Activismo digital em Portugal: um estudo exploratório

The aim of this research is to obtain data about the use of digital media and literacy classes together on student learning outcomes at RA Perwanida Lengkong, Sukorejo, Ponorogo. This research is quantitative research. The research instrument used to obtain data is a scale of digital learning media use and interest in learning. The data analysis technique used is descriptive statistical analysis.Data regarding the use of digital learning media on student learning outcomes was obtained through questionnaires by researchers by measuring something that has a relationship that: (1) There is a significant influence of the use of digital learning media on student learning outcomes. This is proven by obtaining a value of Fo = 9.109 and Sig. 0.000 < 0.05. Together, the variable use of digital learning media contributes 24.2% to the variable student learning outcomes. (2) There is a significant influence of the use of digital media on student learning outcomes. This is proven by the obtained value of tcount = 2.214 and Sig. 0.031 < 0.05. The variable use of digital learning media contributes 12.67% in improving student learning outcomes.

This study examines trends in adolescent health, well-being, risk behaviors, and digital media use among high school students in Finnmark, Arctic Norway. Using data from the Ungdata survey (2014-2023), trend analysis (N = 6,084 in Finnmark; N = 254,048 nationwide) revealed limited improvements in health indicators, with increases in digital media use, school-related stress, and depressive thoughts. Pairwise comparisons showed that Finnmark students had worse outcomes than the national average in most areas, except for substance use and antisocial behaviors. A deeper analysis of the 2021 Ungdata data among Finnmark students (N = 2,129), using PLS-SEM, identified peer interactions as a key driver of risk-taking behaviors, including substance use and rule-breaking. Family and school environments influenced rule-breaking but had limited effects on substance use. Digital media use was linked to drinking and rule-breaking behaviors, while experiences of bullying correlated with substance use and antisocial behaviors. Further investigation into digital and social media use (N = 2,086) revealed that digital media engagement was associated with family relationships, school connectedness, and local area satisfaction. In contrast, social media use was linked to peer dynamics, depression, and harassment. Excessive media use contributed to lower physical activity and reduced face-to-face interactions, exacerbating challenges related to geographic isolation and cultural diversity. The findings underline the need for public health interventions tailored to Finnmark's unique sociocultural context, emphasizing mental health support and addressing the role of digital and social media in adolescent development. Future studies should explore the behavioral dimensions of media use and incorporate ethnicity-related factors to gain a deeper understanding of these dynamics in the region.Key messages• Trend analysis shows limited health improvements among adolescents in Finnmark, with worse outcomes than the national average in most areas, highlighting the need to address regional disparities.• Internet use among adolescents in in Finnmark can improve social connections but is linked to increased risk-taking behaviors, substance use, and mental health issues like depression and bullying.

This study aims to describe the use of digital learning media in the IPAS subject (a combination of science and social studies) within the implementation of the independent curriculum in elementary schools. This research employs a descriptive qualitative design. The findings show that the use of digital learning media has been implemented effectively, meeting various educational media criteria. The selection of digital learning media follows the ACTION model (Access, Cost, Technology, Interactivity, Organisation, Novelty), although certain aspects like access and technology remain suboptimal. This study is expected to contribute to the development of more effective learning theories for digital media and to enrich knowledge about digital learning media appropriate for early childhood development. This study contributes to digital learning media analysis in elementary education by examining the use of digital media in the IPAS subject within the Independent Curriculum framework using the ACTION model. The findings highlight both effective implementation and persistent challenges in access and technology, offering practical guidance for selecting age-appropriate digital learning media in elementary schools.

Since digital media such as smartphones, tablets or laptops are available in almost every household in industrialised countries, parents are challenged to integrate them into their everyday family life. To gain more information on parents' mediation of digital media, the relationships between their educational intentions, objectives and their children's use of digital media were investigated in consideration of the children's age. Overall, 150 Austrian parents with children aged one year and a half to six years participated in the study (two groups were formed based on the age of the children: toddlers and preschool children). They filled in a questionnaire on their intentions and rules for their children's use of media. Moreover, the parents provided information concerning their objectives for digital media use and the kind of activities for which their children use interactive digital toys or passive digital media. Results show that parents' intentions of their children's media use is mainly to gain time for household chores or work. Whereas the age of the children does not seem to be of great importance to parents concerning the media regulation, the results for the objectives and activities parents want their children to do with digital media do indeed differ between the two age‐groups. Practitioner notesWhat is already known about this topic Average households in industrialised countries are well equipped with digital media technologies. Digital media increasingly become a part of young children's living environment. Parents find it necessary to prevent their children from potential negative effects of digital media use and try to implement rules eg, concerning the time spent with media or content restrictions. What this paper adds Parents' intentions for their children's digital media use as well as the rules they apply for the use of digital media do not differ between toddlers and preschool children. Parents' objectives for their children's use of digital media as well as why and for which purpose their children should use interactive digital toys and passive digital media differs between toddlers and preschool children. Implications for practice and/or policy Support is needed for parents on digital media use with toddlers together. Awareness for digital media use in connection to the rules and objectives needs to be created.

