The relationship between teens, screens and mental health is complex and multidirectional
Abby’s mom has sent her articles about research linking teen depression and suicide to screen use. A 2017 article in The Atlantic magazine — “Have Smartphones Destroyed a Generation?” — drew a link between negative trends in teens’ mental health and the rise of smartphones and social media.
The negative relationship between teens’ mental health and technology use is real — but tiny, the researchers found. “A teenager’s technology use can only predict less than 1% of variation in well-being. It’s so small that it’s surpassed by whether a teenager wears glasses to school.”
How to strike a balance? To start, try mentoring, not monitoring
Heitner’s work emphasizes a concept that’s also put forth by the American Academy of Pediatrics in its guidelines for parents: media mentoring.
Look for the good in your kids’ media interests
For Benji, Minecraft is a social space where he plays with other kids and pulls pranks. He says he wishes his parents understood more about his screen use — “why it’s entertaining and why we want to do it. And also, for YouTube, why I watch other people playing games. When you watch sports, you’re watching another person playing a game! Why is it so different when you’re watching a person play a video game?”
starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.
The National Education Policy Center releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.
In the past few years several states have passed laws banning employers from looking at the credit reports of job applicants.
Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records
Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.
Toolwire and Muzzy Lane, two digital game-based learning (DGBL) vendors that are making significant strides in higher education through their “serious game” products. The state of DGBL in higher ed is not nearly as prevalent and accepted as it is in K-12, but growing quickly.
Serious games feature evidenced-centered design, whereby data is collected, analyzed and adapted to the knowledge level of the player
Andy Phelps, director of the Rochester Institute of Technology Center for Media, Arts, Games, Interaction and Creativity (MAGIC) and executive committee member of the Higher Education Video Game Alliance (HEVGA),adds that “game-based learning has the opportunity to really challenge our assumptions about linear modes of educational interaction.”
Muzzy Lane, s higher-education-oriented Practice Series games, in partnership with McGraw Hill, feature titles in Marketing, Spanish, Medical Office and Operations.
The Challenge of Creating Worthy GamesBoth Toolwire and Muzzy Lane DGBL products are not of the “Triple A” PlayStation 4 and Xbox One variety, meaning they do not have all the high-fidelity, digital-media bells and whistles that are inside the heavily advertised war games and sports games geared toward the more than $99 billion global video game consumer marketplace, according to gaming market intelligence company Newzoo.
the state of DGBL in higher education consists of very effective digital games of less-than-Triple A fidelity coming out of private companies like Toolwire and Muzzy Lane, as well as from a good number of college and university game design innovation centers similar to RIT’s MAGIC. These include the Games+Learning+Society (GLS) Center at the University of Wisconsin-Madison; the University of Southern California Interactive Media and Games Division, the Carnegie Mellon University Entertainment Technology Center and the New York University Game Center.
We hear that smartphones can be addictive, that screen time can hurt learning, but can’t these minicomputers also teach kids about responsibility and put educational apps at their tiny fingertips?
safety
Common Sense Media, a nonprofit focused on kids and technology, says rather than considering the age of a child, focus on maturity. Some questions to consider are:
Are they responsible with their belongings?
Will they follow rules around phone use?
Would having easy access to friends benefit them for social reasons?
And do kids need to be in touch for safety reasons? If so, will an old-fashioned flip phone (like the one Sydney never charged) do the trick?
While Pew Research from 2015 puts adult smartphone ownership in the U.S. at 72 percent, there’s some debate about smartphone ownership among children. The average age for a child to get their first smartphone is currently 10.3 years according to the recent Influence Central report, Kids & Tech: The Evolution of Today’s Digital Natives.
An average of 65 percent of children aged between 8 and 11 have their own smartphone in the U.K. according to a survey by Internet Matters. That survey also found that the majority of parents would like a minimum age for smartphone ownership in the U.K. to be set at age 10.
