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

0574377 - PSÚ 2024 NL eng J - Článek v odborném periodiku
Brom, C. - Hannemann, T. - Tetourová, T. - Drobná, A. - Kopáňková, N. - Volná, K. - Kačerovská, K. - Děchtěrenko, Filip - Ježek, P. - Stárková, T.
Eight-year-olds’ naive and acquired knowledge about computer viruses: a mixed methods study.
International Journal of Technology and Design Education. srpen (2023). ISSN 0957-7572. E-ISSN 1573-1804
Institucionální podpora: RVO:68081740
Klíčová slova: children * computer viruses * computing education * conceptual change * knowledge in pieces * multimedia learning * preconceptions
Obor OECD: Psychology (including human - machine relations)
Impakt faktor: 2.1, rok: 2022
Způsob publikování: Omezený přístup
https://link.springer.com/article/10.1007/s10798-023-09847-5

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.
Trvalý link: https://hdl.handle.net/11104/0344709