Media Education Research Articles

Measuring Maternal Media Education for Interactive and Non-interactive Media

In der Forschung zur elterlichen Medienerziehung besteht weitestgehend Konsens über die Relevanz bestimmter Strategien wie einer aktiven Begleitung und dem Setzen von Regeln. Trotz umfangreicher Forschung gibt es jedoch nur wenige standardisierte Messinstrumente, die dabei zwischen einer interaktiven und einer nicht-interaktiven Mediennutzung der Kinder unterscheiden. Diese Differenzierung wurde von Nimrod, Elias und Lemish (2019a) aufgegriffen und in einer Untersuchung mit Grosseltern empirisch überprüft. In der vorliegenden Studie wurde die dafür entwickelte Skala anhand einer Befragung von 1.330 Müttern in Deutschland mit Kindern zwischen zwei und 14 Jahren adaptiert und validiert. Die Ergebnisse bestätigen eine gute Passung der Skala für Mütter jüngerer Kinder (zwei bis sieben Jahre). Demnach ist es gerade für diese Zielgruppe relevant, die elterliche Medienerziehung zumindest mit Blick auf bestimmte Strategien (insbesondere restrictive mediation, supervision) stärker nach den medialen Aktivitäten des Kindes zu differenzieren. Mit steigendem Alter des Kindes scheint eine entsprechende Differenzierung dagegen zunehmend obsolet zu werden.

Social characteristics and social benefit use among premenopausal breast cancer survivors in Denmark: a population-based cohort study.

In 2020, one million women aged < 55years were diagnosed with breast cancer globally. The impact of breast cancer and its treatments on these women's ability to work and need for social benefits may differ by social characteristics. We evaluated social benefit use following breast cancer by education and cohabitation. We conducted a nationwide population-based cohort study, including women aged 18-55years diagnosed with stage I-III breast cancer in Denmark during 2002-2011. Statistics Denmark provided information on cohabitation, education, and social benefit use from 1year pre-diagnosis to 10years post-diagnosis. We calculated weekly proportions ofself-support, unemployment, disability pension, flexi jobs, and sick leave according to education and cohabitation. Of 5345 women, 81.8% were self-supporting, 4.5% received disability pensions, 1.6% had flexi jobs, 3.6% were on sick leave, and 5.5% were unemployed 1 yearpre-diagnosis. Ten years post-diagnosis, the proportions were 69.0%, 13.0%, 10.5%, 3.4%, and 2.0% of 3663 survivors. Disability pensions and flexi jobs increased from 12.1 to 26.4% and 2.8 to 13.5% in women with short education, from 4.1 to 12.8% and 1.8 to 12.2% in women with medium education, and from 0.8 to 6.0% and 0.9 to 6.9% in longer educated. Disability pensions increased more in women living alone (7.8 to 19.9%), than in cohabiting women (3.6 to 11.3%). Use of social benefits reflecting lost ability to work was highest in less educated women and in women living alone. Awareness of these groups is crucial when tailoring efforts to support work participation in cancer survivors.

Discovering Ngayaq Sasak Custom At Selaparang, Lombok

Ngayak Sasak is a form of old poetry used to express ideas, feelings, educational, and entertainment media. The purpose of this research is to gain concrete description about the forms of ngayak and its educational values. Based on the above explanation, in this research, the researcher tries to take the analysis of educational values and form of ngayak at Selaparang, Lombok, as the title of this thesis. The researcher uses the documentation technique and interview technique to collect the data by applying a direct question to the informants. The interview technique is used by the researcher to get the data that can be used as references in understanding Kayak. The research results are as follows: (1) Ngayak has close relationship with educational values, and it has high potential in society life because it contains a good suggestion and guidance for doing good deeds in our daily life. (2) For the societies, especially Selaparing society, it is hoped that the result of this study can be utilized as a guidance in investigating the values and norms contained in Ngayak Sasak.

Prototype for Digitizing the Sato Kewan Fairy Tale as A Javanese Language Education Media

This research aims to develop and validate the digitalization product of the Sato Kewan fairy tale as a Javanese language educational medium for elementary school students. This research uses the development method (Research and Development) with the ADDIE model to design a learning system. This development model goes through five steps: Analysis, Design, Development, Implementation, and Evaluation. The validation questionnaire for linguists and media experts is a research instrument. Data analysis techniques include qualitative and quantitative descriptive analysis. Based on data from validity results by linguists and media experts on the stop motion animation video of Sato Kewan's fairy tale, the media is a suitable criterion for use. For the language aspect, the language expert scored 75%, and the content aspect was 80%. The visual aspect got 75%, the audio aspect 83%, and 83% effectiveness.

