Pub Date : 2024-08-13DOI: 10.1108/ils-10-2023-0146
Henriikka Vartiainen, Teemu Valtonen, J. Kahila, M. Tedre
Purpose In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education. Design/methodology/approach This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges. Findings The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more. Originality/value This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.
{"title":"ChatGPT and imaginaries of the future of education: insights of Finnish teacher educators","authors":"Henriikka Vartiainen, Teemu Valtonen, J. Kahila, M. Tedre","doi":"10.1108/ils-10-2023-0146","DOIUrl":"https://doi.org/10.1108/ils-10-2023-0146","url":null,"abstract":"\u0000Purpose\u0000In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education.\u0000\u0000\u0000Design/methodology/approach\u0000This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges.\u0000\u0000\u0000Findings\u0000The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more.\u0000\u0000\u0000Originality/value\u0000This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"45 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1108/ils-10-2023-0146
Henriikka Vartiainen, Teemu Valtonen, J. Kahila, M. Tedre
Purpose In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education. Design/methodology/approach This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges. Findings The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more. Originality/value This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.
{"title":"ChatGPT and imaginaries of the future of education: insights of Finnish teacher educators","authors":"Henriikka Vartiainen, Teemu Valtonen, J. Kahila, M. Tedre","doi":"10.1108/ils-10-2023-0146","DOIUrl":"https://doi.org/10.1108/ils-10-2023-0146","url":null,"abstract":"\u0000Purpose\u0000In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education.\u0000\u0000\u0000Design/methodology/approach\u0000This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges.\u0000\u0000\u0000Findings\u0000The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more.\u0000\u0000\u0000Originality/value\u0000This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"12 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1108/ils-12-2023-0208
Vanessa P. Dennen, L. Bagdy, Hilal Ayan Karabatman
Purpose This study aims to explore the use and perceptions of social media among university students before and during their transition from high school to higher education. Design/methodology/approach This exploratory, cross-sectional study uses an online survey of 312 undergraduate students at a large public research university in the USA. Findings Active participation was prevalent for connecting with peers, while passive use was high when learning about university-related topics. While at university, social media was most useful for finding campus events and connecting with classmates, but least effective for connecting with instructors. Most participants experienced meaningful change in their social media use from high school to university, which is often attributed to personal growth. Social media intensity correlated weakly but positively with usefulness and sense of belonging. Research limitations/implications The study’s sample from a single university limits generalizability. While similar institutions might show comparable results, variations due to student demographics and differing institutional practices could emerge. The retrospective approach for reporting high school behaviors also poses a limitation. Future research could longitudinally follow students from university search to enrollment and attendance. Practical implications The study recommends universities adjust social media strategies by prioritizing social content, using student ambassadors and customizing feeds. Universities should support students both online and offline, recognizing diverse pathways to belonging. Originality/value This study examines the transition period by asking university students to retrospectively reflect on high school experiences and also report current experiences. It also offers insights into student perceptions of whether their social media use has changed in meaningful ways.
{"title":"Navigating the high school to university transition with social media: intensity of use, sense of belonging, and meaningful change","authors":"Vanessa P. Dennen, L. Bagdy, Hilal Ayan Karabatman","doi":"10.1108/ils-12-2023-0208","DOIUrl":"https://doi.org/10.1108/ils-12-2023-0208","url":null,"abstract":"Purpose\u0000This study aims to explore the use and perceptions of social media among university students before and during their transition from high school to higher education.\u0000\u0000Design/methodology/approach\u0000This exploratory, cross-sectional study uses an online survey of 312 undergraduate students at a large public research university in the USA.\u0000\u0000Findings\u0000Active participation was prevalent for connecting with peers, while passive use was high when learning about university-related topics. While at university, social media was most useful for finding campus events and connecting with classmates, but least effective for connecting with instructors. Most participants experienced meaningful change in their social media use from high school to university, which is often attributed to personal growth. Social media intensity correlated weakly but positively with usefulness and sense of belonging.\u0000\u0000Research limitations/implications\u0000The study’s sample from a single university limits generalizability. While similar institutions might show comparable results, variations due to student demographics and differing institutional practices could emerge. The retrospective approach for reporting high school behaviors also poses a limitation. Future research could longitudinally follow students from university search to enrollment and attendance.\u0000\u0000Practical implications\u0000The study recommends universities adjust social media strategies by prioritizing social content, using student ambassadors and customizing feeds. Universities should support students both online and offline, recognizing diverse pathways to belonging.\u0000\u0000Originality/value\u0000This study examines the transition period by asking university students to retrospectively reflect on high school experiences and also report current experiences. It also offers insights into student perceptions of whether their social media use has changed in meaningful ways.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"43 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-17DOI: 10.1108/ils-10-2023-0133
Siqi Yi, Soo Young Rieh
