Scholarlink

<p>Internet Adaptability, which includes Internet self-control, Internet socialization, Internet information search, Internet information protection, Internet positive coping, Internet learning, Internet self-efficacy, and Internet curiosity, for measuring an individual’s ability to adjust to the online environment. Poor Internet Adaptability may lead to problematic behaviors, such as excessive social media use. To address this, we developed a framework based on Situational Learning Theory, combining the Internet Adaptability Scale with current Internet usage trends and potential issues among teenagers. Based on this framework, we created an educational intervention game <i>InterWeb Action</i>, incorporating learning scaffolds, feedback systems, and the Anchored Instruction method. The game was designed using interactive narrative techniques, a promising approach in game development. Through a one-way, two-level (control/game intervention) between-subjects experiment, we evaluated the game’s educational impact. Results showed that students in the intervention group significantly improved their online adaptation compared to the control group. This study demonstrates the potential of interactive narrative games for teaching Internet Adaptability, addresses the lack of context in traditional teaching, and provides theoretical and practical insights for future educational game design.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Development and validation of an adolescent internet adaptability educational game based on situated learning theory

  • 期刊论文

  • 发表日期：

    2025年5月29日

查看全文
  • Weijun Wang,
  • Jiayang Li,
  • Siyang Liu,
  • Jianmei Ye,
  • Shihao Ma

摘要

Internet Adaptability, which includes Internet self-control, Internet socialization, Internet information search, Internet information protection, Internet positive coping, Internet learning, Internet self-efficacy, and Internet curiosity, for measuring an individual’s ability to adjust to the online environment. Poor Internet Adaptability may lead to problematic behaviors, such as excessive social media use. To address this, we developed a framework based on Situational Learning Theory, combining the Internet Adaptability Scale with current Internet usage trends and potential issues among teenagers. Based on this framework, we created an educational intervention game InterWeb Action, incorporating learning scaffolds, feedback systems, and the Anchored Instruction method. The game was designed using interactive narrative techniques, a promising approach in game development. Through a one-way, two-level (control/game intervention) between-subjects experiment, we evaluated the game’s educational impact. Results showed that students in the intervention group significantly improved their online adaptation compared to the control group. This study demonstrates the potential of interactive narrative games for teaching Internet Adaptability, addresses the lack of context in traditional teaching, and provides theoretical and practical insights for future educational game design.