The use of educational game-based learning media on financial literacy

This conceptual article discusses the use of educational games as learning media that can improve student understanding. The use of educational games as an alternative learning media can provide innovative and effective variations in achieving learning objectives and improving student achievement. In addition, the use of educational game learning media also has several advantages. The method used in this article is a literature study and conceptual analysis. Based on the literature review conducted, there are various advantages possessed by educational game learning media, including Practical Experience, Mistakes Without Risk, Highly Motivated and Engaged, Experience-Based Learning, Personalization and Progress Monitoring, Collaborative and Competitive Learning. The findings of this study are beneficial to educators, policymakers, and students especially. Keywords: Educational games; financial literacy; learning media.

Практики телевизионного медиавоспитания семейных ценностей в Китайской Народной Республике

The aim of the research is to summarize the Chinese experience in popularizing family values through media education to study the possibility of extrapolating the ideas, content and structure of Chinese television media in domestic conditions. The paper presents an analysis of Chinese television programs aimed at mainstreaming family values. The content of Chinese television programs on family topics is described and typologized according to the relayed value categories of parenthood, kinship, marriage, neighborhood and joint households presented in the studies. The scientific novelty of the paper lies in the fact that it is the first to specify the content of media education of family values based on Chinese television programs about the family. The sociocultural specifics and dominant family values of Chinese television programs are determined. As a result, it was revealed that the largest number of programs on central and regional television channels, as well as the main Internet broadcasting channels, are aimed at developing the values of parenthood, kinship and marriage among the viewing audience, which is due to the social order of society and the state policy of the PRC. Family-oriented television content provides relatively controlled socialization of members of society through familiarization with the values of family life in modern sociocultural conditions of China, determined by the increasing importance of large families, filial piety, responsible parenthood, marital relationships and personal development in the family.

Motor learning with digital media in physical education—a digital-based methodological teaching concept for the implementation of visual feedback

Motor learning with digital media in physical education—a digital-based methodological teaching concept for the implementation of visual feedback

Using Diverse Distribution Platforms to Support Young Children’s Coping Strategies in the Midst of Crisis and Conflict

ABSTRACT Evidence firmly establishes the link between early childhood interventions and the mitigation of the effects of adverse childhood experiences (ACEs). Given the long-term effects of conflict and displacement on children’s healthy development, educational mass media can offer critical learning opportunities to mitigate both the impact of learning disruption and the effects of ACEs. This paper will highlight three different ways media, and its diverse distribution platforms, can support young children’s understanding and use of coping strategies in the face of significant adversity. Using examples of diverse distribution to reach refugee and migrant children in the United States and across Latin America and the Middle East, this paper will highlight the ways media can support children and families affected by displacement and conflict to develop critical coping strategies. Lessons learned in developing and adapting coping strategies for diverse contexts and platforms include learnings for content curation and implementation, engagement of local and regional advisors, and importance of a network of on-the-ground implementing partners. These findings offer guidance for those developing content and programs for children in conflict and crisis, in particular creators of children’s media and outreach programs.

UbD의 백워드 디자인을 적용한 예비교사 음악교육매체 교육과정 개발

The Ministry of Education has announced in the revised 2022 curriculum that classes should be designed and conducted using various media. This study aims developing a curriculum to cultivate the skills of pre-service teachers to design and deliver music lessons using various media. The curriculum was designed and the media type selected according to the three phases of UbD's Backward Design 2.0, which provides systematic steps and guidelines. In order to select an optimized application program media, the media was analyzed by taking into account the Bates’ ACTIONS in addition. In the first step, understanding and educational use of various media, including the latest technologies, were selected as goals of enduring understanding, and the educational goals were formulated by considering six aspects of understanding. In the second phase, performance task criteria were selected according to the GRASPS guidelines. In the third phase, the curriculum was designed by selecting learning contents and teaching plans considering WHERETO to achieve clear objectives and evaluation criteria. Based on this, a music education media curriculum for pre-service teachers was developed for a class consisting of 15 sessions, its validity was verified by a group of experts, and their opinions were accepted and reorganized. In this curriculum, pre-service teachers learn to design music classes by understanding and using various media, such as audiovisual media, metaverse and artificial intelligence media, and artificial intelligence-based composition media, etc. The results of the study suggest that the UbD's backward design provides a clear pedagogical direction of fostering pre-service teachers' media literacy through the immediate transformation of learning objectives and evaluation criteria, and is effective in learning design for understanding and practical use of media, and can select the appropriate media for the designed educational plan. It is hoped that the curriculum developed in this study will help develop the media literacy skills of pre-service teachers and advance music education.

