New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technologies in education. A total of 490 students aged 10 to 17 from 10 schools in Slovakia and 12 schools in Czechia were enrolled in a 6-month trial, in which instruction was conducted via tablets and touchscreen boards. Our findings showed that the Academic Self-Concept scores of children, who had below-average Academic Self-Concept scores, improved over the trial. However, initial above-average scores tended to decrease throughout the trial. Incorporating technologies into the educational process does not appear to have the potential to be associated with an increase in Academic Self-Concept in students overall. We believe that those who score low on Academic Self-Concept may benefit from the overall motivating effect of the intervention, and from the chance to experience success in novel educational situations.
Abstract:The aim of the research was to study somatic markers during decision-making in children aged 6-14 years. On the basis of the success in Piaget's experiments, 27 children were divided into three groups -preoperational stage, concrete operational stage and formal operational stage. Children played a modified Iowa Gambling Task while skin conductance and heart rate were measured. The somatic markers appeared during decision-making in children from the age of approximately 10 years, the period of concrete operational stage.
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