Political Agenda

2019 ◽  
pp. 361-390
Author(s):  
Matthew W. Easterday ◽  
Yanna Krupnikov ◽  
Colin Fitzpatrick ◽  
Salwa Barhumi ◽  
Alexis Hope
Keyword(s):  
Undergraduate Students ◽  
Perspective Taking ◽  
Design Research ◽  
Educational Game ◽  
Political Agenda ◽  
Moral Foundations ◽  
Policy Positions ◽  
Intelligent Tutors ◽  
Political Perspective ◽  
Complex Reasoning

Engaged citizenship requires understanding why different ideologies lead to different policy positions. However, we know little about political perspective taking. How might we use games to teach citizens political perspective taking? This paper describes a design research project to develop a cognitive game for political perspective taking. Study 1 describes a political perspective taking measure created through expert and novice task analysis. Study 2 surveyed 187 undergraduate students and found relatively poor political perspective taking ability. Study 3 tests an educational game for political perspective taking and found that the game was engaging but did not promote learning. Study 4 describes a technical exploration testing the feasibility of a cognitive game with intelligent tutoring for scaffolding complex reasoning on political perspectives. This work argues games can teach political perspective taking using: (a) moral foundations theory, (b) fantasy environments that ask players to predict policy positions, and (c) embedded intelligent tutors.

Political Agenda

2017 ◽  
Vol 9 (3) ◽  
pp. 41-66
Author(s):  
Matthew W. Easterday ◽  
Yanna Krupnikov ◽  
Colin Fitzpatrick ◽  
Salwa Barhumi ◽  
Alexis Hope
Keyword(s):  
Undergraduate Students ◽  
Perspective Taking ◽  
Design Research ◽  
Educational Game ◽  
Political Agenda ◽  
Moral Foundations ◽  
Moral Foundations Theory ◽  
Policy Positions ◽  
Political Perspective ◽  
Complex Reasoning

Engaged citizenship requires understanding why different ideologies lead to different policy positions. However, we know little about political perspective taking. How might we use games to teach citizens political perspective taking? This paper describes a design research project to develop a cognitive game for political perspective taking. Study 1 describes a political perspective taking measure created through expert and novice task analysis. Study 2 surveyed 187 undergraduate students and found relatively poor political perspective taking ability. Study 3 tests an educational game for political perspective taking and found that the game was engaging but did not promote learning. Study 4 describes a technical exploration testing the feasibility of a cognitive game with intelligent tutoring for scaffolding complex reasoning on political perspectives. This work argues games can teach political perspective taking using: (a) moral foundations theory, (b) fantasy environments that ask players to predict policy positions, and (c) embedded intelligent tutors.

Evaluating an Excerpt about Gender: Does Sex of an Author Matter?

1998 ◽  
Vol 82 (1) ◽  
pp. 247-253
Author(s):  
Melanie Moore ◽  
Richard Trahan
Keyword(s):  
Undergraduate Students ◽  
Political Agenda ◽  
Personal View ◽  
Female Authors ◽  
Female Author

This study examined whether students are more likely to view a female author as biased and as having a political agenda when writing about gender than a male author. In the sample of 338 undergraduate students, the sex-related excerpt was rated as more biased, more subjective, and less scientific than the control reading. Female authors were rated as less objective and more likely to be presenting a personal view than male authors; however, no interaction between content of excerpt and sex of author occurred. The implications of these findings for research on sex and prejudice are discussed.

