Exploring the Reading Experiences of High School Students on E-Book Reader

2013 ◽  
Vol 3 (1) ◽  
pp. 17-32
Author(s):  
Yu-Chung Cheng ◽  
Wen-Hung Liao ◽  
Tsai-Yen Li ◽  
Chien-Pao Chueh ◽  
Hsiao-Ching Cho
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Natives ◽  
Digital Learning ◽  
School Students ◽  
User Experiences ◽  
Digital Devices ◽  
Digital Contents ◽  
New Form ◽  
New Curricula

Today’s ‘digital natives’ grew up in the age of network and digital devices. They have a completely different kind of cross-medium user experiences from the older generations. Understanding how the digital natives use e-book reader and their reading behavior will be an important issue for designing the next-generation e-book reader and mobile device. This study aims to explore how the introduction of e-book reader into high school campus influences the students’ learning and daily life. The authors found that e-book reader does help the students to develop a habit of mobile reading. Its effect exceeds our expectation of achieving digital learning. Using e-book reader, students engaged in creating new form of digital contents and became active in peer-sharing activities. Thus, they propose that when new curricula are designed, user experience with the e-book reader can be taken into account in order to maximize the potential of using the e-book reader in education.

scholarly journals The Arab digital generation’s engagement with technology: The case of high school students in the UAE

2020 ◽  
Vol 10 (1) ◽  
pp. 159
Author(s):  
Sara Alaleeli ◽  
Ahmed Alnajjar
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Use ◽  
School Students ◽  
Generational Change ◽  
Digital Revolution ◽  
Use Patterns ◽  
Digital Devices ◽  
Positive Engagement ◽  
Senior High School Students

This paper investigated the extent to which senior high school students who typified the profile of the Arab Digital Generation (ADG) engaged with technology while outside the school. Data was collected using a questionnaire that measured the extent of the students’ engagement with digital technologies and their perceived media literacy. The results showed that the students had a lower frequency of engagement with digital devices for advanced purposes. Moreover, the results on the ADG and their media use patterns reflect an age characterized the generational change of technological practices and the dynamic stream of technological innovation that has occurred during the digital revolution. Given technology’s established position in the lives of the ADG, knowledge on the extent of technology use and the potential social and psychological implications of plasticity can and should be harnessed to stimulate greater positive engagement of the students in a digital economy and by extension, the entirety of the UAE society.

Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century

2022 ◽  
pp. 716-755
Author(s):  
Katerina V. Glezou
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
21St Century ◽  
Computational Thinking ◽  
Future Research ◽  
Digital Learning ◽  
School Students ◽  
Teaching Interventions ◽  
Authentic Classroom

This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

Mother Phubbing and Adolescent Loneliness: A Mediation Model of Mother–Adolescent Communication and Perceived Mother Acceptance

2021 ◽  
pp. 089443932110172
Author(s):  
Pengcheng Wang ◽  
Meng Zhao ◽  
Biao Li ◽  
Xingchao Wang ◽  
Xiaochun Xie ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Demographic Variables ◽  
Psychological Development ◽  
Mediation Model ◽  
School Students ◽  
Mediating Mechanisms ◽  
New Form ◽  
The Relationship ◽  
Senior High School Students

Phubbing is a new form of neglect, and recent studies have examined the effects of parental phubbing on adolescent psychological development. The aim of this study was to explore whether there would be a significant correlation between mother phubbing (Mphubbing) and loneliness and whether mother–adolescent communication (MAC) and perceived mother acceptance (PMA) would sequentially mediate the relation between Mphubbing and adolescent loneliness. Our study included 3,293 senior high school students from China who completed measurements regarding demographic variables, Mphubbing, MAC, PMA, and loneliness. The sequential mediation model of MAC and PMA in the relationship between Mphubbing and loneliness was analyzed to verify all possible paths in this study. Taking the demographic variables as covariables, the results indicated that (1) Mphubbing was positively correlated with loneliness in adolescents and (2) MAC and PMA mediated the relationship between Mphubbing and adolescent loneliness sequentially. Our study highlights the potential mediating mechanisms between Mphubbing and adolescent loneliness, which has important implications for the theoretical and practical of adolescent loneliness in the age of mobiles.

Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century

2021 ◽  
pp. 1-40
Author(s):  
Katerina V. Glezou
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
21St Century ◽  
Computational Thinking ◽  
Future Research ◽  
Digital Learning ◽  
School Students ◽  
Teaching Interventions ◽  
Authentic Classroom

This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

scholarly journals Mindfulness-Based Attention Training: Feasibility and Preliminary Outcomes of a Digital Course for High School Students

2019 ◽  
Vol 9 (3) ◽  
pp. 230 ◽  
Author(s):  
Alissa J. Mrazek ◽  
Michael D. Mrazek ◽  
Jordan V. Reese ◽  
Arianna C. Kirk ◽  
Lefeba J. Gougis ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Stress Management ◽  
Emotional Regulation ◽  
Mindfulness Training ◽  
Public High School ◽  
Digital Learning ◽  
School Students ◽  
Learning Platform

Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre–post design, this feasibility study evaluated the adoption of a digital mindfulness course in a public high school. The 22-day course was delivered on laptops, tablets, or phones via a custom digital learning platform. The course included a total of 2.25 h of instruction designed to improve focus, stress management, and emotion regulation. The intervention was implemented across 11 classrooms with 9th–12th grade students. On average across all classes, students completed 80% of lessons and 77% of daily exercises. Although the one-group design precludes definitive conclusions about the intervention’s effects, paired t-tests from pretest to post-test (N = 190) revealed improved emotional regulation and stress management despite students experiencing significantly increased life demands toward the end of the academic term. Results suggest that students also adopted a stronger growth mindset about their ability to focus, and they felt more motivated and confident to train this ability. A total of 64% of students indicated that the course improved their focus. Among the 81.6% of students who reported at baseline that they paid attention in class less than they should, focus during class increased significantly. This investigation supports the feasibility of digital mindfulness training for high schools and highlights strategies for increasing fidelity of implementation of digital interventions in school settings.

scholarly journals Research on the Current Situation and Teaching Strategies of “Digital Learning and Innovation” Literacy of Senior High School Students

2021 ◽  
Vol 123 ◽  
pp. 01026
Author(s):  
Xinru Yang ◽  
Yigang Ding
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Learning Resources ◽  
Digital Learning ◽  
School Students ◽  
The Status ◽  
Collection And Management ◽  
Digital Learning Resources ◽  
Senior High School Students

With the development of the digital age, “digital learning and innovation” is becoming more and more important in the core literacy of information technology discipline. Through the elaboration of relevant concepts, this paper explores the connotation and concrete performance of “digital learning and innovation” literacy of senior high school students, and then obtains its three manifestations: the collection and management of digital learning resources, the adaptation of digital environment, the application and innovation of digital learning resources. On this basis, a questionnaire survey was designed to understand the status of “digital learning and innovation” literacy of high school students in S Middle School of Anhui Province, and the data results were analysed. It was found that senior high school students generally have this literacy, but some students still have some problems and need teachers’ timely guidance. Therefore, this study further proposes strategies for achieving high school students’ “digital learning and innovation” literacy to assist teachers in reminding students of “digital learning and innovation literacy” in teaching.

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