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Education Sciences
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Effects of Technologies and Digital Narratives in the Education and...
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Effects of Technologies and Digital Narratives in the Education and Development of Children and Adolescents

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: closed (15 April 2024) | Viewed by 9312

Special Issue Editor

Dr. Diana Marin Suelves

E-Mail Website
Guest Editor
Department of Education and School Management, Universitat de Valencia, 30 46010 Valencia, Spain
Interests: diversity; special educational needs; technology

Special Issue Information

Dear Colleagues,

Through this call, researchers are invited to submit their papers related to the theme of this Special Issue.

Much has been written in recent times about the introduction of technology in different areas of daily life.

The growth and learning of children and adolescents in today's society are inevitably influenced by the technological revolution in which we are immersed. Digital technologies and narratives can influence the youngest in various ways. We want to focus precisely on the evidence, the challenges, and the controversies.

The purpose of this issue is to examine, through different approaches and types of studies, the results of recent research whose fundamental axis is the analysis of the psychoeducational effects and implications that technologies and digital narratives have in the early stages of development.

The editor of this Special Issue will particularly look for articles related to the variables that affect development and learning, the positive or harmful effects of the use of technologies in children and adolescents, the influence of digitization on minors, the impact of teaching mediated by technology, the analysis of digital teaching materials at school and/or home, overcoming the digital divide in different contexts and technologies for attention to diversity.

I look forward to receiving your contributions.

Dr. Diana Marin Suelves
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • technology
  • digitization
  • digital narratives
  • digital teaching materials
  • digital divide
  • attention to diversity
  • addiction
  • cyberbullying

Published Papers (5 papers)

