pyrini
Keyword(s):  
Elementary Schools ◽  
Augmented Reality ◽  
Digital Literacy ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Short Paper ◽  
Digital Citizenship ◽  
Good Practices

AbstractThe aim of this short paper is to provide readers with a comprehensive lesson plan for elementary schools, which seeks to improve digital citizenship and competency in students and teachers, by fostering digital literacy skills through an augmented reality (AR) application. The lesson plan was developed within the framework of the “Digital, Responsible Citizenship in a Connected World (DRC)” project funded under Key Action 2: Cooperation for innovation and the exchange of good practices, part of the European Union’s Erasmus+program. The DRC project aims to infuse contemporary pedagogical practices into quality lifelong learning for students and teaching professionals, including teachers, school leaders and teacher educators, across Europe. Specifically, the project aims to improve digital citizenship and competency in students and teachers by fostering digital literacy skills through education.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

scholarly journals The Rise of Misinformation in the Digital Age: Moroccan Students' Attitudes and Perceptions of Fake News Online

2018 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Isam Mrah ◽  
Hicham Tizaoui
Keyword(s):  
Digital Literacy ◽  
Information Overload ◽  
Primary Source ◽  
Literacy Skills ◽  
Accurate Information ◽  
Fake News ◽  
Attitudes And Perceptions ◽  
Teachers And Students ◽  
Processing Information ◽  
Students Attitudes

<em>As today’s students spend substantial time online, there is an increasing tendency to utilize the Internet as their primary source of information. With the proliferation of user-generated content platforms and the shrinking influence of traditional gatekeeping, there is a growing abundance of misinformation available to the public that coexists alongside accurate information. In this paper, we explored the attitudes and perceptions of teenage students towards misinformation online. To this end, a web-based survey was administered to both Moroccan high school teachers and students to collect and analyze their responses regarding the issue being debated. Additionally, the present study investigated the extent to which EFL textbooks in Morocco enable learners to build skills necessary for identifying fake news. The study adopted content analysis as the primary research method for data analysis and interpretation. The results obtained are in line with the hypothesis guiding this research that a fair majority of teenage students are vulnerable to misinformation online due in large to the overwhelming information overload available at the touch of a button along with their lack of exposure to effective strategies for processing information online.  Based on the findings obtained, schools are required to develop appropriate approaches to teach digital literacy skills, particularly in empowering young learners to distinguish credible sources from unreliable ones. Equally important, teachers are called upon to help students keep up with the new, fast-moving knowledge economy, which is driven by information and technology.</em>

scholarly journals Digital Platform's: Investigations in the Application of Music Practice Learning

2021 ◽  
Vol 2 (6) ◽  
pp. 882-889
Author(s):  
Dani Nur Saputra
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Case Study Approach ◽  
Digital Platforms ◽  
Music Practice ◽  
Study Approach ◽  
Music Ensemble ◽  
The Many ◽  
Learning Data

One of the competencies that must be possessed in the 21st century is digital literacy skills. This ability must be possessed by every student and lecturer in integrating digital platforms into learning, especially in the current pandemic era. This study aims to investigate the effectiveness of a digital platform in its application to practical courses. Researchers use google classroom as a sample of the many types of digital platforms. This type of research is descriptive qualitative using a case study approach. The object of this research were 26 active students who took music ensemble courses, while the variable being investigated was the use of google classroom in learning. Data collection was carried out by means of questionnaires, observations, and interviews. The results show that digital platforms can be used as an alternative solution to carry out online learning in the midst of a pandemic. However, it is not optimal for the music ensemble course because of several factors, including the location of the student's residence which is difficult to get a signal, material that students find difficult, the availability of their own musical instruments, and the student's ability to play music.

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