| 21. |
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| 22. |
- Fauville, Geraldine, et al.
(författare)
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Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe
- 2018
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Ingår i: Marine Policy. - : Elsevier BV. - 0308-597X. ; 91, s. 85-96
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Tidskriftsartikel (refereegranskat)abstract
- Since the degradation of the marine environment is strongly linked to human activities, having citizens who appreciate the ocean's influence on them and their influence on the ocean is important. Research has shown that citizens have a limited understanding of the ocean and it is this lack of ocean literacy that needs to change. This study maps the European landscape of barriers to teaching 12–19 year olds about the ocean, through the application of Collective Intelligence, a facilitation and problem solving methodology. The paper presents a meta-analysis of the 657 barriers to teaching about the ocean, highlighting how these barriers are interconnected and influence one another in a European Influence Map. The influence map shows 8 themes: Awareness and Perceived knowledge; Policies and Strategies; Engagement, formal education sector; the Ocean itself; Collaboration; Connections between humans and the ocean and the Blue Economy, having the greatest influence and impact on marine education. “Awareness and Perceived knowledge” in Stage 1, exerts the highest level of overall influence in teaching 12–19 year olds about the ocean. This map and study serves as a roadmap for policy makers to implement mobilisation actions that could mitigate the barriers to teaching about the ocean. Examples of such actions include free marine education learning resources such as e-books, virtual laboratories or hands-on experiments. Thus, supporting educators in taking on the challenge of helping our youth realise that the ocean supports life on Earth is essential for education, the marine and human well-being. •Collective Intelligence shows barriers to teaching 12–19 year-olds about the ocean.•Education stakeholder consultations ran in eight European countries.•European influence map represents the relationships among barriers.•Barriers in “Awareness and perceived knowledge” theme are the most influential.•Resources, courses and networks are options that can be used to address barriers.
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| 23. |
- Fauville, Geraldine, et al.
(författare)
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Video-conferencing usage dynamics and nonverbal mechanisms exacerbate Zoom Fatigue, particularly for women
- 2023
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Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- The widespread adoption of video-conferencing has not only transformed communication at scale, but also increased feelings of Zoom fatigue among workers around the world. Although Zoom fatigue is well-documented, it is still unclear what aspects of video-conferencing contribute to this sense of exhaustion. This paper leveraged theory on computer-mediated communication (CMC) to investigate the causes of Zoom fatigue in an online convenience sample of 9787 participants. We provide empirical evidence that Zoom fatigue is influenced by the dynamics of individuals' video-conferencing usage and their psychological experience of the meeting. Specifically, our results support Bailenson's theory of nonverbal overload (2021) that video-conferences are exhausting because maintaining the nonverbal communication cues required in video-based calls (e.g., making eye contact with many people at once) can be draining. We found that people who used video-conferencing more frequently, for longer, and with fewer breaks reported more Zoom fatigue. However, people also experienced more Zoom fatigue when they experienced (1) mirror anxiety from seeing their self-image, (2) hyper-gaze from feeling watched by many faces, (3) feeling physically trapped, and challenges in (4) effort in producing nonverbal cues, and (5) effort in monitoring others' nonverbal cues, even when controlling for differences in usage dynamics. Relative to men, women also reported greater Zoom fatigue after video-conferencing because they experienced the above nonverbal mechanisms to a greater extent. This work advances theory on CMC by reflecting on how video-conferencing can recreate and reconfigure nonverbal cues present in face-to-face communication. We discuss practical strategies to combat Zoom fatigue to improve digital well-being.
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| 24. |
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| 25. |
- Fauville, Geraldine, et al.
(författare)
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Zoom Exhaustion & Fatigue Scale
- 2021
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Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- In 2020, video conferencing went from a novelty to a necessity, and usage skyrocketed due to shelter-in-place throughout the world. However, there is a scarcity of academic research on the psychological effects and mechanisms of video conferencing, and scholars need tools to understand this drastically scaled usage. The current paper presents the development and validation of the Zoom Exhaustion & Fatigue Scale (ZEF Scale). In one qualitative study, we developed a set of interview prompts based on previous work on media use. Those interviews resulted in the creation of 49 survey items that spanned several dimensions. We administered those items in a survey of 395 respondents and used factor analyses to reduce the number of items from 49 to 15, revealing five dimensions of fatigue: general, social, emotional, visual, and motivational fatigue. Finally, in a scale validation study based on 2724 respondents, we showed the reliability of the overall scale and the five factors and demonstrated scale validity in two ways. First, frequency, duration, and burstiness of Zoom meetings were associated with a higher level of fatigue. Second, fatigue was associated with negative attitudes towards the Zoom meetings. We discuss future directions for validation and expansion of the scale.