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Research

14 pages, 279 KiB  
Article
Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices
by Nerea Hernaiz-Agreda, María Dolores Soto-González and Ramona Rodríguez-López
Educ. Sci. 2024, 14(3), 222; https://doi.org/10.3390/educsci14030222 - 22 Feb 2024
Viewed by 1178
Abstract
This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia [...] Read more.
This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor’s degree in Primary Education. To analyze students’ perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies. Full article
(This article belongs to the Special Issue Effects of Technologies and Digital Narratives in the Education and Development of Children and Adolescents)
13 pages, 587 KiB  
Article
Digitalization of Classrooms: A Comparative Study on Teachers’ Perceptions about the Use of Digital Teaching Materials in Early Childhood and Primary Education
by María Isabel Vidal-Esteve and Sebastián Martín-Gómez
Educ. Sci. 2023, 13(11), 1156; https://doi.org/10.3390/educsci13111156 - 19 Nov 2023
Viewed by 1494
Abstract
The incorporation of digital didactic materials into the teaching and learning process of students, both in Early Childhood and Primary Education, inevitably entails changes. Some of them concern teacher training, others the interactions and roles of the members of the educational community, and [...] Read more.
The incorporation of digital didactic materials into the teaching and learning process of students, both in Early Childhood and Primary Education, inevitably entails changes. Some of them concern teacher training, others the interactions and roles of the members of the educational community, and others the innovation, a priori, of the educational process itself. In this context, characterized by the digitization of classrooms, questions arise that this research aims to answer: What vision do teachers have of the incorporation of these media? In what learning situations are they used and for what purposes? Are there differences between the use of digital resources in the infant and primary school stages? This article aims to analyze and compare the perceptions of teachers in two different contexts: the Autonomous Community of the Canary Islands and the Valencian Community. By means of a qualitative study, the focus is on knowing the teachers’ assessment of the usefulness of these resources and on identifying the uses given to them in classroom practices. The results show how, despite the widespread use of digital materials in both stages, some teachers are rethinking their use with students at an early age. Full article
(This article belongs to the Special Issue Effects of Technologies and Digital Narratives in the Education and Development of Children and Adolescents)
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14 pages, 660 KiB  
Article
Exploring the Impact of the Video Game Monité on Exogenous Factors and Resilience against Bullying in Primary Education Students
by Francisco-Ignacio Revuelta Domínguez, Jorge Guerra-Antequera, Juan-Antonio Antequera-Barroso and María-Inmaculada Pedrera-Rodríguez
Educ. Sci. 2023, 13(8), 814; https://doi.org/10.3390/educsci13080814 - 08 Aug 2023
Cited by 1 | Viewed by 938
Abstract
This study focuses on the issue of school bullying and explores the potential of video games as a tool to prevent and address this problem. To accomplish this, the video game Monité, specifically designed for the prevention of school bullying, was utilized, using [...] Read more.
This study focuses on the issue of school bullying and explores the potential of video games as a tool to prevent and address this problem. To accomplish this, the video game Monité, specifically designed for the prevention of school bullying, was utilized, using the paradigm of digital game-based learning as an intervention methodology that emphasizes its educational and recreational potential. This study was conducted using a quasi-experimental approach, employing a pre-test and post-test design with a non-equivalent control group. The sample consisted of 92 boys and girls from fifth and sixth grade in primary education in the province of Cáceres, Spain. Data were collected through questionnaires from the System for the Evaluation of Children and Adolescents (SENA), which allowed for the gathering of information on peer problems, school problems and family issues. The results show that there are significant differences between the intervention group and the control group regarding problems external to individuals. In conclusion, this study investigates the use of the video game Monité as a tool to prevent school bullying and analyzes its impact on students’ perception of external agents such as family, peer group, and school. Our findings support its implementation in educational environments as an effective strategy. Full article
(This article belongs to the Special Issue Effects of Technologies and Digital Narratives in the Education and Development of Children and Adolescents)
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15 pages, 1538 KiB  
Article
Cyberbullying: Education Research
by Diana Marín Suelves, Ana Rodríguez Guimeráns, Mª Mercedes Romero Rodrigo and Silvia López Gómez
Educ. Sci. 2023, 13(8), 763; https://doi.org/10.3390/educsci13080763 - 25 Jul 2023
Viewed by 2966
Abstract
Today’s society is characterised by a high degree of digitisation and the use of electronic devices at an increasingly early age. Data from recent studies and news reports from different parts of the world have focused on the malicious use of these devices [...] Read more.
Today’s society is characterised by a high degree of digitisation and the use of electronic devices at an increasingly early age. Data from recent studies and news reports from different parts of the world have focused on the malicious use of these devices by some young people to engage in peer-to-peer bullying, now known as cyberbullying. Given the negative impact of exposure to these situations on the health and well-being of children and young people, we felt it was important to analyse the scientific evidence from a dual perspective. To this end, we carried out a bibliometric study of 131 articles selected from the Scopus database using the PRISMA method to quantify the scientific literature in terms of productivity, collaboration, impact and dissemination. In addition, we carried out a content analysis to explore this polyhedral reality further through three main categories. The results made it possible to identify the places, authors, and journals where useful information can be found. We were also able to highlight the need for training for the various educational and social actors and to identify risk factors associated with cyberbullying and the importance of primary prevention. Full article
(This article belongs to the Special Issue Effects of Technologies and Digital Narratives in the Education and Development of Children and Adolescents)
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10 pages, 282 KiB  
Article
Analysis of the Narratives with Characters That Make Ethnic Diversity Visible—Miraculous: Tales of Ladybug & Cat Noir
by Miriam E. Aguasanta-Regalado, Ángel San Martín Alonso and Isabel M. Gallardo-Fernández
Educ. Sci. 2023, 13(5), 460; https://doi.org/10.3390/educsci13050460 - 29 Apr 2023
Viewed by 1712
Abstract
This study follows the line of different authors who examined the visibility of ethnic diversity in children’s television series and the psychoeducational implications of these media narratives for children. Specifically, this work analyses the behaviours/actions developed by the model characters of cultural diversity [...] Read more.
This study follows the line of different authors who examined the visibility of ethnic diversity in children’s television series and the psychoeducational implications of these media narratives for children. Specifically, this work analyses the behaviours/actions developed by the model characters of cultural diversity and how these characters promote a perspective on diversity that conditions children. Employing a qualitative methodology, we use content analysis and critical discourse analysis as tools to be able to read, describe and interpret said content. The results highlight that these children’s programmes present a culture that reinforces certain values and behaviours. Likewise, the TV programmes analysed present stories marked by models of cultural diversity that contribute to the maintenance of certain social structures and the normalisation of inequality. We believe that educational institutions, through media education, should go deeper and teach students to look critically, deciphering codes of the audiovisual language present in the elements of children’s stories. In the complex society of the 21st century, we must consider that the needs of children change depending on how their identity intersects with aspects such as ethnicity, class, gender, etc., in order to equip them with the appropriate tools to deal with these problems. Full article
(This article belongs to the Special Issue Effects of Technologies and Digital Narratives in the Education and Development of Children and Adolescents)
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