The associations between digital media use and mental well-being among children and adolescents have been inconclusive. We examined (i) the associations between digital media use and mental health outcomes, anxiety, depression, and ADHD, (ii) whether family resilience and neighborhood factors attenuate the associations, and (iii) whether sleep mediates these associations. We used the National Survey of Children’s Health data from 2019 to 2020. A total of 45,989 children’s (6–17 years) data were analyzed in this study. Multivariate logistic regression was used to assess the associations between digital media use and anxiety, depression, and ADHD. Path models and Paramed command in STATA were used to test the role of sleep as a mediator of these associations. The prevalence of heavy digital media users (who spent 4 or more hours per day) among the analytic sample was 30.52%, whereas anxiety was 13.81%, depression was 5.93%, and ADHD was 12.41%. Children in the heavy media user group had 63% increased odds of anxiety (95% CI: 1.32–2.01) and 99% increased odds of depression (95% CI: 1.35–2.94) after adjusting for sociodemographic factors, compared to the children in light media user group (who spent < 2 h per day), and these relations were significant at 0.01 level. However, family resilience and community factors significantly attenuated the effect of digital media use on anxiety and depression. Sleep did not mediate the associations between digital media use and anxiety or depression. Conclusions: Family resilience and neighborhood factors protect against the harmful effects of digital media use. Further research is needed to examine the relationships of media contents, the presence of electronic devices in bedrooms, and sleep quality with mental health.What is Known:• Spending long hours on digital media may adversely affect children and adolescents' health and development. However, the mediating role of sleep in the association between digital media use and mental health outcomes is inconclusive.What is New:• Digital media use has detrimental effects on anxiety and depression. However, family resilience and neighborhood factors attenuated the association. The study highlights the importance of positive family functioning and neighborhood conditions reducing the harmful effects of digital media use.

This conclusion summarizes key insights from the former chapters, and highlights political dimensions of media use in digital everyday life. I particularly underline how our more digital everyday lives intensify communicative dilemmas, in which individuals in everyday settings negotiate with societal norms and power structures through their uses of media technologies. I also discuss how everyday media use connects us to different societal spheres and issues, also pointing to global challenges such as the pandemic and the climate crisis, arguing that everyday media use is key to our understandings of society. I discuss how to analyze this in media use research, emphasizing attention to processes of change and disruption.

Pre-service teacher (PST) training in Germany largely fails to prepare prospective teachers adequately for the subject-specific use of digital media. In order to promote their digital competences as well as their intention to use digital media, teacher training needs to adapt. Utilizing Theory of Planned Behavior (TPB), this study aims to identify beliefs on the subject-specific use of different digital media in biology classroom. Within a weekly course on different scientific inquiry methods, pre-service biology teachers used various digital media and wrote reflections on advantages and disadvantages of the digital media they used. Through analysis of these written reflections (n = 85) it was possible, to differentiate the TPB constructs into 38 subcategories. Across all media, we were able to identify most beliefs in the area of behavioral and control beliefs, while normative beliefs and self-efficacy expectations were rarely expressed. At the level of the inductive categories, however, the beliefs were often expressed with different frequencies depending on the medium used. The results allow a more subject-specific differentiation of TPB’s constructs for digital media use in order to design a measuring instrument to evaluate biology teacher training courses. In addition, the results indicate that PSTs’ intention to use digital media in the biology classroom also differs depending on the medium used. These findings provide actionable insights for the design of teacher training programs that specifically target beliefs, i.e. by confronting PSTs with a variety of different digital tools, to enhance the effective use of digital media in biology classrooms.

Many studies observed a reduction of physical activity (PA) and an increase in digital media use in young adults during the COVID-19 pandemic. However, few studies have been conducted in Europe or looked at changes in the association between both behaviors. Hence, this study aims at investigating the changes in digital media use/social media use and PA as well as in its association among young adults in Germany. Cross-sectional data of 884 German young adults (mean age 22.36 (±1.99), 76% female) collected via an online questionnaire between August 1 and September 30, 2020 were analyzed. Participants reported on digital media use (smartphone, television, computer, gaming console), social media use (Facebook, Instagram, Snapchat, Twitter, YouTube, TikTok) and PA (days/week of ≥30 min. PA) separately for the period of strict infection control measures in Germany (March - end of May 2020) and for normal times (before March 2020). Descriptive statistics of digital media use, social media use and PA were compared between both periods. Linear regression adjusted for sociodemographic and work-related characteristics were conducted for both periods with total media use, the various media devices and social media use, respectively, as independent and PA as dependent variables. Whereas PA did not differ between both periods, mean total digital media use increased by 1 hour during the period of strict infection control measures. Digital media use and social media use were negatively associated with PA in both time periods. Differences in these associations by sex could be found for some digital media devices. However, 60% of respondents did not comply with the WHO recommendations for PA. Under consideration of possible recall bias, young adults' digital media use, but not PA, seemed to have changed under the strict infection control measures. However, interventions are needed to increase PA and to prevent its reduction in the course of the pandemic.

