scholarly journals The Design of a Gamified Responsible Use of Social Media

2021 ◽  
Vol 6 ◽  
Author(s):  
Dave E. Marcial ◽  
Lawrence dela Peña ◽  
Jade Montemayor ◽  
Joy Dy
Keyword(s):  
Social Media ◽  
Augmented Reality ◽  
Mobile Application ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Real Life ◽  
Security And Privacy ◽  
Innovative Teaching ◽  
Learning Content ◽  
Use Of Social Media

Social media is part of almost everyone's daily life. Its networking facilities redefines the way people connect and interact with each other. However, social media is reported being misused in different ways, especially the millennials. There is a need to elevate the teens' level of empowerment on the responsible use of social media. Other technological innovations like augmented reality (AR) and digital gamification provides pedagogical benefits. Digital gamification in the classroom is a teaching strategy that translates content and delivery into a game using digital technology. On the other hand, AR is an emerging technology to enlarge real-life situations in multimedia. Research shows both technologies increase interactivity well as attention span among the learners. Additionally, these technologies, including social media, are among the many useful tools in teaching twenty first century learners once correctly used. With this, a game-based mobile application was developed to advocate responsible use of social media among teens. The learning content was gamified in augmented reality to provide an innovative teaching and learning way at Silliman University. This paper describes the gamification design of the learning trail on the topic of responsible use of social media. Specifically, it presents the publishing process of the augmented reality mobile application about responsible use of social media. Kuhlmann's 3C Model (Challenge, Choices, Consequences) was utilized to formulate the learning content. It also demonstrates the design phases, game mechanics, and the general evaluation of the learning application. Four challenges were developed. These are (a) be familiar with security and privacy policies, (b) do not express concerns about others, even if you think you are anonymous, (c) respond to digital offenders, (d) do not tell the world about an upcoming vacation. These challenges were translated into graphics and animations. The animated material was compiled, programmed, and published to a server of the mobile application. The gamified learning trail on responsible use of social media is accessible through QR codes leading to the augmented reality interface. The design was validated and found to be relevant and engaging.

scholarly journals The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria

2019 ◽  
Vol 8 (4) ◽  
pp. 735
Author(s):  
Adamu Muhammaed Jebba
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Technical Education ◽  
Innovative Teaching ◽  
Learning Platform ◽  
Academic Activities ◽  
The Future ◽  
Vocational And Technical Education ◽  
Use Of Social Media

<span lang="EN-US">The use of social media is one of the predominant features in the average daily life of students and lecturers across tertiary institutions in Nigeria. It was against this backdrop that this study was carried out to determine the role of social media in reshaping the future of academic activities among lecturers of Vocational and Technical education in Nigeria. The study adopted descriptive survey research design. A structured questionnaire consisting of 40- items was developed by the researcher for data collection. The reliability of the instrument was determined using Kuder Richardson (KR20) formula which yielded 0.85. The population of the study comprised lecturers from the two Colleges of Education in Niger State.  Four research questions guided the study. The findings revealed among others that social media is a technological tool that can reshape the future of teaching Vocational and Technical education as it brings with it new opportunities which is capable of promoting collaborative teaching and learning as well as the potential to promote and reshape the future of higher education in institutions of learning. Furthermore, the trend according to the findings of this study revealed that the overwhelming patronage is in terms of making new friends (online), playing games, exchange of affectionate/love messages, online chatting, sharing selfies, spreading false information, hate speeches, and even quarrelling with virtual friends. On the basis of these findings, some recommendations were made which among others include the need for the college management to mount capacity building programmes to retrain the lecturers to understand the concept of social learning and to keep them abreast with innovative teaching and learning platform such as social media.</span>

scholarly journals Use of Social Media By Nurse Educator Students: An Exploratory Survey

2017 ◽  
Vol 11 (1) ◽  
pp. 26-33 ◽  
Author(s):  
Mari Lahti ◽  
Heidi Haapaniemi-Kahala ◽  
Leena Salminen
Keyword(s):  
Social Media ◽  
Second Life ◽  
Teaching And Learning ◽  
Educational Needs ◽  
Nurse Educator ◽  
Depth Information ◽  
Questionnaire Response ◽  
Daily Lives ◽  
Innovative Teaching ◽  
Use Of Social Media

Background: Information and Communication Technology (ICT) opens up new possibilities for introducing innovative teaching and learning methods to deliver education in different educational areas. Use of internet and social media has grown rapidly and is a key way in how nurses and nurse educator students find information. However, the evidence is still lacking how nurse educator students use social media. Objective: The aim of this study is to describe nurse educator students’ use of social media and the ways in which their educational needs are related to social media. Method: The data were collected using a structured questionnaire that included one open question. Altogether, 49 nurse educator students completed and returned the questionnaire (response rate 96%). The quantitative data were analysed using statistical programme SPPS and content analysis. Results: While many nurse educator students reported using the tools of social media, others claimed that they do not use social media at all. Facebook was most common (53% use it every day) and YouTube (17%) the second most common form of social media used to support daily living. The participants reported using YouTube (6% use it every day) and Facebook (4%) most often as support in their studies. They reported using Second life as virtual reality form of social media, the least. The most common educational needs of nurse educator students include receiving more in-depth information about how to use social media, as well as more practice in using it. Conclusion: In the future, the education of the nurse educator students should include even more in-depth information about the forms of social media and about the advantages of using it in teaching. The education should encourage nurse educator students and provide them with more possibilities to train and make use of the benefits of social media as support in their daily lives and studies. There is need for more robust evidence of social media use in nurse educator students education.