Модель формирования у будущих педагогов готовности к профессиональной деятельности с использованием новых социальных медиа как средств обучения и воспитания школьников

The article is devoted to the problem of preparing future teachers for professional activities using new social media as effective means of teaching and educating schoolchildren. The author substantiates the relevance of the research problem, reveals the educational potential of new social media, and identifies the possible risks of its implementation in the educational process of the school, associated with the unpreparedness of future teachers to use them in their professional activities. The article presents the content of the author's model of developing readiness for the use of new social media in the teaching and educational process of school among students studying in teacher education programs. The model includes target, content, organizational, technological and effective blocks, the integration of which represents an integral pedagogical system aimed at bringing higher pedagogical education into line with the requirements of the modern information society. The model was implemented over four academic years as part of a pedagogical experiment. Using diagnostic tools developed in accordance with the author’s idea of the criteria and indicators of teachers’ readiness to effectively use new social media as new means of teaching and education, the level of its formation among experimental (n = 67) and control (n = 69) students is studied. groups before and after the implementation of the proposed model. Based on the results of the comparative analysis, a conclusion is drawn about the feasibility and possibility of transforming the system of media education for modern students — future teachers.

Instructional Strategies to Produce Educational Media Systematically

The main research purpose focused on investigating the instructional strategies to produce educational media systematically. The qualitative research methods were conducted by in-depth interviews with the experts and undergraduate students on effectively designing these instructional strategies. The participants consisted of two groups; 1) nine experts in the field of instructional strategies. 2) twelve undergraduate students. Research instruments were two semi-structured interviews with open questions; 1) two sets of interview questions designed for those specialists, and 2) the interview questions designed for an excellent student. Collected data was analyzed and categorized into key issues. The results were presented in descriptive analysis. The findings revealed as following: 1) two main popular instructional media types as follows; 1.1) digital media and 1.2) handmade media 2) the instructional strategies as follows: 2.1) ADDIE included analysis, design, development, implementation, and evaluation. 2.2) 3P included pre-production, production, post-production 2.3) project-based learning 2.4) design-based learning, and 2.5) creative-based learning. 3) teaching techniques and methods encourage students such as case studies, best practices, creative practice, questions, discussion, brainstorming, team-based/group, etc. 4) organized activities to encourage students with active learning, creative knowledge, and instructional media systematically. 5) online tools and new technology could be active learning tools and motivate learners to create new media. Moreover, learning engagement, social media, and immediate feedback could engage students efficiently. 6) media evaluations should be evaluated on the design, production processes, and results. 7) the crucial factors consist of 1) instructional strategies/teaching techniques 2) teachers 3) students 5) materials, equipment, and supporting tools 6) learning environments 7) the work process. 8) the limitations are as follows; 1) teachers 2) students 3) time-limited 4) budget-limited.

Augmented Horizons: Development and Impact of Augmented Reality on Atmospheric Education

Educational media serve as a supporting component in learning, offering benefits to enhance student engagement, interactivity, and interest in learning. The media employed should align with current advancements in science and technology, one of which is Augmented Reality (3D), a medium capable of projecting virtual objects into reality. This study aims to 1) Produce an AR media design for high school geography education on atmospheric topics, 2) Determine the feasibility of using AR-based media for such geography education. The creation of the Augmented Reality (3D) educational media utilizes the Borg and Gall (1989) model, which comprises ten development steps. This media creation employs Unity 3D software and supporting applications such as Vuforia, Cinema 4D, and Corel Draw. The development of this educational media resulted in two products: a smartphone application (for Android and iOS) named Cloud AR and its accompanying book, both of which meet UNESCO standards. Based on the research findings, the developed educational media is deemed suitable for use, with a score of 85.16% and classified in the suitable category.

Effective Audio and Video-Based Learning for Youngest Age

The research project is an interactive educational book and it is a game, but in reality it is a measure of intelligence through which intelligence breakthroughs are achieved through the accuracy of answering questions with the speed of answering. The focus was on children under the age of six, but it included a number of those who are older. Discussing through research on the types of education, focusing on interactive and electronic education, explaining the difference between the two, explaining the types of human intelligence, how to build a school system through the use of a calculator, and what are the requirements and types for that, leading to the importance of the impact of the diversity of educational media, the importance of learning through play, and the benefits and harms of each case. Reaching results indicating that students prefer studying in class to studying electronically, it was noted that there are mental mutations for every age, but the age that responded most and most quickly was the age of youth and advanced youth. The reasons for this result were explained through the research and what we reached, and some methods were presented to increase mental efficiency.