The effect of perspective taking on negative cognitive responses induced by intergroup threat

2013 ◽  
Vol 41 (6) ◽  
pp. 901-905 ◽  
Author(s):  
Qing Yang ◽  
Yufang Zhao
Keyword(s):  
Undergraduate Students ◽  
Perspective Taking ◽  
Rural Areas ◽  
Urban Students ◽  
Control Group ◽  
Cognitive Responses ◽  
Intergroup Threat ◽  
Taking Condition

In two related studies, we explored the influence of perspective taking on the moderation of negative cognitive responses induced by intergroup threat. In Study 1 we recruited undergraduate students at Southwest University who came from rural areas in China. Participants were randomly assigned to either a threat condition group or a control group. We presented to all participants a policy advantageous to urban students and measured their level of opposition. Participants in the threat condition were more opposed to the policy than were the participants in the control condition. In Study 2 we manipulated perspective taking and again measured the level of opposition of a group of students from rural areas to a policy advantageous to urban students. Participants in the perspective-taking condition were less opposed to the policy than were those in the control condition. In summary, perspective taking positively influenced the moderation of negative cognitive responses induced by intergroup threat.

Is helicopter parenting stifling moral courage and promoting moral disengagement? Implications for the training and development of millennial managers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Randy Evans ◽  
Katherine A. Karl
Keyword(s):  
Undergraduate Students ◽  
Moral Disengagement ◽  
Online Survey ◽  
Training And Development ◽  
Moral Courage ◽  
Moral Foundations ◽  
Helicopter Parenting ◽  
Generational Cohort ◽  
Content Type ◽  
The Impact

Purpose This paper aims to examine the ethical foundations of Gen Z individuals by studying the impact of helicopter parenting on moral courage and moral disengagement. In addition, this study considers the implications for Millennial generation managers that are likely to be supervising this current generational cohort. Design/methodology/approach Hypotheses were tested using a two-wave online survey of 215 undergraduate students. Findings Helicopter parenting was associated with lower levels of moral courage and an elevated propensity to morally disengage in a sample of Gen Z individuals. The impact of helicopter parenting on these moral foundations was mediated by the children’s increased desire for continued parental involvement in their lives. Practical implications Similar to the Gen Z students surveyed in this study, many Millennials were raised by helicopter parents, thus, it is likely that they are also prone to moral disengagement and low moral courage. Furthermore, Millennial managers will be managing Gen Z workers. Thus, many companies will need to enhance their efforts in providing Millennial managers with business ethics training aimed at developing moral courage and reducing moral disengagement. Originality/value This study examines a previously unidentified antecedent of moral courage and moral disengagement

scholarly journals Integrating synapse, muscle contraction, and autonomic nervous system game: effect on learning and evaluation of students’ opinions

2020 ◽  
Vol 44 (2) ◽  
pp. 153-162 ◽  
Author(s):  
Lais Tono Cardozo ◽  
Amicio Pina Castro ◽  
Alexsandro Ferreira Guimarães ◽  
Lucila Ludmila Paula Gutierrez ◽  
Luís Henrique Montrezor ◽  
...  
Keyword(s):  
Nervous System ◽  
Autonomic Nervous System ◽  
Muscle Contraction ◽  
Undergraduate Students ◽  
System Analysis ◽  
Educational Game ◽  
Learning Assessment ◽  
Control Group ◽  
Autonomic Nervous ◽  
The Mean

This work describes the educational game “Integrating Synapse, Muscle Contraction, and Autonomic Nervous System,” which was developed to assist students in understanding and integrating concepts related to the physiology of synapses, muscle contraction, and the autonomic nervous system. Analysis was made of the effect of the game on learning and the students’ opinions about it. Dentistry students were divided into control and game groups. They attended lectures about the topics, after which the control group students were submitted to a test, whereas the game group performed the game activity before undertaking the test. The mean score was significantly higher for the game group, compared with the control group ( P < 0.05). Pharmacy students also attended lectures about these topics; in the next class, the students performed a pretest and the activity with the educational game. After the game, a posttest was applied. The mean scores were significantly higher for the posttest than for the pretest ( P < 0.05). Students of medicine attended the lectures and performed the activity with the educational game, without the learning assessment. All of the students answered a question, using a 5-point Likert-type scale, concerning whether they thought the activity with the game was useful for learning. The mean scores obtained by the dentistry, pharmacy, and medicine students were 4.7 ± 0.6, 4.9 ± 0.3, and 4.3 ± 0.1, respectively. The educational game increased the learning of the undergraduate students, in agreement with their opinions of the strategy.

