Alexis D. Bernard
State University
of Psychology — CyberPsychology Program Dr. Azar Eftekhar, Ph.D., M.S. Norfolk, VA (USA) 23504
Abstract
Adjacent to the start of Covid-19, school faculty, students, and their families have adjusted to functional and responsive tech-based learning that suggests an exceptional answer to complicated expectations, ultimately setting an extensive, new culture standard of flexible learning and digital user engagements. Students in online learning environments benefit from clear guidelines for utilizing online data while understanding social and digital safety implications. These developments lead to improved classroom performance while offering inclusiveness and collaboration within digital spaces. Working simultaneously, instructors, researchers, and developers have taken steps to address this issue to meet the unique needs of students. As a result of the pandemic, more emphasis has been placed on functional tech-focused learning solutions that are both sustainable and supportive.
List of Tables
List of Figures
IntroductionAt the present time, researchers can indicate the need for all youth, including youth with disabilities, to have exposure to training focusing on digital learning and workplace basic skills. Acquisition of information by humans is not immediate and complete as it usually is with computers (Norman, 2017, p 182). To properly understand information, repeated exposures to it along with time are necessary. The educational advantages of blended or online learning approaches are well documented in academic literature (Atrill-Smith et al., 2019, p. 293). In blended learning environments, students learn in part through online learning at their own pace and as an effect, instructors have made considerable changes in the equipment and curriculum to reflect new technology. Digital learning solutions enable instructors to effectively share course content and learning resources. Pursuing this further, they also play a key role in fostering more stimulating learning outcomes. With the mainstream and timely relevance since the start of the pandemic, there is a growing need for adequate digital learning opportunities for a wide range of students. As a society, we haven’t focused enough on the ethics of connecting machine or artificial intelligence with a child (Aiken, 2017, pp. 93–329).
According to Daugherty et al., (2014) “digital literacy, the knowledge, and skills needed to utilize technology to analyze learn and explore play an important role in a child’s ability to succeed in school and beyond.” In addition, E learning is facilitated through the use of multimedia CD ROMs or virtual learning environments (e.g., the software Blackboard) where teaching material – including lecture slides, notes, assessment details, and discussion boards, as well as links to readings, websites, blogs, and podcasts – may be posted for students to access before, during or after face to face contact, or even as an alternative to it (Whitty et al., 2017).
Importantly, students need the support of instructional developers in addition to implementation specialists, who can generate web-based education developments for classroom participants. In fact, it's been shown that those who spend a lot of time at their computer keyboards have more refined small-motor skills and enhanced hand-eye coordination (Aiken, 2017, pp. 93–329). Additionally, these individuals should recommend substantial techniques and digital tools to improve existing teaching methods. In the context of cyberpsychology, it requires much more operational or subject knowledge to construct online teaching courses, applications, and platforms. From this point, impactful web-based learning frameworks require a profound comprehension of how an individual defines useful and immersive educational experiences for the needs of the intended audiences. The pace of technological change may be too rapid for society, and too rapid for us as individuals (Aiken, 2017, pp. 93–329). Lastly, research has found that not only are digital tools important, addressing challenges of teaching digitally savvy adolescents, as well as immersive platforms for learning, and shrinking the digital divide are critical to developing a vibrant and effective learning environment. With a growing reliance on technology, students who are unable to physically attend classes will benefit significantly from digital learning environments. Interestingly, research also suggests that particularly, when presented exclusively online, it provides educational opportunities for a greater number of people and offers increased flexibility and personal control over one’s learning (Whitty et al., 2017). According to Whitty et al., the development of digital skills is identified as a critical component for success in activities such as comprehending computer hardware, computer software, and data communications in addition to school and work-based learning experiences. Skills and competencies include
communication, networking, critical thinking, problem-solving, collaboration, adaptability leadership, and professionalism. Researchers can indicate the need for all youth, including youth with disabilities, to have exposure to training focusing on digital learning and workplace basic skills. To further explore this important issue e learning refers to electronically (and digitally) supported learning and teaching (Whitty et al., 2017).
Building on this dialogue, students’ cyber technology development is directly mediated in digital environments through a combination of cognitive and social presences. Different institutions will adopt blended learning in quite different ways including the relative proportion of online versus off-line activities and the specific tasks that students perform online between courses which may be sources of heterogeneity (Atrill-Smith et al., 2019, p. 294). The core foundation for the structure of these digital activities includes cost effectiveness, creativity, and convenience. Digital technology makes it possible for teachers to present all the material in new Waze often called “new media” (Norman, 2017, pp. 464–476). To exemplify, this includes text, graphic elements, sound recording, video, as well as other digital convergence elements. Electronic media provide the functionalities of input-ability, display-ability, search-ability copyability, and accessibility (Norman, 2017, pp. 464–476). When properly implemented and designed, these functions can collectively create new digital environments for education.
