Reducing digital divide effects through student engagement in coordinated game design, online resource use, and social computing activities in school

Rebecca B. REYNOLDS , Ming Ming CHIU

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Participating in online social, cultural, and political activities requires digital skill and knowledge. This study investigates how sustained student engagement in game design and social media use can attenuate the relations between socioeconomic factors and digital inequality among youth. This study of 242 middle and high school students participating in the Globaloria project shows that participation eliminates gender effects, and reduces parent education effects in home computer use. Further, students from schools with lower parent education show greater increases in frequency of school technology engagement. Globaloria participation also weakens the link between prior school achievement and advanced technology activities. Results offer evidence that school-based digital literacy programs can attenuate digital divide effects known to occur cross-sectionally in the general U.S. population. Copyright © 2015 ASIS&T.
Original languageEnglish
Pages (from-to)1822-1835
JournalJournal of the Association for Information Science and Technology
Volume67
Issue number8
Early online dateMay 2015
DOIs
Publication statusPublished - Aug 2016

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digital divide
Students
Education
parent education
resources
school
student
participation
socioeconomic factors
political activity
social media
PC
literacy
Resource use
Student engagement
Game design
Digital divide
gender
evidence
Participation

Citation

Reynolds, R., & Chiu, M. M. (2016). Reducing digital divide effects through student engagement in coordinated game design, online resource use, and social computing activities in school. Journal of the Association for Information Science and Technology, 67(8), 1822-1835.

Keywords

  • Educational technology
  • Learning
  • Skills