Editorial: Educational technology and addictions

Melo, Carolina; Madariaga, Leonardo; Nussbaum, Miguél; Heller, Rachelle S.; Bennett, Sue; Tsai, Chin‐Chung; Braak, Johan van

doi:10.1016/j.compedu.2019.103730

Cited by 34 publications

(9 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The neurobehaviorist rhetoric of tech addiction is no longer confined to popular science (Guitton 2020;Melo et al 2020). Aaron and Lipton (2018) have recently claimed that "students' attraction to device use is driven in much the same way an addict is driven to their drug of choice [ …] Students need their 'fix'" (p. 374).…”

Section: Resultsmentioning

confidence: 99%

Beyond the rhetoric of tech addiction: why we should be discussing tech habits instead (and how)

Aagaard

2020

Phenom Cogn Sci

View full text Add to dashboard Cite

In the past few years, we have become increasingly focused on technology use that is impulsive, unthinking, and distractive. There has been a strong push to understand such technology use in terms of dopamine addiction. The present article demonstrates the limitations of this so-called neurobehaviorist approach: Not only is it inconsistent in regard to how it understands humans, technologies, and their mutual relationship, it also pathologizes everyday human behaviors. The article proceeds to discuss dualsystems theory, which helpfully discusses impulsive technology use in terms of habit instead of addiction, but can be criticized for its mentalist celebration of conscious control. Finally, the article introduces a phenomenological approach whose conceptualization of habit manifests many of the experiential qualities that we try to capture with addiction, but remains non-pathologizing and opens a space for learning: While tech addiction is bad and must be eliminated, good tech habits can be trained and cultivated. :44). In the past few years, however, we have seen an increasing awareness that everyday technology use is often impulsive, unthinking, and that it sometimes draws attention away from other activities. In public discourse, there has been a strong push to understand such technology use in terms of addiction. The purpose of this article, however, is to displace this concept with the notion of habit. In making this argument, the article discusses three contemporary approaches to technology use: Neurobehaviorism, dual-systems theory, and phenomenology. The first approach is concerned with addiction, the latter two are concerned with habits. Each section in the article introduces one of these three approaches, provides an account of its key assumptions, and proceeds to discuss its implications. To enhance readability, I here provide a schematic preview of the end-result (see Table 1):

show abstract

Section: Resultsmentioning

confidence: 99%

Beyond the rhetoric of tech addiction: why we should be discussing tech habits instead (and how)

Aagaard

2020

Phenom Cogn Sci

View full text Add to dashboard Cite

show abstract

“…Investigating how gamification in learning environments can affect physical, cognitive, emotional, and social well-being is present in many international studies (Melo C. et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Assessment of Geography Teaching-Learning Process Through Game, in Pre-University Education

Toma¹,

Diaconu²,

Dascălu³

et al. 2022

Studia UBB Geographia

View full text Add to dashboard Cite

"Assessment of Geography Teaching-Learning Process Through Game, in Pre-University Education. A general problem recognized in the educational process is the need to identify the manner in which the teacher, as the factor with the greatest influence on learning, increases the students' school performance. The creation of a tool in the form of an interactive website, using types of languages to improve an easy understanding of learning, the formation of specific competences and the students’ enhanced motivation for study are the objectives of this study. This study evaluates the teaching-learning system through its own created game, using certain types of computer languages: HTML, CSS and JavaScript, from the perspective of measuring the impact of the effect on tests in the formative assessment sequence of students, compared to other teaching-learning methods. The experiment, observations, performance analysis and qualitative Google Forms questionnaires, suggested a high degree of student engagement and how game technology can facilitate teaching. As the results have shown that there is a strong difference between experimental and control groups, it indicates that educational play has had a positive impact on learning and increasing students' interest, confirming the advantages of learning through play. The teaching-learning model can be extended to use at national and international level. Keywords: teaching-learning through game; Geography; Google Forms; HTML computer language; CSS and JavaScript. "

show abstract

“…The cognitive issue identified is related to the students' distraction, which may be due to the novelty of the approach (Ibanez et al, 2018), while the physiological discomfort included the dizzy effect of virtual trip (Cheng et al, 2020) or the arms and hand pain because of holding digital devices (Fidan et al, 2019). Thus, it is fundamental to reflect on these drawbacks in a perspective of digital well-being, balancing the opportunities offered by these new technologies for educational purposes with the downsides of their use (Melo et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

L’utilizzo della Realtà aumentata e virtuale per l’insegnamento delle discipline scientifiche

2021

View full text Add to dashboard Cite

Questo contributo ha l’obiettivo di sintetizzare le evidenze esistenti circa l’utilizzo della realtà aumentata e della realtà virtuale per l’insegnamento delle discipline scientifiche, al fine di identificare punti di forza e aspetti critici per l’apprendimento. La ricerca è stata condotta su Google Scholar, selezionando gli articoli pubblicati in riviste scientifiche peer reviewed dal 2018 ad oggi. Gli articoli analizzati mostrano una grande eterogeneità di metodologie, campi di applicazione, tecnologie e risultati. Il crescente interesse in questo campo di applicazione è dovuto ai benefici ottenuti in termini di apprendimento, attitudine e motivazione. Ulteriori ricerche sono necessarie per comprendere quale tecnologie utilizzare, in differenti contesti e a seconda delle caratteristiche degli studenti, e valutarne l’impatto sui risultati di apprendimento. Allo stesso tempo, è necessario migliorare le competenze digitali di studenti e insegnanti, supportandoli anche nella progettazione di interventi educativi per l’acquisizione di competenze scientifiche.

show abstract

Editorial: Educational technology and addictions

Cited by 34 publications

References 56 publications

Beyond the rhetoric of tech addiction: why we should be discussing tech habits instead (and how)

Beyond the rhetoric of tech addiction: why we should be discussing tech habits instead (and how)

Assessment of Geography Teaching-Learning Process Through Game, in Pre-University Education

L’utilizzo della Realtà aumentata e virtuale per l’insegnamento delle discipline scientifiche

Contact Info

Product

Resources

About