rss_2.0Research on Education and Media FeedSciendo RSS Feed for Research on Education and Mediahttps://sciendo.com/journal/REMhttps://www.sciendo.comResearch on Education and Media Feedhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/64735cfc4e662f30ba53b70d/cover-image.jpghttps://sciendo.com/journal/REM140216An explorative study of discipline-specific reorganization of assessment during educational emergency – An Italian casehttps://sciendo.com/article/10.2478/rem-2023-0021<abstract> <title style='display:none'>Abstract</title> <p>A coronavirus disease (COVID)-related educational emergency is believed to have changed some of the aspects of the educational landscape. Sudden changes to traditional structures that are schools are undoubtedly an interesting issue to explore: complex phenomena such as assessment methods are highly related to many different factors such as normative base, the use of technological tools, etc. This article reports on the reorganization of assessment methods in the context of a rapid and forced transition to remote teaching mode, based on the results of a survey of Italian teachers. Findings indicate that pandemic-related educational emergency and the push toward the use of tools in teaching and learning practices, and the corresponding relaxation of certain established frames of operation, have created grounds for alternative forms of assessment. Results show that when entertaining different options and enjoying some level of autonomy, teachers can explore alternative forms of assessment. Assessment methods also change according to school subjects; while assessment changes are discipline specific, there is a clear trend toward product-based assessment.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00212023-12-14T00:00:00.000+00:00Using Digital Games to Teach History: A Design-Based Studyhttps://sciendo.com/article/10.2478/rem-2023-0020<abstract> <title style='display:none'>Abstract</title> <p>The present study aims to examine prospective history teachers’ process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through design documents, interview forms, and video recordings and were analyzed using descriptive and content analysis techniques. During the process, participants were able to design history lessons with digital games and deliver the designed lessons in virtual classrooms. Analysis of participants’ views on the process led to the emergence of the following themes: “The Problems Emerging in the Process,” “The Pedagogical Effects of the Process,” “The Technological Effects of the Process,” “The Effects of the Process on Reflective Thinking,” “The Effects of the Process on Participants’ Thoughts about Virtual Learning Settings,” and “The Effects of the Process on Participants’ Thoughts about the Researcher.” The study results show that despite some problems with the use of technology, the process had a positive effect on the participants. In this regard, future studies may be recommended to focus on prospective teachers’ competencies in using technology effectively when teaching lessons in virtual learning environments.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00202023-12-14T00:00:00.000+00:00Methodological-didactic teacher education in Italian secondary school and competence assessmenthttps://sciendo.com/article/10.2478/rem-2023-0024<abstract> <title style='display:none'>Abstract</title> <p>The paper aims to reflect on the training of teachers in Italian lower and upper secondary schools by presenting the training activities carried out by the Pegaso Telematic University in the provision of the training course foreseen by Ministerial Decree 180/2022. The first training activities focused on the training of the course tutors, while the second focused on the feedback given to the teachers who followed the course, following the development of the competence assessment. The aim of this paper is to reflect on the replicability of the training actions presented and the lines of research that open up.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00242023-12-14T00:00:00.000+00:00Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young childrenhttps://sciendo.com/article/10.2478/rem-2023-0023<abstract> <title style='display:none'>Abstract</title> <p>Modern technology progresses at an incredibly fast pace. With personal computers, mobile phones, tablets, and the Internet, technology is used in all spheres, affecting our daily lives greatly. Educational games are also taking advantage of the technological process, for example, many useful apps are available for children. Gaming and educational opportunities have expanded because of the development of tablets and smartphones. Teachers have the opportunity to combine physical and electronic objects when creating education materials, so they are not confined to the use of traditional physical objects. Storytelling remains one of the oldest teaching methods for children: the development of technology has given impetus to the creation of tangible digital storytelling, which combines programs with physical objects, creating a single field for learning. Creating stories in which a child can interact with his/her peers has also provided new opportunities for inclusion and cooperation in young children. Indeed, the increased use of speakers, videos, pictures, and other tools that can help to quickly create and easily adapt objects for children with various backgrounds has fostered inclusive teaching. This paper will consider the evolution of the storytelling practice, focusing specifically on tangible digital storytelling and its benefits in young children.