Science lab safety goes immersive: An ecological media-comparison study with gender analyses assessing iVR’s learning effectiveness

We conducted a media-comparison study in ecologically valid settings to understand immersive virtual reality’s (iVR’s) instructional effectiveness in a university science course. We tested how complementing regular science lab safety instruction with interactive iVR simulation, desktop simulation, or the re-viewing of a text-heavy manual compare with each other in terms of knowledge-related and affective learning outcomes. We also explored gender differences in the outcomes across these instructional conditions. 102 undergraduates (51 females) were randomly assigned to one of the instructional conditions. Throughout the one-day course, all students received the same set of instructions, demonstrations, and hands-on lab safety training except for the following: the iVR group engaged with HMD-based interactive lab safety iVR training simulation; the desktop group interacted with the same simulation on a laptop, whereas the remaining group re-viewed the text-heavy course material in detail. Topic knowledge-related and self-report affective data were collected before and immediately after the course. Statistical analyses revealed that: (i) all three instructional modes helped students gain significant lab safety knowledge, (ii) there were several significant between-group differences in multiple affective measures, and (iii) the instructional modes affected/benefited the two genders considerably differently. Besides extending previous findings, the strong ecological grounding of our results adds important insights into real-life implications of integrating different media in undergraduate education. Our gender-related findings merely scratch the surface on the complex issue of “designing for diversity”, inviting scaled-up efforts to develop more equitable technology-enhanced science learning settings to address the cognitive-affective needs of different genders and other diversities.

Media education in Waldorf/Steiner schools

This article explores the distinctive approach to media education in Steiner/Waldorf Schools, focusing on delayed introduction of electronic media. Addressing a research gap, the article highlights the unique developmental phases guiding media pedagogy, combining direct and indirect media education and the so called “media maturity tower.” A central focus is the alignment of media pedagogy with the cognitive developmental stages of students. There are three distinct phases addressed in connection with different topics within the school curriculum. These phases underscore the educational commitment to age-appropriate media engagement and enable a comparison between the rather critical stance taken by Steiner/Waldorf Schools and the current trends regarding the use of media in education. The article highlights the need for further research on the long-term impact of the developmental approach here described on students’ media interactions in adulthood.

A Research Paper on Social Media Effects

The topic of social media is interesting to talk about and is also related to learning about the human brain and how humans Interact on social media. However, social media is most important for learning purposes. This is Where everyone can share their daily tasks, activities, routines, etc on social media, also another use is that we can gain knowledge through these platforms for fulfilling our general knowledge. Social media is like a weapon that can be used for our profit or also misused it can be useful constructively or destructively depending on people’s psychology, nature, perspective, and ideology, Social media platforms have transcended their initial purpose of connecting individuals and have emerged as powerful tools for educational purposes. This research paper explores the educational potential of social media platforms, examining their effectiveness in enhancing learning experiences, facilitating collaboration among students and educators, and expanding access to educational resources. review of relevant literature and case studies, this paper highlights the benefits, challenges, and best practices associated with integrating social media into educational settings. By understanding the opportunities and limitations of social media in education, educators and policymakers can harness its potential to create more engaging and inclusive learning environments. Despite extensive research results, this paper can be useful in proposing an effective plan to enhance the academic performance of students by improving the use of social media sites, The use of social media has made rapid growth in the past decades. This growth makes it very popular for communication amongst university students, especially Tabuk University students. These social websites can be a good way to exchange information between students and even with their teachers. However, excessive social media can affect the student's academic performance and make this use in question. Results of this paper can be useful in proposing an effective plan to enhance students' academic performance by improving the use of social media sites. These social websites can be a good manner to exchange information between students and their teachers. However, excessive social media can affect the student's academic performance and make this use in question.