This study aims to explore the use of digital smartphone media for sexuality education of children with low-income parents by emphasizing the usage of digital media for protection from sexual violence against children. This research method uses case studies with children (aged 3-6 years) in 25 low-income families. Data collection was carried out for eight rounds using an ecocultural approach to examine the experiences of children and parents in using digital media technology for sex education for children aged 3-6 years. This research explains 1) What technology is used by children at home ?, 2) what is the role of parents at home in helping children in providing sex education learning using digital media ?, 3) What are the benefits of using digital media for sex? education for children? This is done because of the adaptation of technology to the curriculum for early childhood education. Due to the increasing use of digital media in all layers of parents, so the use of digital technology can help children to learn to increase their knowledge of sexuality. So they can protect themselves from sexual violence.

This chapter analyzes what happens to media use when everyday life is suddenly disrupted, focusing on how the COVID-19 pandemic transformed work, socializing, communication and everyday living. The empirical case is changing media use in Norway during the pandemic, building on a qualitative questionnaire survey conducted in early lockdown, and follow-up interviews eight months later. Expanding on the ideas of destabilization of media repertoires developed in the former chapter, this analysis discusses transforming media repertoires as more digital, as less mobile (but still smartphone-centric) and as essentially social. The chapter further explains new concepts for pandemic media use practices, such as doomscrolling and Zoom fatigue. Can you remember when you first heard of COVID-19, and did you think it would change your life? 'They started talking about it on the news', said Inger, a Norwegian woman nearing 70, whom we interviewed in late 2020. She continued: 'I still found people were quite relaxed. Who would have thought such a thing could happen to the whole world? It is like science fiction'. 'We talked about it when they speed-built that hospital in China', said Einar, a man in his 40s working in the cultural sector, 'but no one thought it would come here. Former epidemics happened elsewhere'. He added: 'It is like that with a lot of things'. School employee Karla remembered a conversation at work about the need for kids to stay home at the smallest sign of cold symptoms: 'Parents would never get to work! We laughed about it, thinking it was impossible. And then it took three weeks, and the country shut down'.

The background of the research is based on the rapid development of technological times, now digital technology has entered various aspects of life, including the world of education. Now digital learning media is one of the new innovations applied by MTs Pembangunan Jakarta in increasing student interest in learning. The purpose of this study was to determine the perception of the use of digital learning media in increasing student interest in learning at MTs Pembangunan Jakarta. The research method used is a qualitative research method with a descriptive approach. The research subjects consisted of the Principal, Deputy Principal of the Curriculum Section, Akidah Akhlak Teacher, 4 students of class VII MTs Pembangunan Jakarta. Data collection techniques through field observations, interviews, and documentation. Data analysis techniques are carried out by collecting data, reducing data, presenting data, and drawing conclusions. The results showed that the perception of the use of digital learning media at MTs Pembangunan Jakarta can increase students' interest in learning, this can be achieved through the relevance of the use of digital learning media running with the presence of competent teachers in teaching, by operating digital learning provides convenience and also the availability of complete infrastructure facilities, in addition to providing advantages and benefits, of course there are also disadvantages such as signal networks, and teachers who are stuttering in technology. Apart from the shortcomings in the use of digital media, digital learning can make students feel happy because teachers can design attractive teaching materials such as with E-Modules in the SmartMP application, learning with tablets and televisions makes students more focused and attentive to the teacher, involving students in learning such as making groups, discussions, making students more active in learning.