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| 26. |
- Hakkarainen, Kai, et al.
(författare)
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Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
- 2015
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Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
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Konferensbidrag (refereegranskat)abstract
- The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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| 27. |
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| 28. |
- Lantz-Andersson, Annika, et al.
(författare)
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Concepts, materiality and emerging cognitive habits : The case of calculating carbon footprints for understanding environmental impact
- 2020. - 1
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Ingår i: Designs for experimentation and inquiry. - London : Routledge. - 9781138592735 - 9780429489839 ; , s. 13-30
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Bokkapitel (refereegranskat)abstract
- Over the last century human activities have resulted in a rapid accumulation of carbon dioxide (CO2) in the atmosphere, creating severe damages in the environment. This study investigates how the use of a digital tool, a so-called carbon footprint calculator (CFC), instrumental to calculating CO2 emissions of human activities, co-determines high school students’ ways of reasoning about their footprint in the context of a global online discussion forum. Our aim is two-fold: 1) to show how what is commonly conceived of as acts of thinking and reasoning are grounded in materiality, in artefacts, and how human agency is shaped by the use of symbolic technologies, 2) to illustrate some of the consequences of this perspective in the specific case of learning about the environment. The findings imply that the received values on the CFC mediate tangible access points to something quite abstract that serve as eye-openers, supporting students’ reasoning about emissions. Consequently, this tool provides shortcuts between a given behaviour and the emission associated with it, and it may be seen as exercising agency when put to use in a problem-solving situation, moving human reasoning in specific directions © 2021 Informa UK Limited
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| 29. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Concepts, materiality and emerging cognitive habits: The case of calculating carbon footprints for understanding environmental impact.
- 2019
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Ingår i: Designs for Experimentation and Inquiry: Approaching Learning and Knowing in Digital Transformation. Åsa Mäkitalo, Todd E. Nicewonger, Mark Elam (red.). - New York : Routledge. - 9781138592711 ; , s. 13-30
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Bokkapitel (refereegranskat)abstract
- The interest behind the present study can be found at two levels. First, our aim is to show how what is commonly conceived of as acts of thinking and reasoning are grounded in materiality, in artefacts, and in what Donald (2010) refers to as symbolic technologies. Thinking (and learning) in this perspective implies engaging with symbolic technologies designed to provide access to human insights and experiences that have been generated over a long time and then built into artefacts. A corollary of this perspective is that human agency is shaped by the use of symbolic technologies, but the opposite is also true; technologies embody and exercise agency in social practices. Second, our aim is to illustrate some of the consequences of this perspective in the specific case of learning about the environment. More precisely, we will report a study of how students learn to understand, calculate and account for the environmental impact of their own daily activities. The symbolic technology they engage with is a so-called Carbon Footprint Calculator (CFC), a tool for estimating carbon dioxide (CO2) emissions. This study investigates how the use of a digital tool such as a CFC co-determines high school students’ ways of reasoning about their carbon footprint in the context of a global online discussion forum. In other words, our analysis concerns how students learn to understand what a carbon footprint is, and how it may be measured and related to how they lead their lives.
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| 30. |
- Mado, Marijn, et al.
(författare)
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Accessibility of Educational Virtual Reality for Children During the COVID-19 Pandemic
- 2022
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Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- This article provides an exploratory inquiry into children’s use of educational virtual reality (VR) at home, thereby complementing prior experimental research about the effects of VR on children. In order to assess the potentially innovative role that VR can play in remote instruction, this study collected data from parents and legal guardians reporting on their children’s VR use at home during the first wave of the shelter-in-place measures resulting from the coronavirus disease (COVID-19) pandemic. From April to July 2020, parents and legal guardians who own VR devices participated in a survey (n = 311), longitudinal follow-up surveys (n = 60), and in-depth interviews (n = 20). The results indicate how VR can function as an innovative tool for socioemotional learning in a situation of remote instruction by (a) enhancing school materials and (b) sparking conversations about current affairs. Additionally, the results highlight two main barriers obstructing children’s learning with VR. First, VR technology is gendered and may hinder the usage of both women and girls. Second, educational content is hard to find and lacks contextualizing complementary materials. With regard to the first barrier, the authors argue that the gender issue should be addressed in order to make VR more accessible to all children. This article addresses the second barrier by providing a database of educational VR applications. Ultimately, educational VR applications should be complemented with contextualizing materials to reach VR’s potential as an innovative learning tool.
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