Esports Business and Cyberbullying

Esports are the form of organized, multiplayer video game competitions and an area that develops and attracts attention day by day. However, cyberbullying, briefly defined as a user deliberately and repeatedly doing acts of threat, humiliation, and fooling into another user in cyber environments, is seen as a danger for players and esports. This study is expected to contribute to the literature by dealing with the concepts of esports and cyberbullying and to shed light on both academicians and practitioners about cyberbullying behaviors, types, potential risks, and precautions in esports business. Esports can make a significant contribution to promoting digital citizenship skills, as it contributes to the development of community awareness of cyberbullying that is necessary not only for the players but also for the whole society and esports business.

A mobile application for working on university service learning: usability, adequacy and perceptions of usefulness

In the current context, we not only need to train digitally competent students, but to develop civic and citizenship skills. One methodology for this is Service Learning (SL),. Mobile devices can enable the design of SL activities that take advantage of digital capabilities. However, experiences are still scarce. In the present research, a mobile application for SL is presented, with which students and teachers are in constant interaction, where feedback is constant and learning is reciprocal. In this article, and based on a DBR methodology, we evaluated technological usability, pedagogical usability and satisfaction. For this purpose, 3 teachers and 11 students of the Education degrees, used and evaluated the application using the usability test and conducting several interviews. According to the results obtained, the application works correctly and meets the four levels of usability. However, both students and teachers detected elements for improvement, especially in design. The application presented allows further progress towards eSL, taking advantage of the possibilities of hybrid technologies and scenarios.

A study of university law students’ self-perceived digital competences

The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students’ digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students’ technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students’ prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students’ digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students’ digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on ‘ICT Proficiency’) to be more relevant for academic study than digital citizenship mindsets.

Engagement and Immersion in Digital Play: Supporting Young Children’s Digital Wellbeing

For many families, young children’s engagement with screen-based technology is an ongoing concern in terms of physical, social and cognitive development. They are uneasy with the difficulty children have disengaging from screens and concerned that this behavior is obsessive or a sign of addiction. However, technology is recognized as having a “rightful role” in early childhood contexts. This scoping paper reports on a review of literature relating to digital play for children aged birth to five years, with the aim of further understanding digital wellbeing. Csikszentmihalyi’s flow theory serves as a theoretical framework for understanding why many young children enjoy digital play and become deeply engaged, with a disconnect between how young children and adults perceive digital play. Concerns about children’s deep immersion with digital play are interrogated to understand the connections with perceived addictive traits. The review highlights the critical importance of supporting children’s agency and digital citizenship skills from a young age, including the ability to critique content, balance screen-time with non-screen time and to develop self-control and self-regulation as a means to promote long-term positive outcomes for children in their digital lifeworlds and beyond.

Review of “Let’s Discuss. Second-Language Learners Share Ideas” by Deanna Kuhn (Wessex Press, 2021)

This review critically presents the “Let’s Discuss. Second-language Learners Share Ideas” monograph by Professor Deanna Kuhn as a classroom manual to be used in the Foreign Language (FL) classroom. Connections between critical thinking, global citizenship and critical cultural awareness, as part of a language teaching curriculum, are made. As a conclusion, “Let’s Discuss” is proposed as adequate to complement current FL curricula focusing on critical and global citizenship skills.

Learning design to embed digital citizenship skills in the undergraduate classroom: A collaboration among instructor, academic librarian, and Wikipedian

A collaboration among an instructor, librarian, and Wikipedia was initiated to help second-year undergraduate students at University College Dublin, Ireland, increase their digital citizenship skills through publishing in Wikipedia. The collaboration brought together diverse relevant expertise to design and deliver an effective learning experience. Integrating Wikipedia into the classroom experience gave students firsthand involvement with the research and scholarly communication process. The chapter is divided among three perspectives, reflecting academic, library, and Wikipedia perspectives on the implementation of the collaborative authorship project: <jats:list list-type="order"> <jats:list-item> Deeper learning through learning design in the classroom using Wikipedia—an academic’s perspective. </jats:list-item> <jats:list-item> Using Wikipedia to teach critical thinking and academic integrity—a librarian’s perspective. </jats:list-item> <jats:list-item> Enabling university students to write and publish collaboratively with Wikipedia—a Wikipedian’s perspective. </jats:list-item> </jats:list> Students engaged enthusiastically with Wikipedia. Challenges included supporting students in implementing new learning, such as academic integrity skills. The partnership among academic staff, the library, and Wikipedia suggests a potential framework for learning design (Boling, 2010), which may help others apply a similar experiential approach to learning.

Digital citizenship skills among undergraduate students in Malaysia: A preliminary study

<p><span>The purpose of the study was to examine level of digital citizenship skills among undergraduate students at the Sultan Idris Education University, Perak, Malaysia. The study focused on three sub-variables of digital citizenship skills; online wellbeing, online learning and online safety. The paper present report from a questionnaire conducted on 1000 students from nine different faculties. Items for each variable were constructed based on literature highlights related to digital citizenship framework and through experts’ validation. A descriptive statistic was used in determined the level of digital citizenship skills among the undergraduate students. The findings of the study showed that the level of digital citizenship skills of students is at a high level. This study expected to help stakeholders to further emphasize the study of digital citizenship and digital citizenship education in Malaysia in more detail.</span></p>

Thai undergraduate digital citizenship skills education: A second-order confirmatory factor analysis

From the study’s initial qualitative analysis, 10 latent variables and 22 indicators concerning digital citizenship skills (DCS) were used in a questionnaire on a sample of 506 Thai Business Computer Programme undergraduate students attending one of six regional Thai Rajabhat Universities. Goodness-of-fit and descriptive statistical analysis [mean, standard deviation, Kaiser–Meyer–Olkin index analysis and Bartlett’s test of sphericity were analysed by using SPSS® for Windows Version 21 and LISREL 9.10 for the second-order confirmatory factor analysis CFA. The results revealed that each student’s opinion on their DCSs had a ‘high agreement’ level. Moreover, importance ranking from high to low of the 10 primary indicators was each student’s footprint (1.00), cyberbullying (1.00), law (0.97), access (0.88), security (0.84), literacy (0.83), empathy (0.81), etiquette (0.80), collaboration (0.70) and thinking (0.65). Therefore, it is suggested that this study’s results be used to assist various agencies and ministries in building programmes for student digital citizenship skills. Keywords: Digital skills education; student cyberbullying; student digital footprints; teaching digital literacy; Thailand

Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).