Chapter 6- Media as Educators The history of television and education -By the 1960s, as many as 97% of US households had a television set... ...and children spend as much as 27 hours per week watching TV. -What really upset parents were that the only thing on TV sitcoms; there was nothing educational. -Learning from TV is an example of vicarious experience. Video games and education -60% of americans play video games -$36 billion was spent on video games in 2017 -Jones (2003) argued that games are a ubiquitous part of childhood development -One feature of games that can help promote learning is their interactivity -They are also autotelic -Video games also require active and near-constant engagement and are inherently educational -Multimodal learning allows users to experience text, visuals, and audio simultaneously -Games are inherently multimodal -Hence, games can be great educational tools Serious Games (cognitive/affective) -Other games are made as serious games -Oregon Trail- designed to teach school children harsh realities faced by people who navigated the Oregon Trail Simulation Games (behavioral) -Games can provide accurate simulations of complex phenomenon to teach complex behavioral tasks Sex difference in cognitave skill sets: -Men have faster mental-rotation abilities -Women have better pattern recognition and verbal ability -Video games can reduce these gaps between sexes! -Video games help in organizing context too! Cognitive vs. Affective Learning Cognitive: The act of storing and understanding new information -Children's TV viewing was an autotelic process -Children's television workshop worked to develop educational programmingAffective: The feelings associated with the learning process -focus on personal growth -Mr. Rodgers -imagination, inquisitiveness, inspiration -dealt with divorce, death, even war The Matthew Effect In education by which children who have an early advantages from greater reading and writing skills to greater access to resources at home, tend to improve academically at faster rates than children without these advantages. The Displacement Hypothesis The time spent engaging in one activity results in less time spent engaging in others. MOOcs Convenient and persistent access to information on demand Collectivist (cMOOC): embraces web 2.0- creation and collaboration Traditionalist (xMOOC): resembles on campus learning Chapter 7- Relationships in a Digital Age What is the media equation? -Reeves and nass, 1996, argue that for many people media equals real life. -We treat face to face people and mediated people (real or fictional) basically the same, because they both give off similar social cues. -We use interpersonal communication norms while using CMC regardless of how physically "real" the other person may be. Social Learning (Cognitive) Theory & Bandura’s Bobo doll experiments Social Learning Theory: Learning from tv is an example of vicarious experience, humans can experience the world observing others rather than through direct experience. -Later renamed social cognitive theory to reflect the cognitive (rather than behavioral) focus of the theory. Bandura Bobo Doll experiments: Performed during 1961 and 1963 when he studied children's behavior after they watched a human adult model act aggressively towards a Bobo doll. Noticed that children learn by modeling witnessed behaviors: 1. Attention (view it ) 2. Retention ( remember it ) 3. Reproduction ( replicate it ) 4. Motivation ( desire it )ARPAnet (Advanced Research Projects Agency Network) -Started in 1969 with funding from US military -set up for research purposes -users reported making friends (even lovers) through the system -technologies tend to connect people with similar interests (early forms of email) Arguments in favor/against technology and relationships (e.g., Putnam) -Putnam said Media has reduced social interactions among people Definition and types of presence Presence: a psychological state characterized by an illusion of non-mediated -More presence= more intimacy Social Presence: When using communication technology, a feeling that one is engaging another person in a non mediated way. -relates to how much intimacy or closeness we can achieve using technology, “feeling like you’re with someone else through a medium. Spatial Presence: feeling you are “in” a space that is actually mediated, heavily impacted by realism. Self Presence: degree to which “virtual selves are experienced as the actual self”. Telepresence: When using communication technology, a feeling that one is interacting in a mediated environment w/o consciously thinking about this mediation. Social Networking Sites Internet-based computer programs that allow users to create profiles and share information with others. -Maintaining social connections -Building closer social connections -sns users have been found to be less socially isolated -seeking and giving social support -to argument interpersonal communication Chapter 8- Falling in Love (or Like) Online Harlow’s experiments and Haptics Harlow found that when baby monkeys were presented with two monkey “mothers”, the babies would choose to spend most of their time with stuffed monkeys that are soft and cuddly, only visiting the wire monkey that deliver food to eat.Haptic Communication: Sending meaning through the use of non-verbal cues associated with touch (ex. stuffed/wire monkeys) Expectancy Violations Theory A situation in which our assumptions about anticipation of another's thoughts, actions, or behavior are not met. Social capital and social networks Social Capital: Economic value that comes from the information that we get from the people we know. Social networks: Bucket brigades, Telephone Tree Bucket Brigades: A type of social network in which one person communicates or interacts with only one other person in a linear fashion, passing information from one to one. Telephone Tree: A type of social network in which one person is responsible for contacting a set number of people who in turn contact a set number of people “below” them. Homophily: The extent to which two people (or two things) are similar to one another. What are the rules of Social Networks? 1. We shape our networks: We chose what groups we want to be a part of, and how many connections to have in these groups. We have a