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00232023-12-14T00:00:00.000+00:00Editorial: The year of AI in educationhttps://sciendo.com/article/10.2478/rem-2023-0018ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00182023-12-14T00:00:00.000+00:00Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skillshttps://sciendo.com/article/10.2478/rem-2023-0019<abstract> <title style='display:none'>Abstract</title> <p>This study examines the relationship between teachers’ inquiry-based teaching self-efficacy and computational thinking skills. The research was conducted in the survey model, which is the correlational model that reveals the relationship between two variables. The study sample comprised 369 teachers working in Gaziantep with different seniority and branches. Before the research, teachers were expected to receive a level of technology education that they could use in educational activities. The teachers who received technology training were given training on the computational thinking method. The conceptual states of computational thinking in education, the stages of computational thinking were given beforehand, and then, the teachers were expected to use the method with practical examples, where they could use their computational thinking skills. In this way, it was ensured that the teachers were aware of the computational thinking method and the target sample group was formed for this study. The data of the study were collected 1 month after this training. Data collection tools were the Inquiry-Based Teaching Self-efficacy scale and Computational Thinking Skills Scale. Correlation, regression, and multiple regression analyses were performed in the data analysis. Significant relationships were found between the scale’s subdimensions and total scores. When the relationship between the participants’ computing thinking skills scores and the inquiry-based teaching self-efficacy was examined, a moderate relationship was found between both variables.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00192023-12-14T00:00:00.000+00:00Feedback strategies in distance education: a survey of university studentshttps://sciendo.com/article/10.2478/rem-2023-0022<abstract> <title style='display:none'>Abstract</title> <p>Screen-mediated teaching at the university level has necessitated a redesign of learning environments across various dimensions, encompassing epistemological, relational, and pragmatic aspects. How can the Digital Learning Ecosystem nurture these dimensions? Does the ecosystem initiate a feedback loop between the teacher and the student, configured not only as an evaluative process but also as a reflective and adaptive one? The feedback loop holds a generative value; it triggers an internal process in the student, enabling them to construct knowledge about their ongoing activities and comprehend through their own evaluative acts. Students stand as the ultimate source of all feedback; they are the ones who ultimately generate it, and it is this process that catalyzes learning. Feedback strategies further promote alignment between the teacher and the student, fostering continuous redesign and co-design.</p> <p>The paper aims to present a survey collecting students’ perceptions on the condition of separation between professors and students during distance learning and activation of the educational relationship and feedback through digital devices.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/rem-2023-00222023-12-14T00:00:00.000+00:00What educational leaders should know about social media, collaboration and doctoral learninghttps://sciendo.com/article/10.1515/rem-2017-0012<abstract><title style='display:none'>Abstract</title><p>In a global society where knowledge, degrees, and credentials cross international borders, understanding what and how doctoral students think and communicate about learning is relevant to educational leadership. An implication could be in creating new solutions to the age-old problem of students completing coursework but not a dissertation, and therefore, not graduating. United States doctoral students are taking advantage of social media platforms to create, develop, or enhance Personal Learning Networks (PLN). A team of researchers using a qualitative research methodology studied both the views and experiences of nine doctoral students, who were members of a closed Facebook group created specifically as a PLN. The results of the research study confirmed that the students use social media for academic and personal communication, emotional support, and direction through the dissertation stage of doctoral studies. Thematic results concluded that the participants sought help with questions and answers about research, guidance on the Institutional Review Board (IRB) process, and celebrating achievements. Trust was also a significant factor in ensuring the completion of dissertations. The results provide educational leaders useful information and insight into the impact of social media on teaching, research, culture, and learning environmental designs.