scholarly journals Online lektiehjælp – Udvikling af en vejledningsdidaktik med pædagogisk designforskning som metode

2016 ◽  
Vol 9 (15) ◽  
Author(s):  
Jens Jørgen Hansen ◽  
Kirstin Remvig
Keyword(s):  
Research Method ◽  
Design Research ◽  
New Technology ◽  
Research Process ◽  
Political Agenda ◽  
Pedagogical Practice ◽  
School Students ◽  
Pedagogical Design ◽  
Private And Public ◽  
Innovative Learning

Lektievejledning er en pædagogisk praksis i rivende udvikling med fokus på at støtte elever i at forstå og håndtere udfordringer i deres lektiearbejde. Lektievejledning er på den politiske dagsorden i skole og ungdomsuddannelser og tilbydes både internt af uddannelsesinstitutionerne samt af private og offentlige aktører. Men lektievejledning er ikke etableret som et teoretisk felt eller som en særlig vejledningskompetence. Der er således behov for at begrebsliggøre og udvikle teori om, hvad lektievejledning er, og hvordan vejledningsformen didaktisk kan håndteres. Mere konkret er ud-fordringen at udvikle et nuanceret fagsprog samt en modellering af feltet til forklaring af lektievejledningens komplekse praksis med det mål at udvikle og kvalificere lektievejledning som pædagogisk teori og pædagogisk prak-sis. Denne artikel præsenterer resultatet af et forskningsprojekt, hvis mål er at udvikle en vejledningsdidaktik, herunder metoder, modeller og materialer for lektievejledning i regi af Lektier Online. Lektier Online er en organisation ved Statsbiblioteket i Århus, der tilbyder en online lektiecafe, hvor bl.a. gymnasie-elever kan få hjælp af frivillige universitetsstuderende. Dette didaktiske de-sign er et eksempel på, hvordan digitalisering og ny teknologi er en katalysator for udvikling af nye innovative læringsmiljøer og læringstilbud, der åbner fleksible og stedsuafhængige rum for læring, giver mulighed for samspil med aktører uden for skolens formelle rammer, og som er båret af integration af digitale teknologier i læringssituationen. Artiklen beskriver forskningsproces-sen med at indkredse en vejledningsdidaktik for lektiehjælp samt udviklingen, konceptualiseringen, afprøvningen og evalueringen af en række vejlednings-modeller på grundlag af forskningsmetoden Pædagogisk designforskning og dens tradition for brugerdreven innovation. Artiklen beskriver for det første resultatet af forskningsprocessen i form af koncepter og modeller som: Lektie-vejlederens kompetenceprofil, Vejledningskompasset, Vejledningens scener og Vejledningsstrategimodellen – og evalueringen af disse modellers pædagogiske værdi. For det andet demonstrerer artiklen, hvordan forskerteamet metodisk har fortolket og udmøntet den pædagogiske designforsknings metode til ud-vikling af en vejledningsdidaktik. -- Homework counselling is a fast growing pedagogical practice where focus is on supporting students in understanding and handling challenges in their homework. Homework counselling is on the political agenda in schools and secondary schools and is offered both internally by the educational institutions as well as private and public operators. Homework counselling however is not established as a theoretical field or as a specific counselling competence. Hence there is a need to conceptualise and devel-op theories about what homework counselling is and how the form of counselling can be handled didactical. In concrete terms the challenge is to develop a nuanced terminology and a modelling of the field to explain the complex practices of homework counselling with the aim to develop and qualify homework counselling as a pedagogical theory and pedagogical practice. This article presents the result of a research project, which aim is to devel-op a counselling didactic, including methods, models and materials for homework counselling within the framework of Homework Online. Home-work Online is an organisation at the State Library in Aarhus, Denmark, which offers a place for online homework guidance where i.a. secondary school students can get help from volunteer university students. This didactical design is an example on how digitisation and new technology acts as a catalyst for developing new innovative learning environments and possibilities for learning, which opens flexible and spaces for learning irrespective of place, allowing interactions with external operators outside the formal school framework, and based on digital technology integration in the learning situation. The article describes the research process by in-creasing a counselling didactic for homework guidance plus the develop-ment, the conceptualisation, the testing and the evaluation of a number of counselling models based on the research method pedagogical design re-search and it’s tradition for user driven innovation. The article describes firstly the results of the research process in form of the concepts and mod-els: The Competence Profile of the Homework Counsellor, The Counselling Compass, The Counselling Scenes and The Counselling Strategy Model – and the evaluation of these models’ pedagogical value. Secondly the article demonstrates how the research team have interpreted and implemented the pedagogical design research method in the development of a counsel-ling didactic.

