Cognitive playfulness, Creative Capacity and Generation 'C' Learners
| Autor: | Tan, Jennifer Pei-Ling, McWilliam, Erica L. |
|---|---|
| Rok vydání: | 2008 |
| Předmět: |
160809 Sociology of Education
schooling classification and regression tree 130309 Learning Sciences learning disposition 130000 EDUCATION 200203 Consumption and Everyday Life traditional schooling 080600 INFORMATION SYSTEMS creativity 130306 Educational Technology and Computing learning technologies youth multimedia education digital learning technology adoption creative capacity Generation C innovation diffusion cognitive playfulness 170103 Educational Psychology regression Web 2 play predictive modelling |
| Zdroj: | Proceedings |
| ISSN: | 2381-3652 |
| Popis: | This paper draws on an ongoing doctoral study of student engagement with new digital media technologies in a formal schooling environment to demonstrate the importance of playfulness as a learning disposition. The study shows that cognitive playfulness mobilises productive engagement with learning innovations in the context of a traditional learning culture. Specifically, the paper discusses findings that emerge from a quantitative study into the level of student engagement with, and usage of, one chool's digital innovation in the form of a new Student Media Centre (SMC). The study analysed how different student learning dispositions influence the extent to which students engage with new digital technologies in the context of their otherwise traditional schooling. What emerges from the study is the interesting finding that cognitive playfulness, defined as 'the learner's dexterity and agility in terms of intellectual curiosity and imagination/creativity', is a key factor in predicting students' valuing of the opportunities that Web 2.0 open-source digital learning affords. In presenting an empirical validation of this finding, the paper contributes new knowledge to the problematic relationship between student-led digitally-enhanced learning and formal academic schooling. |
| Databáze: | OpenAIRE |
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