Purpose This paper aims to critically review the intersection of searching and learning among children in the context of voice-based conversational agents (VCAs). This study presents the opportunities and challenges around reconfiguring current VCAs for children to facilitate human learning, generate diverse data to empower VCAs, and assess children’s learning from voice search interactions. Design/methodology/approach The scope of this paper includes children’s use of VCAs for learning purposes with an emphasis on conceptualizing their VCA use from search as learning perspectives. This study selects representative works from three areas of literature: children’s perceptions of digital devices, children’s learning and searching, and children’s search as learning. This study also includes conceptual papers and empirical studies focusing on children from 3 to 11 because this age spectrum covers a vital transitional phase in children’s ability to understand and use VCAs. Findings This study proposes the concept of child-centered voice search systems and provides design recommendations for imbuing contextual information, providing communication breakdown repair strategies, scaffolding information interactions, integrating emotional intelligence, and providing explicit feedback. This study presents future research directions for longitudinal and observational studies with more culturally diverse child participants. Originality/value This paper makes important contributions to the field of information and learning sciences and children’s searching as learning by proposing a new perspective where current VCAs are reconfigured as conversational voice search systems to enhance children’s learning.
{"title":"Children’s conversational voice search as learning: a literature review","authors":"Siqi Yi, Soo Young Rieh","doi":"10.1108/ils-10-2023-0133","DOIUrl":"https://doi.org/10.1108/ils-10-2023-0133","url":null,"abstract":"\u0000Purpose\u0000This paper aims to critically review the intersection of searching and learning among children in the context of voice-based conversational agents (VCAs). This study presents the opportunities and challenges around reconfiguring current VCAs for children to facilitate human learning, generate diverse data to empower VCAs, and assess children’s learning from voice search interactions.\u0000\u0000\u0000Design/methodology/approach\u0000The scope of this paper includes children’s use of VCAs for learning purposes with an emphasis on conceptualizing their VCA use from search as learning perspectives. This study selects representative works from three areas of literature: children’s perceptions of digital devices, children’s learning and searching, and children’s search as learning. This study also includes conceptual papers and empirical studies focusing on children from 3 to 11 because this age spectrum covers a vital transitional phase in children’s ability to understand and use VCAs.\u0000\u0000\u0000Findings\u0000This study proposes the concept of child-centered voice search systems and provides design recommendations for imbuing contextual information, providing communication breakdown repair strategies, scaffolding information interactions, integrating emotional intelligence, and providing explicit feedback. This study presents future research directions for longitudinal and observational studies with more culturally diverse child participants.\u0000\u0000\u0000Originality/value\u0000This paper makes important contributions to the field of information and learning sciences and children’s searching as learning by proposing a new perspective where current VCAs are reconfigured as conversational voice search systems to enhance children’s learning.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"18 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141639912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-17DOI: 10.1108/ils-12-2023-0210
Renato Russo, Paulo Blikstein, Ioana Literat
Purpose This study aims to identify how Brazilian followers of an X/Twitter profile engage in theory-building processes leading up to the January 8, 2023 riots in Brasília, the Brazilian capital. This paper seeks to understand how cognitive and sociocultural processes weave together to weaponize collective knowledge construction that, in isolation, could be seen as virtuous but, in specific contexts, might lead to radicalization. Design/methodology/approach This study uses qualitative content analysis of comments on ambiguous X/Twitter posts published by a conspiratorial profile associated with former President Jair Bolsonaro. Content was published in the three weeks that preceded the coup d’état attempt by Bolsonaro supporters on January 8, 2023. Findings Findings point to users’ resorting to intuitive knowledge to support sensemaking processes in their search for subliminal meanings in tweets. That includes, for example, attempts to crack binary code-encrypted messages. This study also identified practices of cross-media sourcing, where users collect evidence from alternative social media channels to interpret messages containing verbal and visual information. Finally, this study found that religious symbols are often instrumentalized and become a lens through which followers organize information to integrate with their existing knowledge and assumptions. Research limitations/implications With this work, the authors build on existing scholarship on epistemologies used by conspiratorial and radicalized groups as they engage in systematic sensemaking and often refer to religion to interpret messages that motivate extreme political position-taking. This study addresses a similar phenomenon as it unfolds in an understudied geographical context (Brazil) and seeks to demonstrate how individuals engage in collective sensemaking practices. The authors hope that their findings inform educators as they explore the affordances of social media to foster positive collective learning experiences in reasoning supported by social media. Originality/value The originality of this study is twofold. First, this study uses an analytical lens that draws on the learning sciences and cognitive science for inquiry of radicalization happening around social media. The authors understand that social media lend themselves particularly interesting to the analysis, as they are settings where notions of mastery blur, and individuals engage in conversations on complex, controversial topics. With that engagement, they demonstrate willingness to reason collectively. Second, this study investigates how those phenomena unfold in an understudied context, responding to calls for more diversity in research in the learning sciences as well as in media studies.
