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

Kód výsledku v 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>

Nalezeny alternativní kódy

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

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

International Journal of Technology and Design Education

ISSN

0957-7572

e-ISSN

1573-1804

Svazek periodika

34

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

36

Strana od-do

903-938

Kód UT WoS článku

001044851500001

EID výsledku v databázi Scopus

2-s2.0-85167432607