However, some kids are using smartphones from a very young age. One study by the American Academy of Pediatrics that focused on children in an urban, low-income, minority community suggested that almost all children (96.6 percent) use mobile devices and that 75 percent have their own mobile device by the age of four.
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peer reviewed
Lauricella, A., Wartella, E., & Rideout, V. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001
Rikuya Hosokawa, & Toshiki Katsura. (2018). Association between mobile technology use and child adjustment in early elementary school age. PLoS ONE, 13(7), e0199959. https://doi.org/10.1371/journal.pone.0199959
Percentage of moms whose children used device by age 2.(THE DATA PAGE)(Statistical data). (2011). Editor & Publisher, 144(10).
PERCENTAGE OF MOMS WHOSE CHILDREN USED DEVICE BY AGE 2
Gen Y moms Gen X moms
Laptop 34% 29%
Cell Phone 34% 26%
Smart Phone 33% 20%
Digital Camera 30% 18%
iPod 34% 13%
Videogame System 13% 8%
Hand-held gaming device 13% 10%
Source: Frank N. Magid & Associates, Inc./Metacafe
Mystery Skype comes in. The origins of the game are unclear, but after the idea started to spread, Microsoft asked a group of six teachers to write an online guide to the game.
In addition to teaching students geography with context, Mohan believes the game can help them develop skills such as critical thinking, leadership and collaboration.
It also gives them a chance to meet people around the world — albeit only those who have access to the right technology.
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221–229. https://doi.org/10.1111/bjet.12273
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 2013, 8095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective
strategies for innovative pedagogies: only certainly groups or aspects taking into account; rarely focus on support by management, scheduling, time tabling, tech support.
Date: Wednesday, April 3rd Time: 3:30 PM to 4:15 PM Conference Session: Concurrent Session 3 Streamed session Lead Presenter: Brian Kane (General Design LLC) Track: Research: Designs, Methods, and Findings Location: Juniper A Session Duration: 45min Brief Abstract:What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6964&kwds=
Notes from the session:
design thinking: get out from old mental models. new narratives; get out of the sci fi movies.
narrative generators:
we need machines to make mistakes. Ai even more then traditional software.
Lessons learned: don’t replace people
Date: Thursday, April 4th Time: 8:45 AM to 9:30 AM Conference Session: Concurrent Session 4 Streamed session Lead Presenter: Matt Crosslin (University of Texas at Arlington LINK Research Lab) Track: Experiential and Life-Long Learning Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.++++++++++++++++
Date: Thursday, April 4th Time: 9:45 AM to 10:30 AM Conference Session: Concurrent Session 5 Streamed session Lead Presenter: Maikel Alendy (FIU Online) Co-presenter: Sky V. King (FIU Online – Florida International University) Track: Teaching and Learning Practice Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.++++++++++++++++++
Date: Thursday, April 4th Time: 11:15 AM to 12:00 PM Conference Session: Concurrent Session 6 Streamed session Lead Presenter: Kristin Bushong (Arizona State University ) Co-presenter: Heather Nebrich (Arizona State University) Track: Effective Tools, Toys and Technologies Location: Juniper C Session Duration: 45min Brief Abstract:Considering today’s overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.+++++++++++++
Date: Thursday, April 4th Time: 1:15 PM to 2:00 PM Conference Session: Concurrent Session 7 Streamed session Lead Presenter: Katie Linder (Oregon State University) Co-presenter: June Griffin (University of Nebraska-Lincoln) Track: Teaching and Learning Practice Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.https://www.aacu.org/leap/hipshttps://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf+++++++++++++++++++++++