scholarly journals A game proposal to develop Computational Thinking and environmental awareness

2020 ◽  
Vol 3 (1) ◽  
pp. 111
Author(s):  
Fernanda Pires ◽  
Fabrizio F. Honda ◽  
Guibson Silva ◽  
Rafaela Melo ◽  
Rosiane De Freitas ◽  
...  
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Undergraduate Students ◽  
Development Process ◽  
School Context ◽  
Cognitive Structure ◽  
Computational Thinking ◽  
Educational Game ◽  
Agile Methodologies ◽  
Directed Learning

INTRODUCTION: Discussions around the development of Computational Thinking have demanded efforts to propose methods, techniques and tools that can assist in this process, especially in the school context. This paper deals with the development of an educational game with the theme "Environment and Sustainability" involving the pillars of Computational Thinking. OBJECTIVE: The game aims to assist the development of Computational Thinking by solving the problems to be solved in the missions of the heroine Sofia. The proposal for creating the game points out ways to create tools that work across curriculum themes. Tactics usually incorporated into the algorithmic language that permeate the problem solving processes in Computer Science be used. METHOD: The creation of the game followed a development process based on agile methodologies. The human cognitive structure was considered together with the intertwining between the games and the four pillars of Computational Thinking for the composition of an architecture applied to the game map. RESULTS: The evaluation of the game map regarding the "algorithmization" of the phases fulfilled the requirements regarding the location of the pillars (Decomposition, Pattern, Abstraction and Algorithm). The game, as an entertainment product, was evaluated using the E-Game Flow which pointed to acceptance by the evaluators (undergraduate students in the Computing area) and some suggestions for improvement were recorded. CONCLUSION: Games are presented as an important tool regarding the development process of Computational Thinking considering the engagement they can cause in their users and the possibilities of using their mechanics for directed learning.

Political Perspective Taking Measure

2017 ◽  
Author(s):  
Matthew W. Easterday ◽  
Yanna Krupnikov ◽  
Colin Fitzpatrick ◽  
Salwa Barhumi ◽  
Alexis Hope
Keyword(s):  
Perspective Taking ◽  
Political Perspective

Effect of Gamified Mobile Applications and the Role of Player Types on the Achievement of Students

2022 ◽  
pp. 073563312110656
Author(s):  
Feray Ugur-Erdogmus ◽  
Recep Çakır
Keyword(s):  
Undergraduate Students ◽  
Design Research ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Mobile App ◽  
Control Group ◽  
Achievement Scores ◽  
Control Group Design ◽  
Significant Difference ◽  
And Control

The purpose of this study was to examine a gamified mobile application’s effect on students’ achievement, and whether the player types of the students predicted their achievement scores. A “pretest-posttest control group design” research was conducted with 65 undergraduate students taking a compulsory online course. In the study, a gamified mobile app was developed by the researchers and then applied within an online History I course. The results of the study showed no significant difference between the achievement scores of the Experimental Group and Control Group students. However, multiple linear regression analysis results showed that the Experimental Group’s students’ achievement scores were significantly predicted by the player types they used and their mobile app performance. It is argued, therefore, that this result underlines the importance of player type in designing effective mobile gamification apps for the purpose of learning. Suggestions for further studies are also provided.

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