These digital learning techniques tend to be designed with aspects of HCI in a way that can easily be incorporated into current classroom programs and already established curriculums across a range of classrooms. Given that, eight in ten parents feel they do not know enough to keep their three- to four-year-old children safe online, and that the same goes for parents of fiveto-seven year olds and eight-to-eleven year olds (Aiken, 2017, pp. 93–329). Immersive new
developments in education are reflecting a shift in school communities, with a strong emphasis on technology-based approaches. Importantly, a combination of fields including, but not limited to education and psychology are extensively working in unison with the objectives of successfully analyzing and addressing the complex needs of a more distinguished tech-savvy adolescent demographic. Laptops, tablets, desktops, PCs, keyboards, printers, external monitors, routers, modems, audio headsets, and VR headsets are just a few tools online users can utilize regularly to enhance learning experiences while promoting social inclusion. We live in a cyber world, and kids need to learn to navigate it—but more important, parents need better guidelines as to the effects of cyber (Aiken, 2017, pp. 93–329). Furthermore, by embracing cyberspace and psychology, researchers and instructors can substantially address the transferring of digital information in online vs traditional settings, while reframing current and future approaches to offer relevant improvements in classrooms.
Methodology
Purpose of Study
Software, hardware, security, and hacking are all important aspects of technology that can remarkably affect a student’s tech-literacy skills. Indeed, digital classrooms can benefit from educating students about topics relating to information technology. By concentrating on user experience, user engagement, online education, and course building, both teachers and students can objectively optimize learning opportunities. There is a role for technology in the classroom (Aiken, 2017, pp. 93–329). With this in mind, the goals of this project are to improve classroom success by aligning course structures to the needs and desires of student populations by concentrating on the appropriate tools and activities that center on the methods and technologies designed to directly facilitate digital teaching and learning. Subsequently,
instructional frameworks should be adjusted to enhance the user experience, and improve overall performances while modernizing technology. RQ: How can investigators support new innovative digital solutions to address the individual goals of student groups? RQ: How can researchers assist teachers in shrinking the digital divide by addressing the overall design of digital classrooms?
Hypothesis
Childhood as a concept has evolved over time (Aiken, 2017, pp. 93–329). Generally, by taking a scientific approach the goal of this study is to gain a deeper knowledge of how internet exchanges influence individuals’ conduct in digital classrooms. According to the journal Pediatrics, an overwhelming majority (84%) of U.S. children and teenagers have access to the Internet on either a home computer and tablet or another mobile device (Aiken, 2017, pp. 93–329). By identifying vulnerabilities in the overall function of the digital learning environment, researchers can introduce solutions that utilize ethical cyberpsychology practices.
It is well known that young children learn less from video than from live interactions, something developmental psychologists call the video deficit effect (Aiken, 2017,pp. 98–311). The idea is that by viewing online groups as multidimensional networks, clear guidelines can help revolutionize communication and aid in virtual learning. Students’ involvement in elearning environments might lie in the individual differences of learners and their levels of motivation (Atrill-Smith et al., 2019, p. 294). Theoretically, then, students who are shy or socially anxious would feel more comfortable controlling here than face-to-face (Atrill-Smith et al., 2019, p. 294). Additionally, researchers can optimize the design formats of online classes to address accessibility and security concerns. This may well address concerns about mental health
while also promoting positive and responsible digital connections with students' virtual communities. If we can't accept that children are online, will be staying online for greater and greater amounts of their lives, and are by and large having useful and positive experiences there — like learning to read, learning to make friends, and improving fine motor skills and hand-eye coordination—then can we accept responsibility for the damaging things, the disturbing content that could have lasting effects on an entire generation (Aiken, 2017, pp. 93–329)?
Sampling Methodology
This is a time of transition for the use of technology in education, and all stakeholder groups, including policymakers, parents and families, providers, and researchers, are grappling with how to define a technology infrastructure in terms of learning standards outcomes (Daugherty et al., 2014). In the physical classroom, educators can call upon non-participating students to encourage them to join in class discussions but this may be more difficult to achieve online (Atrill-Smith et al., 2019, p. 243). The global acceptance of social distancing policy, as announced by WHO as a measure to curb the spread of Covid-19, has forced schools to close their doors, and this has caused unexpected disruption of traditional teaching and learning method (Adedoyin & Soykan, 2020). As a result, there is still considerable uncertainty about required standards of performance for technology infrastructure (Daugherty et al., 2014).
