Design, Development, and Evaluation of a Cybersecurity, Privacy, and Digital Literacy Game for Tweens

2021 ◽  
Vol 24 (4) ◽  
pp. 1-37
Author(s):  
Sana Maqsood ◽  
Sonia Chiasson
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Game Design ◽  
Production Quality ◽  
Summative Evaluation ◽  
User Centered Design ◽  
Design Development ◽  
Simulated Environment ◽  
Literacy Knowledge ◽  
Positive Results

Tweens are avid users of digital media, which exposes them to various online threats. Teachers are primarily expected to teach children safe online behaviours, despite not necessarily having the required training or classroom tools to support this education. Using the theory of procedural rhetoric and established game design principles, we designed a classroom-based cybersecurity, privacy, and digital literacy game for tweens that has since been deployed to over 300 Canadian elementary schools. The game, A Day in the Life of the JOs , teaches children about 25 cybersecurity, privacy, and digital literacy topics and allows them to practice what they have learned in a simulated environment. We employed a user-centered design process to create the game, iteratively testing its design and effectiveness with children and teachers through five user studies (with a total of 63 child participants and 21 teachers). Our summative evaluation with children showed that the game improved their cybersecurity, privacy, and digital literacy knowledge and behavioural intent and was positively received by them. Our summative evaluation with teachers also showed positive results. Teachers liked that the game represented the authentic experiences of children on digital media and that it aligned with their curriculum requirements; they were interested in using it in their classrooms. In this article, we discuss our process and experience of designing a production quality game for children and provide evidence of its effectiveness with both children and teachers.

Creating G-Class: A gamified learning environment for freshman students

2020 ◽  
Vol 17 (2) ◽  
pp. 94-110 ◽  
Author(s):  
John Aries I Malahito ◽  
Maria Ana T Quimbo
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Digital Media ◽  
Game Design ◽  
Teaching Strategy ◽  
Evaluation Model ◽  
Design Development ◽  
Instructional Task ◽  
Beneficial Effects ◽  
Gamified Learning

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

scholarly journals Wix Web-Based Dance Learning Media to Support Teaching in The Pandemic Era in High School

2021 ◽  
Vol 21 (1) ◽  
pp. 178-191
Author(s):  
Frahma Sekarningsih ◽  
Agus Budiman ◽  
Gaung Rizki Gustiaji
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Quantitative Methods ◽  
Study Data ◽  
Material Structure ◽  
Website Design ◽  
Design Development ◽  
School Students ◽  
Design Based Research

This study intends to develop and design a web for dance learning for high school students. This design-based research focuses on two problems, namely (1) the concept of a dance website design which is expected to be suitable for use as a medium for learning dance in the current pandemic era, and (2) the effectiveness of the dance website that is developed as a digital literacy source that can be used as a medium for learning dance in senior high schools. The research method used in this research is design-based research (DBR) with research stages that include design process, design development, evaluation, and design revision. Data collection techniques were carried out by interview and document study. Data analysis was carried out by combining qualitative and quantitative methods. The results show that the website design developed is relevant to the needs and online-based student learning methods needed during the current Covid-19 pandemic. After going through the validation and testing process, the website design developed can be applied properly. The website developed is easily accessible by students and teachers to support the implementation of dance learning that takes place online. Access mechanisms, material structure, content, and existing supporting features can be used as a means of technology literacy education for students.

scholarly journals Social Bots and Fake News as (not) seen from the Viewpoint of Digital Education Frameworks

2017 ◽  
Vol 2017 (Occasional Papers) ◽  
pp. 61-80 ◽  
Author(s):  
Dietmar Janetzko
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Global Scale ◽  
Academic Disciplines ◽  
Fake News ◽  
Digital Competence ◽  
Digital Education ◽  
Research Activities ◽  
Set Up ◽  
The Eu

Over recent years, international organisations like the EU and UNESCO have set up a number of proposals, models and frameworks that seek (i) to map and to conceptualize digital literacy and related concepts, e. g. information, digital or media literacy, digital competence, digital skills and (ii) to formulate policies and recommendations based on the conceptualizations developed. The resulting frameworks, such as Digital Competence (DigComp) developed by the EU, or Media and Information Literacy (MIL) developed by UNESCO, have a strong formative power on a global scale. Affected are policies, laws, regulations, research activities, and academic disciplines like media pedagogy and mindsets. Do these frameworks consider the effects of disruptive attempts by digital media to intervene in public debates e. g. social bots, fake news and other manifestations of biased or false information online? Do they offer avenues for reflection and action to address them? Guided by these questions, this paper studies the flagship frameworks on digital education of the EU and UNESCO, DigComp and MIL. It finds biases in both frameworks. To different degrees, both tend to overemphasize the practical and instrumental use of digital literacy.

