Blended, Transmedia Learning: Investigating the Engagement of Elementary Students in a Cryptology and Cybersecurity Curriculum

Autor/inn/en	Xu, Zhen; Dawson, Kara; Antonenko, Pavlo; Koh, Do Hyong; Wusylko, Christine
Titel	Blended, Transmedia Learning: Investigating the Engagement of Elementary Students in a Cryptology and Cybersecurity Curriculum
Quelle	In: Journal of Online Learning Research, 8 (2022) 3, S.393-424 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learner Engagement; Elementary School Students; Curriculum Design; Cartoons; Grade 3; Grade 4; Grade 5; Computer Science Education; Information Security; Computer Security; Teaching Methods; Relevance (Education); Profiles; Student Attitudes; Teacher Attitudes; Course Content; Difficulty Level; Blended Learning; Barriers; After School Programs + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Zeichentrickfilm; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Computer science lessons; Informatikunterricht; Computervirus; Computersicherheit; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Charakterisierung; Profilanalyse; Schülerverhalten; Lehrerverhalten; Kursprogramm; Schwierigkeitsgrad; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	This convergent mixed method study investigates learner engagement during a blended, transmedia curriculum called CryptoComics, which is designed to teach 3rd-5th graders about cryptology and cybersecurity. Curriculum design is presented through the lens of four engagement facilitators: (1) anchoring the curriculum with a comic book, (2) blending digital and unplugged media, (3) supporting situational interest via a transmedia narrative, and (4) designing for social-cultural relevance. Latent profile analysis is used to develop profiles of learner engagement using quantitative indicators of cognitive and emotional engagement collected across 204 students at 13 implementation sites in the Eastern U.S. Qualitative indicators of engagement include teacher weekly check-ins submitted by 17 teachers working at the 13 implementation sites, student interviews, and classroom observations of 26 students participating in the curriculum at two local sites. Quantitative and qualitative results converge to suggest the majority of the students participating in the curriculum were highly engaged cognitively and emotionally. Qualitative data (1) suggest some third graders may be less cognitively engaged due to challenging content, (2) provide evidence for how the design of the blended, transmedia curriculum supported, and some cases hindered, engagement, (3) highlight the importance of transitions between blended learning components in facilitating engagement, and (4) uncover questions regarding one of the quantitative measures selected as an indicator of cognitive engagement. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01