To find appropriate responses to the proposed study, virtual performance assessments, semi-structured interviews, and questionnaires for online students would be beneficial during the investigative process. Consent can be achieved by the participants reading the purpose of the study and a statement of confidentiality before they chose to take the survey (Hover & Wise, 2020). The survey's goal is to collect perspectives on the challenges and facilitators to personal
well-being that students ages 11-18 encounter during the duration of the research. Researchers can implement convenience sampling to obtain accounts from both students and instructors. Researchers can utilize the following open-ended survey items for instructors:
1. What technology tools do you and/or your students use?
2. Did the additional technology and use of digital learning in your classroom provide more opportunities to promote differentiated learning for students to learn at their own level and pace? How?
3. How did you use digital learning in the classroom to assist students in the learning process?
4. Describe any challenges that you or the students encountered while using the technology and implementing digital learning.
Adding to this, participants would be encouraged to discuss their academic backgrounds as well as pertinent lifestyle factors. Instructors would be requested to share their experiences assisting students who were challenged during the digital learning process. Ultimately, the participants' views regarding digital learning could be helpful to their mental health by adopting a holistic approach to sustainable development.
Instruments
A technological infrastructure consists of three important components including software, devices, and connectivity. Tablets, laptops, desktop computers, and smartphones are all useful devices that aid instructors during classroom instruction. When you glance at a screen your visual system takes in an amazing amount of information (Norman, 2017, p. 184). Specific design attributes can make a device suitable—or unsuitable—for young children; indeed, devices that are large or heavy, or whose screens are very small, may pose risks for young users (Daugherty et al., 2014). Software such as word-processing applications provides functional ways to share information while the Internet provides a way for online classrooms to stay
connected. Monitoring is especially important once the decision has been reached to begin exposing an older child to screens (Aiken, 2017, pp. 93–329). Due to the continuous emergence of new software, any accepted classifications and standards must be revised regularly to prevent becoming obsolete. It is important to make progress toward understanding the components of a technology infrastructure and what each component can contribute to learning (Daugherty et al., 2014).
Research Design
(Surveys, observational research, storage and confidentiality procedures, plan for handling unanticipated events, collaboration with other institutions)
Participants and Recruitment
Prepping research questions for a UX study takes more than a solid understanding of the subject you are going to ask your users: it’s quite literally an art (Malvermi, n.d.). By addressing user needs, researchers can compare users' familiarity and patterns with navigating through a particular design feature, app, web, etc. There are a variety of strategies to remove barriers as well as support students to manage online risks while in digital classrooms. For example, elementary and middle school students may prefer a simplified instructor and student user experience. More streamlined content presentations may feature modules that consist of an opening activity, content, summary, and an assessment, For some participants, you may ask a question. They will understand the general idea and offer a complete example. Other participants may be more comfortable with yes/no responses (Doody, 2020). Including fast-loading interactive drag-and-drop activities, illustrations, and tables within the content that allows
participants to review and retry options may receive positive feedback from both instructors and students. This can ultimately lead to aligning to current course structures.
Media richness theory supports effective communication and digital learning in classrooms. Examples of semantic cues include words, signs, or messages, in addition, to crosscultural dynamics in digital spaces. Additionally, media richness theory postulates that learners will benefit from richer communication media when the course content is equivocal (more ambiguous and open to interpretation) (Whitty et al., 2017). By addressing overall user design, security concerns, and program maintenance, conversions in teaching methods, both instructors and students can maintain positive attitudes, quality engagement, positive tones, and imagery throughout digital interactions. Salmon’s 5 Stage Model of e learning can help students develop technical skills.
Fundamentally, research can benefit all types of online users and all types of learners. “For instance, in a study that looks at teaching effectiveness, the unit of analysis might be individual teachers, but some research questions may require comparing larger units such as units within an organization, entire organizations, neighborhoods, states, or countries (Patten & Newhart, 2018).” Regardless of learning styles or disabilities courses can be designed with inclusiveness and structurally supportive design for learning. Everyone involved in a learning process deserves to be respected. Researchers could therefore gain insight into the benefits of assigned course materials and educational objectives by accessing both quantitative and qualitative information.
Technology offers enormous advantages in terms of accessibility and choice (Aiken, 2017, pp. 85–329). Modifying activities in ways that better meet the needs and interests of
particular groups can be beneficial and offer flexible solutions for instructors. Addressing student issues can help researchers lay the groundwork for providing clear accurate and confident answers to any questions students ask while promoting connectedness. Commonly, group interaction serves a particular function (e.g. information processing, conflict management, control) for group goals, and is often reduced to one variable on one side of a regression (AtrillSmith et al., 2019, p. 413). Asynchronous communication affords a degree of learning flexibility and facilitates more reflexive and thoughtful student–student and student–tutor communication, which is on par with more traditional interactions (Whitty et al., 2017). Overall, this leads to equality in cyberspace, and the results of the research can be introduced, developed, practiced, and reinforced by instructors. Cyberspace is where they are learning to read, doing their homework, dressing up avatars, watching cartoons, and meeting friends both fictional and real (Aiken, 2017, pp. 93–329).
