The main purpose of this research is to examine the effect of game-based learning on knowledge acquisition and retention of road rules. A secondary purpose of this study is to investigate possible gender differences related to such an approach. The third purpose is to explore the relationship between beliefs and knowledge acquisition. This quasi-experimental study employed pretest–posttests design involving 42 participants, randomly selected from people in Alberta, Canada. The participants took a pretest, played a game specifically designed to help players learn road rules, and then two posttests. The results show that gaming not only can improve players’ knowledge of road rules and road safety but also can help players retain such knowledge. However, no gender difference was identified in knowledge gain after the gaming intervention.
The authors investigated the impact of exposure to computational thinking activities and professional development on inservice teachers' perceptions and teaching practices in elementary and secondary school education. The participants of this 2017/2018 research study were STEM teachers from the Baltimore County (Maryland) Public Schools in the United States of America. The major focus of this study was on the impact of professional development activities on the inclusion of computational thinking activities in the k-12 mathematics and science classrooms. The analysis of the data indicated that most of the participating teachers felt that the professional development activities were valuable and made a positive impact on the quality and quantity of computational thinking activities they implemented in their classrooms. Most of these teachers stated that they would implement computational thinking activities on a weekly or monthly basis. Based on the analysis of the data and the results of this study, a list of future research questions is included.
Cyberbullying refers to intentional hostile behaviors using digital technologies. With the increased availability of and access to mobile technologies, such as smart phones, tablets and Portable Digital Assistants (PDA), more and more cyberbullying perpetrators have picked up these tools to aggressively and repeatedly inflict harm on their victims who often unavoidably use mobile technology for legitimate reasons. This has posed new challenges to schools and parents who have been trying to prevent and resolve such issues. The present article is an overview of past and present research on mobile-based cyberbullying, including the roles mobile technology plays in cyberbullying, the numerous ways it is employed, the groups it affects, and possible approaches to address the issues. In spite of the raised public concerns, little research has been done to research cyberbullying through mobile devices and our study is the first attempt to systematically review the existing literature in this field.
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