Digital Leisure-Time Activities, Cognition, Learning Behaviour and Information Literacy: What Are Our Children Learning?

Autor/in	Grimley, Mick
Titel	Digital Leisure-Time Activities, Cognition, Learning Behaviour and Information Literacy: What Are Our Children Learning?
Quelle	In: E-Learning and Digital Media, 9 (2012) 1, S.13-28 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2012.9.1.13
Schlagwörter	Foreign Countries; Information Literacy; Information Skills; Research Skills; Gender Differences; Attention; Thinking Skills; Cognitive Measurement; Children; Leisure Time; Student Behavior; Elementary School Students; Internet; Computer Assisted Instruction; Computer Use; Influence of Technology; Questionnaires; Observation; Predictor Variables; Comparative Analysis; Statistical Analysis; Qualitative Research; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Informationskompetenz; Orientierungswissen; Forschungsleistung; Geschlechterkonflikt; Aufmerksamkeit; Denkfähigkeit; Child; Kind; Kinder; Freizeit; Student behaviour; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Fragebogen; Beobachtung; Prädiktor; Statistische Analyse; Qualitative Forschung; Neuseeland
Abstract	Recent developments in digital technology have resulted in the unprecedented uptake of digital technology engagement as a leisure-time pursuit across the age span. This has resulted in the speculation that such use of digital technology is responsible for changes in cognition and learning behaviour. This study investigated two groups of school-aged learners (10-12 years) differentiated by their digital immersions level (n = 48), defined by their scores on a leisure-time digital immersion questionnaire. The study's general aim was to explore cognitive and educational differences between the two groups. Each group completed tests of attention and reasoning (verbal and non-verbal) and took part in two educational tasks where their learning behaviours were observed. Findings indicated that high digital leisure-time immersion is predictive of attentional inconsistency and that high digital consumption behaviour is predictive of low literacy levels. Further, low digital immersion females and high immersion males perform poorly for an Internet research task. However, all students were poor with regard to digital information literacy skills. The results give rise to two recommendations for parents and educators of our millennial children. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10