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How Do First Year University Students Use ICT in their Leisure Time and for Learning Purposes?

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73601402" target="_blank" >RIV/61989592:15410/20:73601402 - isvavai.cz</a>

  • Nalezeny alternativní kódy

    RIV/49777513:23510/20:43959096

  • Výsledek na webu

    <a href="http://www.ijcrsee.com/index.php/ijcrsee/article/view/314/431" target="_blank" >http://www.ijcrsee.com/index.php/ijcrsee/article/view/314/431</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.5937/IJCRSEE2002035E" target="_blank" >10.5937/IJCRSEE2002035E</a>

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    How Do First Year University Students Use ICT in their Leisure Time and for Learning Purposes?

  • Popis výsledku v původním jazyce

    This study advances our understanding of the current use of social media and mobile devices by first year university students. This research sought to explore the influence of the use of social networks and new mobile devices by students for learning purposes. Data were collected using a self-report questionnaire at four universities in three countries in Central Europe. The research was completed by a sample of 961 full-time first year undergraduate students. The data were analysed using descriptive statistic and confirmatory factor analysis. The findings show that students who intensively use ICT for leisure-related tasks are also experienced in ICT for learning purposes. Furthermore, the results showed differences in the use of ICTs according to four selected areas: ICT for leisure-time activities, social networking, ICT on mobile phones, and ICT for study purposes by students. Five well-differentiated clusters were identified by through cluster analysis, which we term the ‘mobile subgroup’, ‘educational subgroup’, ‘social subgroup’, ‘network subgroup’, and ‘entertaining subgroup’. Educators can benefit from the results through a more complete understanding of how first year university students use social networks and mobile devices and how intensity in these areas influences ICT use for learning purposes.

  • Název v anglickém jazyce

    How Do First Year University Students Use ICT in their Leisure Time and for Learning Purposes?

  • Popis výsledku anglicky

    This study advances our understanding of the current use of social media and mobile devices by first year university students. This research sought to explore the influence of the use of social networks and new mobile devices by students for learning purposes. Data were collected using a self-report questionnaire at four universities in three countries in Central Europe. The research was completed by a sample of 961 full-time first year undergraduate students. The data were analysed using descriptive statistic and confirmatory factor analysis. The findings show that students who intensively use ICT for leisure-related tasks are also experienced in ICT for learning purposes. Furthermore, the results showed differences in the use of ICTs according to four selected areas: ICT for leisure-time activities, social networking, ICT on mobile phones, and ICT for study purposes by students. Five well-differentiated clusters were identified by through cluster analysis, which we term the ‘mobile subgroup’, ‘educational subgroup’, ‘social subgroup’, ‘network subgroup’, and ‘entertaining subgroup’. Educators can benefit from the results through a more complete understanding of how first year university students use social networks and mobile devices and how intensity in these areas influences ICT use for learning purposes.

Klasifikace

  • Druh

    J<sub>SC</sub> - Článek v periodiku v databázi SCOPUS

  • CEP obor

  • OECD FORD obor

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Návaznosti výsledku

  • Projekt

  • Návaznosti

    S - Specificky vyzkum na vysokych skolach

Ostatní

  • Rok uplatnění

    2020

  • Kód důvěrnosti údajů

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

Údaje specifické pro druh výsledku

  • Název periodika

    International Journal of Cognitive Research in Science, Engineering and Education

  • ISSN

    2334-847X

  • e-ISSN

  • Svazek periodika

    2020

  • Číslo periodika v rámci svazku

    8

  • Stát vydavatele periodika

    RS - Srbská republika

  • Počet stran výsledku

    18

  • Strana od-do

    35-52

  • Kód UT WoS článku

  • EID výsledku v databázi Scopus

    2-s2.0-85055277778