"成为数字公民意味着什么":使用概念映射和教育游戏来探索儿童对数字公民身份的概念化
Jinping Zhong1, Yunxiang Zheng1
1School of Educational Information Technology, South China Normal University, Guangzhou, China.
Heliyon
|September 8, 2023
概括
儿童将数字公民教育 (DC) 视为个人责任,忽视了积极的在线参与. 教育游戏对他们的DC概念的影响很小,突出了改善数字公民课程的需要.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 人与计算机的交互
背景情况:
- 数字公民 (DC) 教育对于数字时代的儿童至关重要.
- 对于儿童对DC的概念理解有限,这阻碍了有效的教育.
- 现有的K-12方法可能无法完全捕捉儿童对数字公民身份的观点.
研究的目的:
- 调查儿童对数字公民 (DC) 的概念化.
- 检查数字游戏学习,特别是MinecraftEDU,如何影响儿童对DC的理解.
- 探索游戏体验与DC概念化变化之间的关系.
主要方法:
- 利用概念内容认知映射 (3CM) 方法来分析儿童的理解.
- 采用基于MinecraftEDU的数字游戏学习作为干预措施.
- 观察和分析儿童在游戏过程中的概念转变,行为和反思.
主要成果:
- 儿童主要将DC概念化为个人责任,忽视了积极的在线参与.
- MinecraftEDU对DC概念化的影响是有限的,主要影响感知到的重要性.
- 概念化的变化与对情感的看法,游戏设计和价值承诺有关.
结论:
- 当前儿童对DC的理解是肤浅的,重点是个人责任.
- 像MinecraftEDU这样的教育游戏对塑造DC概念产生了微弱的间接影响.
- 需要进一步的研究和本地化策略,才能有效地教授数字公民身份,并利用中国的教育游戏.
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