A Literature Review of The Technologies and digital media that affect students’ learning By Leader 1. Mr. Peeranat Keereerak M. 6 Team member 2. Mr. Chanasit Malinee M.4 Saengthong vitthaya school Hdy,Songkhla Thailand This thesis is submitted for a writing essay competition on the theme of "How be outstanding Students to support Digital Innovation and Technology in Global Era” And sub theme of “How to develop digitalization technology media to support student learning” Presented to Faculty of teacher training and education Universitas Nahdlatul Ulama Surabaya 1
The development of instructional media to promote creativity in the creation of digital media with augmented reality technology Bennapa Pattanapipat Faculty of Mass Communication Technology, Rajamangala University of Technology Thanyaburi, Thailand Natchaphak Meeusah Faculty of Mass Communication Technology, Rajamangala University of Technology Thanyaburi, Thailand. Corresponding author's email: [email protected] Introduction The advancement of technology in today's era has made the world progress and change in every aspect, be it politics, government, society, economy, and most importantly, resulting in the need for education to develop in response to the changes. of technology (Chalarak, 2015) has adjusted the curriculum with new content to suit the 21st century. and enhance skills such as life and career skills (Winijchakul, 2014) and also focuses on selflearning, not lectures, hands-on learning. The new course that was introduced was in the field of mass communication due to the technology distribution era, resulting in digital media being heavily involved. Objective To learn creative thinking in the digital era.To develop learning. In the process of creating creativity in the digital era, technology is combined with reality. The digital era before and after learning, and evaluate learners' satisfaction with learning Method This research is research and development by using qualitative research tools mixed with experimental studies divided into 3 phases. Phase 1: Study the creative thinking process in digital media creation. Phase 2: The development of learning media on the creative process of creating media in the digital age with augmented reality technology; Phase 3: Studying the results of learning media development. The details are as follows. In Phase 1, there will be indepth interviews related to the questions laid out, with steps 1. The sample group is defined as media creation experts from 7 years up, totaling 17 people. 2. The research tool is an indepth interview. It collects the interviewer's general information and questions about the media. 3. Data Collection 4. Analyze data Based on the main point to sub-points followed by sub-topics. Phase 2 has 5 steps as follows. 1. Analysis From interview results 2. Design AR design through case study 3. Development process Website development can click to scroll to different parts without having to load a new page and will show the real environment 4. Implementation From 17 experts about ar3 Check, improve, adjust the media to be appropriate, evaluate 5 levels and find the average improvement before actual use. 5. Evaluation and in phase 3 It was actually tested with 128 undergraduates. It evaluated before and after the study and also assessed the satisfaction with the use. The results were collected, analyzed, and the results were summarized. 2
Result The comparative result of creativity score of the samples by dependent t-test indicated that the mean score after classes was 25.59 which was higher than before classes at 13.58 with statistical significance at .01. In addition, student satisfactory resulted in the high level at 4.29 (S.D.= 0.610). The findings show that learning materials can encourage students to understand media creative process better and encourage them to have a more creative level. It can be applied to teaching creativity, which is a fundamental skill in journalism, design and related work Conclusion The research shows that the learning of today's students can be improved if augmented reality technology is applied and digitalized. media, because of the assessment results before and after learning, the students had higher average creative scores and also had high satisfaction with the use, indicating that the students understood the creative process well and stimulated creativity in More Media Creation Keywords : 1. Creative thinking 2. Digital media 3. Augmented reality In our view opinion Based on the research titled The development of instructional media to promote creativity in the creation of digital media with augmented reality technology, we are of the opinion that the studies presented in this article cannot be concluded that digital media Should be used in teaching and learning of students because there is a gap in the group of people who study as a group of university students. Or a group of students who do not have access to technology, so they lead us to study the next research, which will be a literature review on the next page. 3
Young Children’s Learning With Digital Media DEBRA A. LIEBERMAN, CYNTHIA H. BATES, and JIYEON SO University of California, Santa Barbara, Santa Barbara, California, USA Introduction This article reviews digital media education and learning for young children aged 3-6. Digital media is diverse for this growing age group and includes computer delivery and online activities. video game console Band Blade Media from time to time with GPS or accelerometer in mobile phones and other wireless handsets Electronic toy devices and learning systems, dolls and robots are moving and talking body-moving games using dance mats, sports equipment or stationary bikes as game interfaces and online communities and social networks, for example. Objective to teach advanced concepts and processes Digital media is now integrated with educational materials that facilitate learning. An educational toy called "Digital Distortion" was developed at the MIT Media Lab to be explored by young children aged 5 and older, such as the concept of feedback and occurrence (Resnick, 1998; Resnick et al., 1998), in which the It claims to be able to learn well through programming and the use of digital tools such as programmable LEGO bricks and digital beads. Method According to this research, there are 6 methods of experimenting with students as follows. 1.Challenging assumptions : to teach advanced concepts and processes use of digital media Developed at the MIT media lab, feedback and rebirth concepts (Resnick, 1998; Resnick et al., 1998), which the authors claim can be learned well through programming and digital manipulation. Programmable LEGO bricks. 2. language and reading : Digital media and interactive toys used by children at home are designed to teach language and reading preparation skills. Such as letters, pronunciation, word recognition, word generation and second language learning. Research has found that well-designed digital learning programs in these fields can be effective (Fisch, Shulman, Akerman,&). Levin，2002； McGee&Richgels, 2006; Segers&Verhoeven, 2002) 3. mathematics : Digital learning materials can contribute to learning. young children's math Many aspects of informal mathematics learning, such as enumeration, solving arithmetic problems, spatial reasoning As a result, there is a growing interest in digital technologies and software that teach early learning math concepts. One study found that leisure computer learning programs Millie's Math House (1992 edition by Edmark) and James Discovers Math (1995 edition by Broderbund) when placed in preschool classrooms, resulted in a higher level of learning. Helps enhance children's mathematical knowledge. 4. Creativity and Learning : Well-designed computer program that is open-ended and gives the user some control over the learning activities. and provide opportunities for creative choice or imaginary expression. The study found that young children who were regularly exposed to this type of open-ended computer learning showed hypothetically greater curiosity. Children who received structured CAI were less motivated by positive 4