Retrospecting the trust gaps and their dynamics during the pandemic is crucial for understanding the root causes of postpandemic challenges and offers valuable insights into preparing for future public health emergencies. The COVID-19 pandemic eroded people's trust in strangers and acquaintances, while their trust in family members remained relatively stable. This resulted in 2 trust gaps, namely, the family members-strangers trust gap and the family members-acquaintances trust gap. Widening trust gaps impede social integration and undermine the effective management of public health crises. However, little is known about how digital media use shaped trust gaps during a pandemic. This study aims to investigate the relationships between digital media use, negative emotions, the family members-strangers trust gap, and the family members-acquaintances trust gap during the COVID-19 pandemic in China. We test the mediating role of negative emotions between digital media use and 2 trust gaps and compare the indirect effect of digital media use on 2 trust gaps through negative emotions. A cross-sectional web-based survey was conducted in China between January 31, 2020, and February 9, 2020. A total of 1568 adults participated in the survey. Questions related to digital media use, negative emotions, trust in family members, trust in acquaintances, and trust in strangers during the pandemic were asked. Regression analyses were performed to test the associations between the examined variables. We used a 95% bootstrap CI approach to estimate the mediation effects. Digital media use was positively associated with negative emotions (B=0.17, SE 0.03; P<.001), which in turn were positively associated with the family members-strangers trust gap (B=0.15, SE 0.03; P<.001). Likewise, digital media use was positively associated with negative emotions (B=0.17, SE 0.03; P<.001), while negative emotions were positively associated with the family members-acquaintances trust gap (B=0.08, SE 0.03; P=.01). Moreover, the indirect effect of digital media use on the family members-strangers trust gap (B=0.03, SE 0.01; 95% CI 0.01-0.04) was stronger than that on the family members-acquaintances trust gap (B=0.01, SE 0.01; 95% CI 0.003-0.027). The results demonstrate that negative emotions resulting from the frequent use of digital media are a key factor that accounts for the widening trust gaps. Considering the increasing reliance on digital media, the findings indicate that the appropriate use of digital media can prevent the overamplification of negative emotions and curb the enlargement of trust gaps. This may help restore social trust and prepare for future public health crises in the postpandemic era.

Compensatory internet use has been demonstrated to be a potential coping mechanism for stressors, which may lead to heavy digital media use. Little is known about what family-based factors may contribute to heavy digital media use among children and adolescents. This study used cross-sectional data from the 2021–2022 National Survey of Children’s Health to examine the prevalence of adverse and positive childhood experiences (ACEs and PCEs) and how these rates may vary by light, moderate, and heavy digital media use among children and adolescents in a nationally representative sample in the U.S (n = 52,256). Bivariate analyses were used to estimate prevalences and multivariable regression models were used to examine the relationship between ACEs, PCEs and heavy digital media use. Children who engaged in heavy digital media use were more likely to report each type of ACE than children who engaged in light digital media use (p &lt; 0.0001). Alternatively, children who engaged in heavy digital media use were less likely to report each type of PCE than children who engaged in light digital media use (p &lt; 0.0001). Children who had experienced four or more ACEs had a higher odds of heavy digital media use than children who had experienced less than four ACEs (aOR 1.67; 95% CI 1.43–1.95). The findings from this study are demonstrative for pediatricians that heavy digital media use may indicate a need to screen for ACEs. Programs and interventions that promote the creation of positive childhood experiences are further needed to address digital media usage concerns.

Mediatization and digitalization are trends that are increasingly affecting religious communities and their communicative practices. While many aspects of these developments have been described theoretically and empirically, little is known about the dynamic interplay between digital media use, an individual’s religious meaning system, and the relationships within a religious community. Building on the theory of the mediatization of religion, the functionalist perspective of religion, media selection, and co-orientation research, we propose a dynamic model of digital media use in religious communities. Hereby, the religious functions of meaning-making and social connection are considered important drivers for how individuals engage with others. Additionally, theories on media selection help our understanding of the acceptance and domestication of new technologies, as well as selective exposure to specific content. In combination, the model links the individuals with the social context of their religious communities and vice versa. Furthermore, the theoretical model helps to combine and systematize empirical research from different disciplines that are relevant to understanding today’s digital religious media use. We therefore conclude with a discussion of the benefits of the model for future theoretical developments and empirical research in the field of digital religion and beyond.

This retrospective cohort study investigates the association between the incidence of sleep problems and changes in digital media use among university students during the COVID-19 pandemic. It used data from annual health check-ups performed at a Japanese university in 2019 and 2020. Students undergoing these check-ups were identified to respond to questions about sleep problems, digital media use, breakfast and exercise habits, and stress. In total, 3,869 students were included in the analysis. The association between the incidence of sleep problems in 2020 and the changes in digital media use between 2019 and 2020 was assessed using logistic regression models. The rate of long digital media use (≥ 2 hours) in 2019 was 42.6%, while in 2020 it was 53.6%. Incidence of sleep problems was observed in 244 students (6.3%) in 2020. There were 786 students (20.3%) who used digital media for ≤ 2 h in 2019 and ≥ 2 h in 2020. From the sample, 66 students (8.4%) reported incidence of sleep problems in 2020. Additionally, those respondents who specifically reported increased digital media use between 2019 and 2020 (increased use) where at greater risk (OR: 1.76; 95% CI: 1.21, 2.55) of reporting sleep problems in 2020, even after controlling for other study variables. Thus, this study provides evidence that the incidence of sleep problems has had a significant association with an increase in digital media use among university students throughout the COVID-19 pandemic. These findings highlight the importance of ensuring appropriate digital media use among students for improved quality of sleep.