Eight-year-olds’ naive and acquired knowledge about computer viruses: a mixed methods study

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00574377" target="_blank" >RIV/68081740:_____/24:00574377 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11210/24:10484090 RIV/00216208:11320/24:10484090 RIV/00216208:11410/24:10484090

Result on the web

<a href="https://link.springer.com/article/10.1007/s10798-023-09847-5" target="_blank" >https://link.springer.com/article/10.1007/s10798-023-09847-5</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10798-023-09847-5" target="_blank" >10.1007/s10798-023-09847-5</a>

Result language

angličtina

Original language name

Eight-year-olds’ naive and acquired knowledge about computer viruses: a mixed methods study

Original language description

Primary school children frequently use digital devices, which can be infected by computer viruses. In this mixed methods paper with two studies (N = 278 + 114), we examined 8-year-olds’ preconceptions about computer viruses and protection against them, how to teach these children about said topics using three different, 30-min-long, content-equivalent lessons, and what knowledge the children can acquire. We found that participants had limited prior knowledge of computer viruses and almost no knowledge about protection against them. However, they rarely had misconceptions. They learnt, and retained over a month, key general points and a few specific points about this domain. Acquired knowledge was still somewhat patchy, most likely represented in ‘pieces’ rather than as complex, theory-like chunks. Nevertheless, all three approaches produced notable learning gains (d > 1.78). A lesson organized around a narrative 5-min video and six < 1 min video snippets was the most effective: compared to a lesson organized around two 5-min videos (d = 0.89) and a teacher-led lesson without videos (d = 0.54). The findings are consistent with contemporary instructional design theories and ‘knowledge in pieces’ conceptual change frameworks. They imply that the topic of computer viruses should be included in second-graders’ curricula.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

International Journal of Technology and Design Education

ISSN

0957-7572

e-ISSN

1573-1804

Volume of the periodical

34

Issue of the periodical within the volume

3

Country of publishing house

NL - THE KINGDOM OF THE NETHERLANDS

Number of pages

36

Pages from-to

903-938

UT code for WoS article

001044851500001

EID of the result in the Scopus database

2-s2.0-85167432607