scholarly journals Innovation Design Development of Citizenship Education Model on Characters of Indonesian Communities in Digital Media Era and Technology Revolution

2019 ◽  
Vol 8 (2S9) ◽  
pp. 322-328 ◽  
Keyword(s):  
Digital Media ◽  
Citizenship Education ◽  
Research Method ◽  
Learning Model ◽  
Learning System ◽  
Development Model ◽  
Design Development ◽  
Smart Learning ◽  
Need Analysis ◽  
Addie Model

Increasing independence and competitiveness of the nation is carried out in order to advance the Indonesian civilization. One of them is through the development of a national system of science, and technology in Citizenship Education. Citizenship Education is one of the subjects that shape the character of Indonesian society. The long-term goals to be achieved in this study are as follows: the researcher found a developmental design of Citizenship Education Learning Model to improve the character of Indonesian society in the era of digital media and the Revolution of Technology. The research method used research and development which is a research method used to yield certain products and to test the validity and the effectiveness of the products. This study used a procedural development model. The procedure in this study adapted the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). The sample in this study involved State and Private Universities in Indonesia. The results of the study show the following: First, doing a need analysis, identifying problems (needs), and performing task analysis; Second, Design, this design phase, formulated SMART learning objective; Third, Development was realizing blue-print with digital media innovation; Fourth, Implementation was a real step to implement the learning system that we were making; Fifth, Evaluation was a process to see whether the learning system being built was successful, in accordance with early expectations or not. The evaluation was the final way from the design model of the ADDIE learning system. Based on the instructional development model ADDIE, it was then adopted in the developmental stage of the Citizenship Education learning model, with the modification of "MPC" (Modification of Project Citizen) which has adopted the absorption of digital media and the technological revolution.

scholarly journals Digital Literation Models Development Based School Culture to Improve Students' Life Skill in the 21st Century

2021 ◽  
Vol 13 (1) ◽  
pp. 307-316
Author(s):  
Mandra Saragih ◽  
Habib Syukri Nst ◽  
Rita Harisma ◽  
Ismail Hanif Batubara
Keyword(s):  
School Culture ◽  
Research And Development ◽  
Digital Media ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Programs ◽  
Life Skill ◽  
Model Design ◽  
Implementation Evaluation ◽  
Assessment Program

This research aims to develop digital literacy model through a school culture-based. Digital literacy was chosen considering the development of information through digital media. This study used Research and Development (RD). The research step was to collect data and design a product in a literacy model design based on school culture. The components of developing a school culture-based digital literacy model consist of participants, select participants, a digital literacy program in the form of training, the content of digital literacy programs in the form of exercise, media, teaching materials, assessment, program socialization, implementation, evaluation and mentoring. This research is the design of a guideline for implementing a school culture-based digital literacy model that can be used in digital literacy activities in schools.

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Transforming Mathematics Teaching Through Games and Inquiry

2018 ◽  
pp. 279-304
Author(s):  
Karin Wiburg ◽  
Barbara Chamberlin ◽  
Karen M. Trujillo ◽  
Julia Lynn Parra ◽  
Theodore Stanford
Keyword(s):  
Digital Media ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Teacher Involvement ◽  
Summer Camps ◽  
Integrative Approach ◽  
Design Development ◽  
Pedagogical Content ◽  
The Impact ◽  
Annual Summer

This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.

Combining Instructional Design and Game Design

2011 ◽  
pp. 359-372
Author(s):  
Celina Byers
Keyword(s):  
Memory Consolidation ◽  
Game Design ◽  
Working Memory Capacity ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Design Elements ◽  
Implementation Evaluation ◽  
Analysis Design ◽  
Goals And Objectives

The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system design (ISD). This combination would have the capacity to focus player concentration on game play and learning the planned content in order to successfully complete the game. Conjoining game design elements (e.g., rules, goals and objectives, outcomes and feedback, conflict and challenge, interaction, representation or story) with ISD elements (e.g., analysis, design, development, implementation, evaluation) may be the means of reaching the desired outcome. Applying recent findings (e.g., working memory capacity, mental models, memory consolidation) from cognitive psychology may provide further assistance.

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