Unravelling secondary students’ challenges in digital literacy: a gender perspective
The use of the Internet to learn involves complex cognitive activities. Educational researchers claim more attention in studying the nature of students’ challenges when using digital information for learning purposes. Our research investigated in depth the challenges that secondary students face whe...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/62679 |
| Acceso en línea: | https://doi.org/10.11114/jets.v5i1.1517 http://hdl.handle.net/10459.1/62679 |
| Access Level: | acceso abierto |
| Palabra clave: | Information-problem solving (IPS) Secondary education Classrooms Web search Skills Performance Gender differences |
| Sumario: | The use of the Internet to learn involves complex cognitive activities. Educational researchers claim more attention in studying the nature of students’ challenges when using digital information for learning purposes. Our research investigated in depth the challenges that secondary students face when solving web information-problem tasks. We thoroughly analysed how forty secondary students (18 girls and 22 boys) solved a scholar task using web information. The students’ actions on the computer screen were logged. Findings showed specific difficulties in solving digital tasks due to when (1) typing appropriate search terms, and when (2) selecting reliable and useful results from a “search engine results page”, which hinders the correct finding and understanding of web information needed to solve the digital task. In addition, the participants had a lack of reflection regarding the different actions to solve the digital task. Furthermore, our findings revealed that gender was not associated with differences in digital attainment. |
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