Date: Thursday, April 4th Time: 3:45 PM to 5:00 PM Streamed session Lead Presenter: Manoush Zomorodi (Stable Genius Productions) Track: N/A Location: Adams Ballroom Session Duration: 1hr 15min Brief Abstract:How can we ensure that students and educators thrive in increasingly digital environments, where change is the only constant? In this keynote, author and journalist Manoush Zomorodi shares her pioneering approach to researching the effects of technology on our behavior. Her unique brand of journalism includes deep-dive investigations into such timely topics as personal privacy, information overload, and the Attention Economy. These interactive multi-media experiments with tens of thousands of podcast listeners will inspire you to think creatively about how we use technology to educate and grow communities.Friday
Date: Friday, April 5th Time: 8:30 AM to 9:30 AM Streamed session Lead Presenter: Michael Caulfield (Washington State University-Vancouver) Track: N/A Location: Adams Ballroom Position: 2 Session Duration: 60min Brief Abstract:Years ago, John Lyndon (then Johnny Rotten) sang that “anger is an energy.” And he was right, of course. Anger isn’t an emotion, like happiness or sadness. It’s a reaction, a swelling up of a confused urge. I’m a person profoundly uncomfortable with anger, but yet I’ve found in my professional career that often my most impactful work begins in a place of anger: anger against injustice, inequality, lies, or corruption. And often it is that anger that gives me the energy and endurance to make a difference, to move the mountains that need to be moved. In this talk I want to think through our uneasy relationship with anger; how it can be helpful, and how it can destroy us if we’re not careful.++++++++++++++++
Date: Friday, April 5th Time: 10:45 AM to 11:30 AM Conference Session: Concurrent Session 10 Streamed session Lead Presenter: Laurie Daily (Augustana University) Co-presenter: Sharon Gray (Augustana University) Track: Problems, Processes, and Practices Location: Juniper A Session Duration: 45min Brief Abstract:The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.+++++++++++++++
Date: Friday, April 5th Time: 11:45 AM to 12:30 PM Conference Session: Concurrent Session 11 Streamed session Lead Presenter: Katrina Rainer (Strayer University) Co-presenter: Jennifer M McVay-Dyche (Strayer University) Track: Teaching and Learning Practice Location: Cottonwood 2-3 Session Duration: 45min Brief Abstract:Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.
! Tasks with motivational gamified mechanics → improvement in 21st-century learning skills, technical competencies,
independence, and personal accountability for devices and their readiness
! Student-led, independent, and sophisticated use of devices increased roughly 100%
! “Gamification as a motivational tool and platform for online delivery of learning activities and resources is a critical element of
integrating technology into schools”
! Students placed a greater value on their devices being present and ready to use in order to enjoy gamified content
! The use of gamification capitalized on the curiosity aspect being at the center of intrinsic motivation — encouraging students to
explore what their devices can do for them in general and what they are capable of given the task, some direction, and a
prospective reUward
Course title: IM 554 Developing Skills for Online Teaching and Learning
Topic for this week: Game-based learning, Virtual Reliability, and Augmented Reality
Audience: IM Graduate students working for K12 schools or in business
2. How did GBL change in the past year? Who is the leader in this research (country)? Is K12 the “playground” for GBL and DGBL?
China: Liao, C., Chen, C., & Shih, S. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43–55. https://doi.org/10.1016/j.compedu.2019.01.013
Finalnd: Brezovszky, B., Mcmullen, J., Veermans, K., Hannula-Sormunen, M., Rodríguez-Aflecht, G., Pongsakdi, N., … Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers & Education, 128, 63–74. https://doi.org/10.1016/j.compedu.2018.09.011
Tunesia: Denden, M., Tlili, A., Essalmi, F., & Jemni, M. (2018). Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learning Environments, 5(1), 1–19. https://doi.org/10.1186/s40561-018-0078-6
Pitarch, R. (2018). An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning. Journal of Language Teaching and Research, 9(6), 1147–1159. https://doi.org/10.17507/jltr.0906.04
min 29 from start: University of Connecticut (chapter 1)
min 58 from start: Dan Getz with Penn State (chapter 2)
hour 27 min from start: Randy Rode, Yale (chapter 3)
