Teaching Internet safety in virtual environments

Laouris, Yiannis; Aristodemou, Elena; Fountana, Maria

doi:10.1386/mcp.7.1.67_3

Cited by 3 publications

(7 citation statements)

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“…However, it should be acknowledged that the vast majority of statements in the attitudes questionnaire (16 out of 18 statements) were positively phrased statements, and this might have had an impact on the results. Positive student attitudes findings agree with what we know about effective learning environments on e-safety from the literature, from studies that followed a similar pedagogical approach, such as Net-Detectives [15], Cybersmart Detectives [18], SimSafety [19], and the Cybersmart program [17].…”

Section: Discussionsupporting

confidence: 82%

“…Therefore, it is possible that students' reported knowledge on e-safety through interviews was not necessarily a direct result of their interaction with the learning environment. This is a methodological weakness, which was also observed in previous research studies in this area [16,17,[19][20][21].…”

Section: Discussionmentioning

confidence: 80%

“…Moreover, no research focused on teaching malware risks to primary school children, which seems to be an understudied area. Additionally, according to Laouris et al (2011), most strategies for teaching internet safety that target children focused more on providing information and less on children's active engagement [19].…”

Section: The Need For This Studymentioning

confidence: 99%

“…In the majority of the studies that were reviewed, there were no quantified results of students' performance with respect to the development of their e-safety skills, as most studies focused on users' self-reported measures and did not objectively evaluate students' performance in e-safety tests [16,19,20]. Another limitation of some of these studies refers to the fact that, even though they had adequate sample sizes, they did not include sufficient quantified results [16,17,20], but rather presented their findings using general terms or were qualitative in nature [21].…”

Section: Introductionmentioning

confidence: 99%

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Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Nicolaidou

Venizelou²

2020

MTI

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There is a worldwide concern for young children’s online safety and a growing necessity for e-safety skills to be taught to children from a young age as part of formal schooling. The purpose of this study was to design and evaluate the effectiveness and motivational capacity of an interactive web-based learning environment for improving children’s e-safety skills. A quasi-experimental pre-test post-test control group design was used with an experimental group of 48 sixth-grade primary school students, who used the web-based learning environment over two 80-min lessons, and a control group of 25 students who did not. Findings revealed a statistically significant difference (t(47) = −14.06, p < 0.01) in the experimental group students’ e-safety performance, when students’ pre-test scores (mean (Μ) = 41.13, SD = 10.47) were compared to their post-test scores (Μ = 56.69, SD = 9.38). The analysis of an attitudes questionnaire and of student interviews documented the experimental group students’ positive attitudes toward the learning environment. Findings provide evidence of the effectiveness and motivational capacity of the web-based learning environment, which can be used in either formal education or informal learning settings, for improving children’s e-safety skills.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 80%

Section: The Need For This Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Nicolaidou

Venizelou²

2020

MTI

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“…It gives adults a responsibility to enable and support children as they learn through taking risks; some of which will be successful and lead to gains and some of which will inevitably lead to losses. This perspective links with addressing concerns about children’s online safety by developing their abilities to understand online risks and strategies for keeping themselves safe, so as to acquire the skills which they will need as adults 13,14. For example, using social media at any age includes the risk of encountering negative, derogatory or abusive comments, and bullying.…”

Section: The Benefits and Risks Of Children With Long-term Conditionsmentioning

confidence: 99%

Using the Internet as a source of information and support: a discussion paper on the risks and benefits for children and young people with long-term conditions

Hewitt‐Taylor¹

2014

Journal of Innovation in Health Informatics

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Children and young people who have long-term conditions are likely to seek healthrelated information via the Internet. Because of their continuing contact with children with such conditions, primary care practitioners may be well placed to discuss with them and their families the risks and benefits of accessing information online. This includes not only the relative merits of particular sites but also more general online safety issues. To achieve this, it may be helpful for primary care practitioners to consider how they view risk in general, the risks associated with the Internet and the vulnerabilities of children and young people, particularly those with long-term conditions.

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The Influence of Pornography on Young People’s Sexual Health and Behaviour

Murgatroyd-Giffen

Bishopp

2017

The Journal of Sexual Medicine

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This thesis aims to explore whether pornography use impacts upon young people's sexual health and behaviour. This is examined over a number of chapters. Chapter 1 provides an introduction to this topic through reviewing pornography use in young people, and the current identified impacts it can have. Chapter 2 is a systematic literature review on the interactions between pornography, sexual health, and sexual behaviour in young people.Here, current literature is reviewed, and the strengths and weaknesses of relevant studies are discussed. In Chapter 3 the Multiphasic Sex Inventory (MSI) is critiqued. This considers the validity and reliability of using this tool and its psychometric properties.Chapter 4 is an empirical study exploring pornography use, sexual health and sexual behaviour in young people, and considers whether there are interactions between the three variables. The data are analysed through various means, including principal component analysis (PCA). Sexual interest scales were identified and relationships were found between some scales and sexual health issues such as erectile dysfunction (ED). Chapter 5 brings together the chapters from the thesis and links the findings from the systematic literature review with the results from the empirical research paper and critique of the MSI. Implications, limitations of the thesis, and ways forward are all discussed in this chapter. This thesis also highlights the need for further research in this field, including cross-cultural studies.

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Teaching Internet safety in virtual environments

Cited by 3 publications

References 0 publications

Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Using the Internet as a source of information and support: a discussion paper on the risks and benefits for children and young people with long-term conditions

The Influence of Pornography on Young People’s Sexual Health and Behaviour

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