| Přispěvatelé: |
Fulantelli, G, Burgos, D, Casalino, G, Cimitile, M, Lo Bosco, G, Taibi, D, Theophilou, E, Schwarze, V, Börsting, J, Sánchez-Reina, R, Scifo, L, Lomonaco, F, Aprin, F, Ognibene, D, Hernández-Leo, D, Eimler, S |
| Popis: |
Comunicació presentada a 4th International Conference on Higher Education Learning Methodologies and Technologies Online, celebrat del 21 al 23 de setembre de 2022 a Palerm, Itàlia. Social media platforms provide opportunities for users across the world to connect and communicate between them and engage into acts of social support and entertainment. Yet it can also bring negative consequences as it has been associated with poor mental health and life dissatisfaction. This underlines the importance of delivering social media literacy (SML) interventions that raise awareness of the dangers and threats that are hidden within. To this date, SML initiatives have shown their benefits towards the acquisition of SML skills through the forms of school interventions and mini-games. However, studies on promoting SML through social media platforms need to be also encouraged and innovative approaches to provide interactive scenarios with hands-on experiences need to be formulated. Hence, the project COURAGE introduces a new approach towards SML by proposing the integration of educational opportunities within a controlled social media platform. To provide students the opportunity to learn whilst they naturally explore social media we propose the integration of virtual learning companions. In this paper we report seven empirical approaches towards SML skills acquisition powered by virtual learning companions. The paper concludes with a discussion towards the benefits and limitations of using this type of SML interventions. This work has been partially funded by the National Research Agency of the Spanish Ministry (PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033, MDM-2015-0502) and the Volkswagen Stiftung (Courage, ref. 95 566). D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme. |