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00122018-08-13T00:00:00.000+00:00An attack called defence: the communication strategy of ‘gender opponents’ in Italyhttps://sciendo.com/article/10.1515/rem-2017-0008<abstract><title style='display:none'>Abstract</title><p>‘Gender Ideology’ (‘GI’), as an expression, appeared at the beginning of this century within documents of the Catholic Church with the aim of delegitimising what had been produced in the field of Gender Studies. That intent was strongly clarified, being coincident with the discussion in France about the law on equal marriage, during the protests of Manif pour Tous. Likewise, in Italy, oppositions to draft laws about homophobia and civil unions generated movements unified by the denouncing of ‘GI’. This essay presents research conducted between 2014 and 2017 about online materials of some Italian associations that are positioned as ‘GI opponents’. The content analysis underlines the use of a violent communication style that aims to create alarm and panic regarding presumed ‘gender drifts’ within social and educational contexts. This operation reveals the attempt to reaffirm an anthropological vision of sexuality based on the hierarchical–complementary relationship between male and female. The analysis highlights the risk of a sort of ‘Silence Spiral’, where – in the face of a noisy and violent minority – numerous and various voices disappear. These voices differentiate and invoke the urgency of a deeper debate about the concept of gender and its implications within educational, social and ecclesiastical contexts.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00082018-08-13T00:00:00.000+00:00Paths and Technologies in the Life Project of People with Disabilities: International Perspectives and Educational Potentialhttps://sciendo.com/article/10.1515/rem-2017-0013<abstract><title style='display:none'>Abstract</title><p>The purpose of this paper was to analyse the core of the quality of life, intended as a complex construct with specific and transversal features. The approach to this issue, by linking it to the great emergency of disability in adulthood, pushes the analysis into deep conceptual pedagogical reflections, which lead the authors’ initial reflections to focus on the theoretical framework related to the quality of life model and subsequently on the identification of some areas of intervention as a tangible application of the quality of life model. New perspectives and innovative potentials for the quality of life of adults with disability are investigated to reach new awareness, which can also be applied in different life contexts. The paper mentions meaningful trajectories, also from the international scene, aiming to guarantee significantly oriented life trajectories.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00132018-08-13T00:00:00.000+00:00Teachers’ Professional Development on Digital and Media Literacy. Findings and recommendations from a European projecthttps://sciendo.com/article/10.1515/rem-2017-0009<abstract><title style='display:none'>Abstract</title><p>Media and digital literacy are being increasingly recognized as a fundamental competence for teachers of 21st century, but teachers’ professional development is still far from coping with this emerging need. This paper aims at providing some recommendations for integrating media literacy into in-service teacher training programs. To this purpose, it will present the results of the experimentation carried out in three European training institutions within the framework of the European project e-MEL (e-Media Education Lab, 2014–17). The overall training process was monitored and evaluated ex-ante, ongoing and ex-post. This paper illustrates and discusses the main findings of the experimentation focusing on strengths and challenges for implementing a teacher training program on digital and media literacy. It concludes with some recommendations and more general reflections on future research directions.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00092018-08-13T00:00:00.000+00:00Editorialhttps://sciendo.com/article/10.1515/rem-2017-0014ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00142018-08-13T00:00:00.000+00:00Robotics for soft skills traininghttps://sciendo.com/article/10.1515/rem-2017-0010<abstract><title style='display:none'>Abstract</title><p>Robotics is a powerful tool in education and it has gained a notable impact in the field of teaching computer science, engineering, math, physics and similar. As educational robotics laboratories stimulate many different abilities in students, such as problem solving and group working, it is possible to use robotics to promote soft skills as well.</p><p>Soft skills are necessary to complement hard skills to build the 21st century professionalism, so it seems relevant to start promoting these skills as soon as possible. In this paper, we describe a lab for primary and first grade secondary schools in which robotics is employed to train soft skills in an informal context.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00102018-08-13T00:00:00.000+00:00The Development of Diorama Learning Media Transportation Themes to Develop Language Skill Children’s Group Bhttps://sciendo.com/article/10.1515/rem-2017-0011<abstract><title style='display:none'>Abstract</title><p>Early Childhood is the beginning of basic skills development, and one such skill is the language skill. During this time, appropriate stimulus is required to assist the optimal development of children’s language skills, which includes the utilization of effective media learning in kindergarten. Field observation obtained by the researcher in Kindergarten PGRI 3 Tulusayu Tumpang Malang district showed that the only learning media currently used is in the form of visual utilities exhibited by the teacher and does not involve many children in the utilization. The purpose of this research and development is to produce an instructional media diorama that can be used as a language development tool for children in language skill group B. The learning media diorama is expected to help teachers to be more creative in using learning media as interactive game tools.