Learning and teaching With and About media in physical education

ZusammenfassungKinder und Jugendliche wachsen in einer digital geprägten Lebenswelt auf. Dies verleiht medienpädagogischen Zielen und Inhalten in der Schule eine wachsende Bedeutung. Dahingehend hat die Kultusministerkonferenz (KMK) in der Strategie „Bildung in der digitalen Welt“ bereits 2016 beschlossen, dass digitale Lehr- und Lernformate im Unterricht integriert sowie Medienkompetenzen in allen Fächern gefördert werden sollen. Dies gilt auch für den Sportunterricht. Lehrkräfte können hier als zentrale Akteur*innen bei der Inszenierung angesehen werden. Deshalb ist es notwendig, mehr über deren Sichtweisen auf ein Lehren mit und über (digitale) Medien im Sportunterricht zu erfahren. In diesem thematischen Rahmen wurden im Zeitraum Juli bis Dezember 2022 in einer leitfadengestützten Interviewstudie nordrhein-westfälische Sportlehrkräfte (N = 20) von Gesamtschulen (n = 7) und Gymnasien (n = 13) befragt. Die Ergebnisse verweisen darauf, dass Sportlehrkräfte ambivalent auf medienpädagogische Aufgaben blicken. Es zeigt sich zudem, dass bereits bekannte fachkulturelle Vorstellungen von Sportlehrkräften bezüglich der Inszenierung medienpädagogischer Aufgaben zu einer Vernachlässigung eines Lehrens und Lernens über Medien im Sportunterricht aus Sicht der interviewten Lehrkräfte führen.

Media and Information Literacy for All: An Analysis of the Content and Pedagogy in a University-Level Course

Media and information literacy (MIL) education is seen to be one of the solutions in dealing with concerns regarding information disorder. While there exists an MIL course in the Philippine senior high school curriculum, it is undeniable that strengthening peoples’ knowledge on the topic is essential. As such, the inclusion of a course on information literacy to the undergraduate curriculum in the School of Library and Information Studies of the University of the Philippines Diliman is a step in the right direction in ensuring that students consciously and continuously practice ethical engagements with information. Officially included in the curriculum in 2018, a year later, research focused on the course’s development was conducted. This research builds upon the researcher’s earlier work on course development. This time, the researcher who is also the one teaching the course, examines the teaching and learning practices employed in the delivery of the course, through an autoethnographic approach. Reflections were thematically analyzed and mapped against the Media and Information Literacy Core Educator’s Competencies released by UNESCO in 2021. The goal of this research is to serve as reference allowing MIL educators to reflect on and have an awareness of their strengths and weaknesses in terms of content and pedagogy. Findings could also contribute to the development of course materials related to the teaching of MIL.

Consumer Preferences for Wood-Pellet-Based Green Pricing Programs in the Eastern United States

Co-firing wood pellets with coal is an attractive alternative energy generation method with economic, social, and environmental benefits for the US energy generation sector. One way to sustainably use wood pellets for co-firing is to create consumer-supported green pricing programs (GPPs). Our study surveyed residents of five states (Alabama, New Jersey, New York, Pennsylvania, and Virginia) to investigate preferences for the attributes of a hypothetical GPP. The study applied the Best Worst Choice method, which employs the Best Worst Scaling (BWS) and binary choice (BC) task. The BWS analysis showed that residents of all five states most value the flexibility of contracts, the location of energy generation, and the reduction of carbon emissions as attributes of GPPs. The BC analysis, however, showed that residents are willing to pay a premium for length of contract, followed by reduction of carbon emissions and variability of payments. This study shows that the adoption of optimal GPP attributes can create real customer value. The success of GPPs will depend on increasing enrollment and public support; hence, the next step will be to increase awareness levels and green consciousness through sensitization in the form of public education exercises and media campaigns. Such measures will serve to inform and educate residents on the benefits of GPPs and lessen the gap between intrinsic value and willingness to pay for select attributes.

The Effectiveness of Educational Media on Knowledge, Dietary Patterns and Compliance with Iron Supplement Consumption in Anemic Adolescent Girls

The aim of this research is to analyze the effectiveness of educational media on knowledge, eating patterns, and compliance with the Iron supplement consumption in anemic teenagers at Senior High School, SMKN 15 Samarinda. The type of research used was quasi-experimental, and the research design used a pre-test and post-test with a control group research design. The population was all 621 female students, and 72 people were screened; then, the sample was obtained from about 30 respondents by hemoglobins quick check. The sample was determined as 15 people for the flipchart media group with leaflets and 15 people for the leaflet media group. Data were analyzed using univariate and bivariate analysis. The results of the research were that anemic teenagers consisted of teenagers aged 12-16 years with a percentage of 73.3%. Educational media influenced knowledge (p 0.008) and compliance with iron supplement consumption (p 0.028) of anemic adolescents. There was no effect of educational media on the diet of anemic adolescents as sources of animal protein (p 0.217), vitamin C (p 0.217), and Fe inhibitors (p 0.217). This study concludes that education using flipcharts and leaflets has an effect on increasing knowledge and consumption of iron supplement tablets