Procedures
Following the completion of the necessary study-related documents for IRB review, an explanation of initiatives to support human subjects as well as ensure their privacy and anonymity will be made available.
Results
Summary of Analysis
Statistical Results
Major Findings
Discussion
Students need to feel a level of control over their learning experience connected to their fellow learners and teachers and that they have the necessary skills and abilities to perform the learning tasks that for them (Atrill-Smith et al., 2019, p. 294).
Real World Applications
Notably, digital classrooms offer unique benefits that assist both students and teachers while adjusting to a new standard of normal. Psychologists agree that exploration is a healthy and necessary part of development (Aiken, 2017, pp. 93–329). Now more than ever, there is a greater need for technically literate students that can utilize the tools to enhance learning experiences. Online learners primarily serve as end-users who may be unable to physically attend a classroom due to various scheduling and distance conflicts. In challenging times innovation is bound to happen and the authors present viewers with a formal view of present-day eclassrooms. In particular, there is an emphasis on utilizing computer resources and building relationships in various classroom settings. A student's sense of autonomy may be influenced by peers and educators who provide opportune process-related feedback (Atrill-Smith et al., 2019, p. 297).
Limitations & Future Directions
A potential challenge to identifying what constitutes an adequate technology architecture stems from how quickly new technologies, especially devices and software, are being introduced and rendered obsolete (Daugherty et al., 2014). Teachers need to learn how to harness the new media to increase teaching effectiveness without overwhelming the student; students need to learn how to manage their attention and maximize learning according to their cognitive abilities; and interface designers need to integrate all of this into a seamless user experience (Norman, 2017, p. 465-476). There is clearly further work needed to discover what is at the heart of the concerns about young people and technology (Atrill-Smith et al., 2019, pp. 98–311). Additionally, contextual factors including deadlines, quality of learning materials, and teacher
support should be considered by researchers. Electronic education is an extremely complex system element and an immense challenge to system and interface designers (Norman, 2017, pp. 464–476).
Conclusions
Technology is in a constant state of upgrading, updating, and evolving (Aiken, 2017, pp. 93–329). As a result of Covid-19, there has been an increasing focus on developing more personalized digital learning experiences. Today we are fast approaching digital convergence in education with online textbooks, online tests, online assignments, computer simulations, online lectures, multimedia materials, electronic classrooms, and campuses (Norman, 2017, p. 465-476). The overall focus of optimizing online learning platforms is to make courses and computing resources more accessible to various student populations. As a result, teachers and parents need to be aware of what children are doing online and to teach media literacy and safe online habits at younger ages than perhaps previously thought (Aiken, 2017, pp. 93–329).
Students can develop tech literacy by identifying their preferences in digital classrooms by sharing similar preferences and points of interest with instructors. This generation will build the technologies of tomorrow so the positive aspects of networking and honing IT skills are clear (Aiken, 2017, pp. 93–329). Furthermore, researchers and educators can modify learning curricula appropriately to increase engagement and fulfill individual learner needs. Developers can support learners by delivering quality sites and training courses that can accommodate a diverse range of virtual students' needs. However, to move research forward and to capture the complex dynamics of people and technology, and social systems in the current digital environment viewing online groups as networks composed of people technologies, and their multiplex relationships
embedded in social context can be a beneficial approach (Atrill-Smith et al., 2019, p 311).
Researchers as well as instructors can contribute substantially to academic progress and assist students in virtual classrooms while promoting inclusiveness and tech literacy. Pursuing this further, with rapid changes in technology, there is some indication that an appropriate analysis of participant preferences can assist digital learners in attaining more social awareness. These social networks are multidimensional because (a) their nodes include humans with distinctive attributes (e.g. gender, tenure) and/or diverse roles, as well as non-human artificial/agents such as ICTs (e.g. email information repository) and artificial intelligence (e.g. robots, algorithms); and (b) the relationships among those are multiplex since the nodes may be connected by different relational ties (e.g. human A is a collaborator to human B, whereas humans C is the manager of robot D) and/or multiple connections exist between the same pair of nodes (e.g. humans A and B are both collaborators in friends) (Atrill-Smith et al., 2019, p 311). Have tech companies and marketers of “educational” devices, apps, and games followed research-based child-development learning principles (Aiken, 2017, pp. 93–329)? This feedback can also empower learners to properly engage and contribute to various online learning communities.
The cyber frontier is a designed universe (Aiken, 2017, pp. 93–329). Implementing relevant digital tools and learning techniques can enhance a student's academic experience while also assisting participants in comprehending educational content more accurately. Understanding how students experience technology in their formal education and across their other life contexts is key to understanding how technology may be most effectively integrated based on the premise that by understanding “what is” we might understand “what could be” (Atrill-Smith et al., 2019,
pp. 98–311). Ultimately considered, education represents one of the most fundamental technological applications throughout societal structures.
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