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals SOCIAL MEDIA POTENTIAL FOR DEVELOPMENT OF STUDENT YOUTH’S CIVIС COMPETENCE

2020 ◽  
pp. 189-213
Author(s):  
I. V. Ostapenko
Keyword(s):  
Social Media ◽  
Job Search ◽  
Real Life ◽  
Competence Development ◽  
Legal Issues ◽  
Video Content ◽  
Leading Role ◽  
Search Tool ◽  
Use Of Social Media ◽  
Civic Competence

The article is devoted to the analysis of the results of an empirical study of the potential of social media for civic competence development. Modern approaches to understanding civic competence and the use of social media are analyzed. The main vectors of social media influence on the development of civic competence are determined: informational, valuemotivational, emotional-consolidating, mobilizing. Using the method of evaluative repertoire grids, the structural components of civic competence of student youth, which are developed by means of social media, are determined. A method for identifying the leading motives for the use of social media for civic competence development is proposed. Two groups of motives are defined: target and instrumental. It is established that among the target motives for the use of social media the leading role for student youth is played by: 1) self-expression and self-exposure - declaring one’s own civiс position (Facebook, Twitter, Youtube); 2) self-identification with representatives of social groups who have common views on certain issues (Facebook, Twitter, Instagram); 3) joint entertainment (Instagram, Youtube, TikTok); 4) establishing contacts (Instagram, Viber, Telegram); 5) expanding ideas about the rights and responsibilities of citizens (Facebook, Youtube); 6) the opportunity to discuss socially significant and political and legal issues (Facebook, Twitter). The leading instrumental motive is the use of social media as a means of: 1) finding educational programs, information resources for self-education (Youtube, Facebook, Instagram); 2) satisfaction of aesthetic needs (Instagram, Youtube, TikTok); 3) keeping in touch with those who it is not possible to see in real life (Viber, Telegram, Instagram); 4) development of an individual’s social capital (Facebook, Twitter, Instagram, Youtube); 5) generation of ideas and relevant content (posts / texts, audio and video content, comics, memes) on socially significant and political and legal issues (Facebook, Twitter, Instagram, Youtube); 6) job search tool (Facebook, Instagram).

scholarly journals The Attitudes of Islamic Education Teachers Towards the Use of Social Media in Teaching and Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 154
Author(s):  
Badr Abdullah Al-Harbi
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Education ◽  
Positive Attitudes ◽  
Educational Processes ◽  
Quantitative Descriptive ◽  
Use Of Social Media ◽  
Teaching Learning

The aim of this study was to identify and analyse the Islamic Education teachers’ attitudes, difficulties and purposes while using social media in the educational processes in the Saudi context. In doing so, this study adopted a quantitative, descriptive approach based on empirical data collected by means of a questionnaire. The study sample consisted of 124 teachers of Islamic Education in Hail, Kingdom of Saudi Arabia (KSA). While the participants reported positive attitudes towards the use of social media in the educational processes, the results showed their low use of social media which was limited mainly to personal purposes rather than using them for teaching learning activities. Based on the results, the study recommends developing teachers’ knowledge and skills to make them aware of the use of social media in education and encourage them to utilize them for teaching and learning activities. Since social media are ubiquitous and being widely used for personal reasons, their integration into the curricula and syllabi may further increase the teaching and learning of Islamic Education in Saudi Arabia.

Social Media and Citizen Engagement

2013 ◽  
pp. 225-238
Author(s):  
Charlie E. Cabotaje ◽  
Erwin A. Alampay
Keyword(s):  
Social Media ◽  
Disaster Response ◽  
Real Life ◽  
The Philippines ◽  
The Internet ◽  
Citizen Engagement ◽  
Face To Face ◽  
First Case ◽  
Use Of Social Media

Increased access and the convenience of participation to and through the internet encourage connectivity among citizens. These new and enhanced connections are no longer dependent on real-life, face-to-face interactions, and are less restricted by the boundaries of time and space (Frissen, 2005). In this chapter, two cases from the Philippines are documented and assessed in order to look at online citizen engagement. The first case looks at how people participate in promoting tourism in the Philippines through social media. The second case involves their use of social media for disaster response. Previous studies on ICTs and participation in the Philippines have looked at the role of intermediaries (see Alampay, 2002). Since then, the role of social media, in particular that of Facebook and Twitter, has grown dramatically and at times completely circumvents traditional notions of intermediation. The role of Facebook, in particular, will be highlighted in this chapter, and the authors will analyze its effectiveness, vis-à-vis traditional government channels for communication and delivery of similar services. By looking at these two cases and assessing the abovementioned aspects, it is hoped that the use of social media can be seen as an integral part of e-governance especially in engaging citizens to participate in local and national governance.

Implementation of Augmented Reality in “3.0 Learning” Methodology

2013 ◽  
pp. 391-413 ◽  
Author(s):  
Ernest Redondo ◽  
Isidro Navarro ◽  
Albert Sánchez ◽  
David Fonseca
Keyword(s):  
Social Media ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Qr Codes ◽  
Architecture Education ◽  
Web Based ◽  
Degree Of Satisfaction ◽  
Augmented Reality Technology ◽  
The Impact

This chapter discusses the impact of using social media resources and new emerging technologies in teaching and learning processes. The authors of this chapter focus on Spanish architecture-education framework by analyzing three case studies carried out by students finishing architecture and building degrees. Students’ interaction with this resources is assessed, as well as their derived academic results, and the degree of satisfaction from students and teachers using these resources and technologies. To conduct the study, the authors worked with Web based freeware applications, such as Dropbox, blogging systems, Moodle, YouTube, Wikipedia, and Google Maps. Mobile devices, such as smartphones and tablets PCs, were used to test QR-Codes (Quick Response Codes) and Augmented Reality technology based applications as Junaio and Ar-Media Plugin.

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