{"title":"Twisted knowledge construction on X/Twitter: an analysis of constructivist sensemaking on social media leading to political radicalization","authors":"Renato Russo, Paulo Blikstein, Ioana Literat","doi":"10.1108/ils-12-2023-0210","DOIUrl":"https://doi.org/10.1108/ils-12-2023-0210","url":null,"abstract":"\u0000Purpose\u0000This study aims to identify how Brazilian followers of an X/Twitter profile engage in theory-building processes leading up to the January 8, 2023 riots in Brasília, the Brazilian capital. This paper seeks to understand how cognitive and sociocultural processes weave together to weaponize collective knowledge construction that, in isolation, could be seen as virtuous but, in specific contexts, might lead to radicalization.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses qualitative content analysis of comments on ambiguous X/Twitter posts published by a conspiratorial profile associated with former President Jair Bolsonaro. Content was published in the three weeks that preceded the coup d’état attempt by Bolsonaro supporters on January 8, 2023.\u0000\u0000\u0000Findings\u0000Findings point to users’ resorting to intuitive knowledge to support sensemaking processes in their search for subliminal meanings in tweets. That includes, for example, attempts to crack binary code-encrypted messages. This study also identified practices of cross-media sourcing, where users collect evidence from alternative social media channels to interpret messages containing verbal and visual information. Finally, this study found that religious symbols are often instrumentalized and become a lens through which followers organize information to integrate with their existing knowledge and assumptions.\u0000\u0000\u0000Research limitations/implications\u0000With this work, the authors build on existing scholarship on epistemologies used by conspiratorial and radicalized groups as they engage in systematic sensemaking and often refer to religion to interpret messages that motivate extreme political position-taking. This study addresses a similar phenomenon as it unfolds in an understudied geographical context (Brazil) and seeks to demonstrate how individuals engage in collective sensemaking practices. The authors hope that their findings inform educators as they explore the affordances of social media to foster positive collective learning experiences in reasoning supported by social media.\u0000\u0000\u0000Originality/value\u0000The originality of this study is twofold. First, this study uses an analytical lens that draws on the learning sciences and cognitive science for inquiry of radicalization happening around social media. The authors understand that social media lend themselves particularly interesting to the analysis, as they are settings where notions of mastery blur, and individuals engage in conversations on complex, controversial topics. With that engagement, they demonstrate willingness to reason collectively. Second, this study investigates how those phenomena unfold in an understudied context, responding to calls for more diversity in research in the learning sciences as well as in media studies.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-16DOI: 10.1108/ils-12-2023-0203
Anna R. Oliveri, Jeffrey Paul Carpenter
Purpose The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the affinity space concept to accommodate changes in social media platforms and algorithms. Design/methodology/approach Guided by a sociocultural perspective, this paper reviews and discusses some ways the affinity space concept has been used to frame studies across various contexts, its benefits and disadvantages and how it has already evolved. It then calls for and describes a refresh of the affinity space concept. Findings Although conceptualized 20 years ago, the affinity space concept remains relevant to understanding social media use for learning. However, a refresh is needed to accommodate how platforms have changed, algorithms’ evolving role in social media participation and how these technologies influence users’ interactions and experiences. This paper offers three perspectives to expand the affinity space concept’s usefulness in an increasingly platformized and algorithmically mediated world. Practical implications This paper underscores the importance of algorithmic literacy for learners and educators, as well as regulations and guidance for social media platforms. Originality/value This conceptual paper revisits and updates a widely utilized conceptual framing with consideration for how social media platform design and algorithms impact interactions and shape user experiences.
