Exploring the construct of the new way of thinking in the digital environment.
Autor: | Stiakakis, Emmanouil1, Barboutidis, George1 barboutidis@uom.edu.gr |
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Předmět: |
*Problem solving
*Computers *Digital technology *Artificial intelligence *Communication *Programming languages *Algorithms Thought & thinking High schools Sample size (Statistics) Research evaluation Cognition Security systems Learning strategies Descriptive statistics Emotional intelligence Psychological adaptation Data analysis software High school students |
Zdroj: | Behaviour & Information Technology. Oct2022, Vol. 41 Issue 13, p2779-2795. 17p. 1 Diagram, 10 Charts, 12 Graphs. |
Abstrakt: | The aim of this study is to provide insights concerning the effects of the ubiquitous digital environment on the way people think and the subsequent need to equip young individuals with the necessary skills. Several studies focus on defining the so-called digital skills, also providing indications that higher cognitive skills are required. However, they do not examine how young individuals could perform better to adapt to the continuously evolving digital environment. To address this gap, the study introduces and analyses the construct of digital intelligence, representing the new way of thinking and behaviour in the digital environment. For the purposes of the study, a set of tests was given to students at Greek high schools, targeting 15–16 years old students and employing original tests to assess digital intelligence. According to the findings, digital intelligence is composed of: (1) logical reasoning, algorithms, and evaluation, (2) abstraction, decomposition, and patterns and generalisation, (3) digital emotional intelligence and communication, (4) digital safety and security, and (5) digital identity, use, literacy, and rights. Assessing digital intelligence, as proposed in this study, could be used to assist vocational guidance, employee selection and evaluation, and development of revised school curricula. [ABSTRACT FROM AUTHOR] |
Databáze: | Library, Information Science & Technology Abstracts |
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