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00112018-08-13T00:00:00.000+00:00Social Roboticshttps://sciendo.com/article/10.1515/rem-2017-0001ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00012017-10-10T00:00:00.000+00:00Exploring factors related to college student expertise in digital games and their relationships to academicshttps://sciendo.com/article/10.1515/rem-2017-0006<abstract><title style='display:none'>Abstract</title><p>Digital game play is a common pastime among college students and monopolizes a great deal of time for many students. Researchers have previously investigated relationships between subject-specific game play and academics, but this study fulfills a need for research focusing on entertainment game strategies and how they relate to strategies and success in other contexts. Utilizing a survey of 191 undergraduate students, the goal was to investigate students’ digital game play habits, strategies, and beliefs that predict gaming expertise, and to determine if these relate to academic success. Factor analysis revealed three latent variables that predict expertise: dedication, solo mastery, and strategic play. Multiple regression analysis was used to determine whether these three components could also predict academic outcome variables. Findings point to the absence of a relationship between these variables and academic GPA, but to the presence of a tentative relationship between confidence in game play and confidence in personal control over academic success.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00062017-10-10T00:00:00.000+00:00Theoretical vocabularies and styles of explanation of robot behaviours in childrenhttps://sciendo.com/article/10.1515/rem-2017-0002<abstract><title style='display:none'>Abstract</title><p>How do children describe and explain the behaviour of robotic systems? In this paper, some distinctions between different types of explanations, drawing from the philosophy of science literature, are proposed and exemplified by reference to an activity in which primary school children are asked to describe and explain the behaviour of a pre-programmed Braitenberg-like vehicle. The proposed distinctions are also discussed against other studies drawn from the related scientific literature. A qualitative study has provided insights to further refine the analysis described here, through the introduction of other sub-categories of explanation of robotic behaviours.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00022017-10-10T00:00:00.000+00:00Educational robots and children’s imagery: a preliminary investigation in the first year of primary schoolhttps://sciendo.com/article/10.1515/rem-2017-0007<abstract><title style='display:none'>Abstract</title><p>This study, within the dual context of media education and the use of educational robots, presents a preliminary investigation relating children’s imagery of robots achieved through the analysis of 44 drawings done by children in the first year of primary school. In addition to identifying a set of analytical criteria to be further investigated, the research shows (i) some sources of children’s imagery about robots, (ii) the difficulties of a specific age group to clearly distinguish between toys, robots and human beings and (iii) some possible indications for educational paths.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00072017-10-10T00:00:00.000+00:00A digital Jewish history?https://sciendo.com/article/10.1515/rem-2017-0005<abstract><title style='display:none'>Abstract</title><p>How can we teach Jewish history in a modern and effective way? In Hamburg, Germany, a school project called Geschichtomat tries to find an answer to that question. With the help of digital media, students explore their Jewish neighbourhood. This one-of-a-kind German program permits students to experience the Jewish past and present life in their hometown. During the project, students explore their neighbourhood to understand its historical figures, places, and events. This way they engage with Jewish life. Under the supervision of experts in the disciplines of history and media education, the students will: research, perform interviews with cultural authorities and contemporary witnesses, visit museums and archives, shoot and cut films, edit photos and write accompanying texts. Finally, their contributions are uploaded to the geschichtomat.de website. Little by little a digital map of Jewish life from the perspective of teenagers will take shape.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00052017-10-10T00:00:00.000+00:00Social robotics to help children with autism in their interactions through imitationhttps://sciendo.com/article/10.1515/rem-2017-0003<abstract><title style='display:none'>Abstract</title><p>This article aims to reflect on the main variables that make social robotics efficient in an educational and rehabilitative intervention. Social robotics is based on imitation, and the study is designed for children affected by profound autism, aiming for the development of their social interactions. Existing research, at the national and international levels, shows how children with autism can interact more easily with a robotic companion rather than a human peer, considering its less complex and more predictable actions. This contribution also highlights how using robotic platforms helps in teaching children with autism basic social abilities, imitation, communication and interaction; this encourages them to transfer the learned abilities to human interactions with both adults and peers, through human–robot imitative modelling. The results of a pilot study conducted in a kindergarten school in the Liguria region are presented. The study included applying a robotic system, at first in a dyadic child–robot relation, then in a triadic one that also included another child, with the aim of eliciting social and imitative abilities in a child with profound autism.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.1515/rem-2017-00032017-10-10T00:00:00.000+00:00en-us-1