{"title":"Refreshing the affinity space concept: evolving understandings of learning via social media platforms in an algorithmic age","authors":"Anna R. Oliveri, Jeffrey Paul Carpenter","doi":"10.1108/ils-12-2023-0203","DOIUrl":"https://doi.org/10.1108/ils-12-2023-0203","url":null,"abstract":"\u0000Purpose\u0000The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the affinity space concept to accommodate changes in social media platforms and algorithms.\u0000\u0000\u0000Design/methodology/approach\u0000Guided by a sociocultural perspective, this paper reviews and discusses some ways the affinity space concept has been used to frame studies across various contexts, its benefits and disadvantages and how it has already evolved. It then calls for and describes a refresh of the affinity space concept.\u0000\u0000\u0000Findings\u0000Although conceptualized 20 years ago, the affinity space concept remains relevant to understanding social media use for learning. However, a refresh is needed to accommodate how platforms have changed, algorithms’ evolving role in social media participation and how these technologies influence users’ interactions and experiences. This paper offers three perspectives to expand the affinity space concept’s usefulness in an increasingly platformized and algorithmically mediated world.\u0000\u0000\u0000Practical implications\u0000This paper underscores the importance of algorithmic literacy for learners and educators, as well as regulations and guidance for social media platforms.\u0000\u0000\u0000Originality/value\u0000This conceptual paper revisits and updates a widely utilized conceptual framing with consideration for how social media platform design and algorithms impact interactions and shape user experiences.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1108/ils-12-2023-0206
Ju Hui Kang, Eun-Young Ko, Gi Woong Choi
Purpose This study aims to explore scientific discourses on vaccination in YouTube comments using the Connectivism theory as a foundational guide in the inquiry of understanding knowledge seeking and sharing. The authors sought to understand how individuals share and seek information by using external sources through URL links to validate their arguments. Design/methodology/approach Using content analysis, the authors extracted and analysed 584 random comments with URL links from eight YouTube videos scientifically addressing the purpose of vaccines. The comments were coded by stance (pro, anti, and neutral) and the type of resource to observe how their links were used. Findings The results showed that URL links were composed of quotes, questions, and opinions. Many sources came from research papers, conspiracy websites, or other videos. Some of the comments did not accurately reflect the information from research papers and showed little scientific reasoning. This suggests the need for critical evaluation among individuals when finding information online. Research limitations/implications The findings can be expanded to explore different types of information literacy practices in the comment section of social media for both informal and formal environments. Practical implications YouTube is useful in fostering scientific discourse and information-seeking/sharing practices among individuals. However, considering the inaccuracy of content deliverance, educators and individuals will need to consider how to teach/conduct information literacy skills when implementing social media for educational purposes. Originality/value Only a few studies have conducted research on comments using URL links, the originality of sources and how the sources were used in argumentation.
{"title":"What sources do individuals use to validate arguments in scientific discourses today? An exploratory study of YouTube comments on vaccination","authors":"Ju Hui Kang, Eun-Young Ko, Gi Woong Choi","doi":"10.1108/ils-12-2023-0206","DOIUrl":"https://doi.org/10.1108/ils-12-2023-0206","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore scientific discourses on vaccination in YouTube comments using the Connectivism theory as a foundational guide in the inquiry of understanding knowledge seeking and sharing. The authors sought to understand how individuals share and seek information by using external sources through URL links to validate their arguments.\u0000\u0000\u0000Design/methodology/approach\u0000Using content analysis, the authors extracted and analysed 584 random comments with URL links from eight YouTube videos scientifically addressing the purpose of vaccines. The comments were coded by stance (pro, anti, and neutral) and the type of resource to observe how their links were used.\u0000\u0000\u0000Findings\u0000The results showed that URL links were composed of quotes, questions, and opinions. Many sources came from research papers, conspiracy websites, or other videos. Some of the comments did not accurately reflect the information from research papers and showed little scientific reasoning. This suggests the need for critical evaluation among individuals when finding information online.\u0000\u0000\u0000Research limitations/implications\u0000The findings can be expanded to explore different types of information literacy practices in the comment section of social media for both informal and formal environments.\u0000\u0000\u0000Practical implications\u0000YouTube is useful in fostering scientific discourse and information-seeking/sharing practices among individuals. However, considering the inaccuracy of content deliverance, educators and individuals will need to consider how to teach/conduct information literacy skills when implementing social media for educational purposes.\u0000\u0000\u0000Originality/value\u0000Only a few studies have conducted research on comments using URL links, the originality of sources and how the sources were used in argumentation.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"22 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141659121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1108/ils-12-2023-0205
Marie K. Heath, Daniel G. Krutka, Benjamin Gleason
Purpose This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints. Design/methodology/approach The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram. Findings The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth. Research limitations/implications The authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media. Practical implications The paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures. Originality/value This paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.