self-assessment and had more positive learning outcomes than those who received structured CAI 5. Cognitive Skills : Researchers examined the development of children's cognitive skills through digital media. They found that well-designed computer-based learning activities and games can improve abstract thinking, reflective thinking skills. as well as data analysis and evaluation (Klein, Nir-Gal, & Darom, 2000; Nir-Gal & Klein, 2004; Shute & Miksad, 1997); planning (Hong & Trepanier-Street, 2004); and scientific reasoning (Lieberman & Linn, 1991). Eye-hand coordination was improved with computer use at home 6. Cooperative learning and learning motivation : Cooperative learning skills and social interaction can be augmented by well-designed digital technologies (Bers, New, & Boudreau, 2006; Freeman & Somerindyke, 2001; Sharimin. & Butterworth, 2002) Result Research in the emerging field of young children’s digital media has other limitations. Most studies of digital media and children’s learning are done with small numbers of children and for short periods of time, further limiting the kinds of research questions that can be addressed. The research that has already been done, along with future research that will implement improvements and innovations in its questions, measures, and methods, can contribute valuable research evidence to the field. This evidence is useful to researchers, funding agencies, policy makers, media designers, media publishers, media purchasers, and educational practitioners—all of whom are looking for well-validated, effective ways to support learning so that ultimately they can improve and have confidence in the quality of the digital media experiences they offer to young children. Conclusion Research has tested the efficacy of several digital media products for young children's learning and found that such as developing children's knowledge and skills in thinking, planning, observation, problem solving, reading, language, math, hypothesis making and testing. creativity However, many commercially popular digital media products for young children have never been studied or tested. Therefore, there is no clear evidence of the benefits or drawbacks of such products. This paper concludes with a discussion of research approaches that can be used to examine young children's digital media processing. To improve the design and performance of future media products for this age group. Keywords : children, preschool, kindergarten, media, computer,research, learning, cognitive skills, reading, mathematics In our view opinion The gap of Digital Media Products : There is no clear evidence to show the advantages or disadvantages of such products. 5
A conclusion of 2 research in our view In today's era, it is undeniable that the world of technology plays a huge role in various aspects of human life, whether it is society, politics, governance, economy, medicine, transportation, and most importantly, learning. Currently, learning has developed in many fields. whether it is learning with a teacher to teach experimental learning learning through digital media We have studied two studies, the first one involved the use of technology media in teaching and learning to adjust learning in the undergraduated group. There was a three-phase process. Digital focuses on self-learning, the second phase will be media development, the third phase will be experimental results by using the results to develop learning materials and learning methods in the future. The results showed that learning materials can encourage students to better understand the media creation process and encourage more creativity. It can be applied to teaching creativity, a foundational skill in journalism, design, and summarization. Today's student learning can be improved by using technology. Due to the pre- and post-test assessment results, the students had higher average creative scores and higher usage satisfaction, indicating that students understood the creative process well and stimulated creativity in creating more media. In the second research page of the research paper, the methods were as follows: 1. challenging hypothesis example LEGO bricks 2. language and reading example words generation 3. Mathematics example digital learning materials 4. creativity and learning example computer programs 5. cognitive skills example sciencetific reasoning 6. cooperative learning and motivation learning example social interaction to teach advanced concepts and processes. Nowadays, digital media has been integrated into learning materials that facilitate learning. An educational toy called "Digital Distortion" was developed at the MIT Media Lab to explore, for example, the concept of feedback and occurrence by young children age 5 and older (Resnick, 1998; Resnick et al.). , 1998) which claims to be able to learn well through programming and the use of digital tools such as programmable Lego bricks and digital beads. The first study was conducted to examine the creative process in media creation process in the digital age for analysis and application in media development in a group of 128 students. This research is just a summary of a group of students, so we study a second research based on the process of developing children's knowledge and skills in thinking, planning, observation, problem solving, which is a study in children aged 3- 6 years, from the second research, interested in the very young age group, if digital media is also beneficial among children, it can be concluded that digital media is beneficial to students' learning at all stages age. In the second study, there is a gap in evidence, which can be used to indicate whether the media is really useful to students. In the first study, it is considered as evidence. Refer to the blank filling in the second study, because there is evidence to be measured by evaluating 128 students. People have a pre-test and post-test for reference. From both studies, it can be seen that technology and digital media play an important role in our lives. Therefore, we should apply digital media and technology to learning that is suitable for all ages for better learning 6