{"title":"“See results anyway”: auditing social media as educational technology","authors":"Marie K. Heath, Daniel G. Krutka, Benjamin Gleason","doi":"10.1108/ils-12-2023-0205","DOIUrl":"https://doi.org/10.1108/ils-12-2023-0205","url":null,"abstract":"Purpose\u0000This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.\u0000\u0000Design/methodology/approach\u0000The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.\u0000\u0000Findings\u0000The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.\u0000\u0000Research limitations/implications\u0000The authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.\u0000\u0000Practical implications\u0000The paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.\u0000\u0000Originality/value\u0000This paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141662112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1108/ils-10-2023-0163
Samuel Boguslawski, Rowan Deer, Mark G. Dawson
Purpose Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision. Design/methodology/approach Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework. Findings Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation. Research limitations/implications Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation. Originality/value To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.
{"title":"Programming education and learner motivation in the age of generative AI: student and educator perspectives","authors":"Samuel Boguslawski, Rowan Deer, Mark G. Dawson","doi":"10.1108/ils-10-2023-0163","DOIUrl":"https://doi.org/10.1108/ils-10-2023-0163","url":null,"abstract":"\u0000Purpose\u0000Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision.\u0000\u0000\u0000Design/methodology/approach\u0000Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework.\u0000\u0000\u0000Findings\u0000Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation.\u0000\u0000\u0000Research limitations/implications\u0000Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141662921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-09DOI: 10.1108/ils-11-2023-0185
Coralie Portier-Charneau, Mylene Sanchiz
Purpose This paper aims to examine whether the instructional message used to introduce game-based learning (GBL), prior knowledge, flow and prior gaming experience have an impact on secondary students’ learning outcomes, perceived game utility and motivation to use the game. Design/methodology/approach Fifty-four 9th grades students enrolled in this quasi-experimental study. Both groups played the same game. The experimental group was told that they would be playing a game, whereas the control group was told that they would be doing an exercise. The game was designed to promote knowledge recall about familiar mathematical concepts. Prior knowledge was assessed. An immediate and a two-days delayed post-evaluated learning outcomes. Flow, prior gaming experience, perceived game utility and motivation to use the game were assessed with questionnaires after playing. Findings Introducing the GBL activity as a game increased immediate learning outcomes for low knowledgeable students, but these benefits did not extend to longer term. Indeed, when the GBL activity was presented as an exercise, low higher knowledgeable students obtained poorer longer-term learning outcomes than more knowledgeable ones, whereas no difference appeared when the GBL was introduced as an exercise. Prior gaming experience and the type of instructional message used to introduce a GBL activity positively influenced perceived game utility and motivation to use the game. Originality/value This study is the first to highlight that the way a GBL activity is framed affects differently low and higher knowledgeable students’ learning outcomes and influences perceived game utility and motivation to use the game.
{"title":"Effects of the instructional message used to introduce game-based learning, prior knowledge, prior gaming experience and flow on learning","authors":"Coralie Portier-Charneau, Mylene Sanchiz","doi":"10.1108/ils-11-2023-0185","DOIUrl":"https://doi.org/10.1108/ils-11-2023-0185","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine whether the instructional message used to introduce game-based learning (GBL), prior knowledge, flow and prior gaming experience have an impact on secondary students’ learning outcomes, perceived game utility and motivation to use the game.\u0000\u0000\u0000Design/methodology/approach\u0000Fifty-four 9th grades students enrolled in this quasi-experimental study. Both groups played the same game. The experimental group was told that they would be playing a game, whereas the control group was told that they would be doing an exercise. The game was designed to promote knowledge recall about familiar mathematical concepts. Prior knowledge was assessed. An immediate and a two-days delayed post-evaluated learning outcomes. Flow, prior gaming experience, perceived game utility and motivation to use the game were assessed with questionnaires after playing.\u0000\u0000\u0000Findings\u0000Introducing the GBL activity as a game increased immediate learning outcomes for low knowledgeable students, but these benefits did not extend to longer term. Indeed, when the GBL activity was presented as an exercise, low higher knowledgeable students obtained poorer longer-term learning outcomes than more knowledgeable ones, whereas no difference appeared when the GBL was introduced as an exercise. Prior gaming experience and the type of instructional message used to introduce a GBL activity positively influenced perceived game utility and motivation to use the game.\u0000\u0000\u0000Originality/value\u0000This study is the first to highlight that the way a GBL activity is framed affects differently low and higher knowledgeable students’ learning outcomes and influences perceived game utility and motivation to use the game.\u0000","PeriodicalId":504986,"journal":{"name":"Information and Learning Sciences","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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