The present empirical study investigates, analyzes, and discusses the affordances and limitations of an augmented reality (AR)-based educational intervention for the critical digital awareness of secondary school students through a sociocultural framework of instruction. The design of the educational intervention focuses on the empowerment of students’ critical digital skills in the new media produsage ecosystem in parallel with the development of target language skills through content and language integrated learning (CLIL) in a mobile augmented reality (MAR)-based transnational educational setting. This study focuses on examining the usefulness rather than the digital use of MAR from a socio-constructivism perspective with 77 participants from diverse socio-cultural backgrounds and educational settings. More specifically, an investigation of the potential of internalization of new knowledge through immersive-triggered inclusive educational practices is carried out, examining the effectiveness of the universal design for learning principles (UDL) as a pedagogical framework for AR-based instruction related to long-term memory retention, the synthesis of meaningful learning instances, and the creation of new knowledge. The study findings suggest that AR-based instruction, if incorporated into a robust pedagogical framework, can enhance attention and long-term memory retention, provide meaningful, inclusive learning opportunities, and facilitate digital well-being in the ever-evolving complex learning ecosystem. This study concludes by proposing the term of critical immersive-triggered literacy (CIT Literacy), defined as a skill development framework that triggers learners’ attention and facilitates digital well-being for meaningful learning instances via immersive technologies.

Critical Immersive-Triggered Literacy as a Key Component for Inclusive Digital Education

The article considers features of modern Russian youth media preferences transformation against the activity’s restrictions of digital social platforms as Instagram, TikTok, etc. The authors have assumed that the “flow” of youth audience to other platforms would occur at a very rapid pace, and new platforms would be mastered in the shortest possible time, i.e. adaptation would be maximally effective. It has also been hypothesized that new platforms creation would attract youth audience, which would seek to “close” their consumer preferences through the newly emerging digital platforms in Russia, replacing those that were legally restricted. To test the above hypotheses, we have surveyed young people aged 18–24, who are the main audience that, according to the hypothesis of this study, would be most affected by media environment transformation. The main hypotheses have been tested by means of several blocks of questions to which the respondents gave answers first within the framework of a standardized questionnaire and then in free form within the framework of interviewing by the researchers. As a result of the study, it has been found out that the specifics of media preferences transformation among young people is not so significant compared to general changes in society, and therefore recommendations for further research directions have been put forward.

Digital media preferences’ transformation of modern Russian youth in connection with new realities

This study aims to explore the potential of Virtual Reality (VR) affordances in education to promote critical digital literacy skills in mixed-ability learning environments. The VR tour “A Glance at the Past” was designed to address the need for inclusive learning experience through immersion and interaction using a low-cost, user-friendly multi-user VR environment (MUVE). The design of the tour involves a two-level immersion and interaction with the content, facilitating differentiated instruction needs. The VR environment was evaluated by 30 students in eight 60-minute sessions in the context of foreign language learning through Content and Language Integrated Learning (CLIL). The preliminary results showed positive attitudes towards VR learning, while investigating the influence of guided or unguided tour exploration of artifacts and content, assessment showed that it had an impact on participants' performance and critical digital skills enhancement. Teachers' monitoring of behavior and performance revealed that there is an inconvenience to address large numbers of learners that are interacting in MUVE. 

Critical Digital Skills Enhancement in Virtual Reality Environments

This study aims to examine how different generations perceived and responded to news and disinformation about the February 6, 2023 Earthquake in Türkiye, focusing on their trust in news sources and methods of verifying authenticity. In this study, the data were collected from semi-structured interviews held with 30 participants using qualitative methods and they were analyzed with MAXQDA Analytics Pro 2022, through thematic analysis to uncover generational nuances in digital media engagement and trust. The analysis revealed five primary themes: digital media usage habits, trust and reliability in news sources, fake news verification practices, causes of fake news, and views on media legislation. The findings of the study indicated significant generational differences in digital media consumption habits. Notably, maintaining consistent online presence and integrating digital media into everyday life in Generation Z stood out as decisive factors in their reactions to news and disinformation about the February 6, 2023 Earthquake. The study also highlighted varied approaches among generations toward detecting disinformation. While Generation X preferred to use the methods of verification over broadcast media, Generations Y and Z showed a propensity for utilizing digital tools for identifying and verifying fake news. Attitudes toward media legislation differed among generations, yet there was a general consensus on the necessity of such laws to adapt to the digital age's challenges and play a crucial role in combating disinformation. This study offered a detailed comparative analysis on how different generations use digital media and their attitudes toward accuracy of news, particularly in response to significant events such as the February 6, 2023 Earthquake in Türkiye. This study would contribute to adopt a deeper understanding about the critical role of accurate information access during crises and the varying media consumption habits and attitudes toward disinformation across generations. The study emphasized the importance of tailored approaches in media literacy education and disinformation counter-strategies, as well as the need for media laws to be updated in accordance with the demands of the digital era. 

Navigating Truth and Disinformation: A Comparative Analysis of Generational Responses to the 6 February 2023 Earthquake in Digital Media in Turkiye

The aim of this paper is to discuss Generation Z (the generation of people born in the late 1990s and early 2000s) media consumption patterns and their understanding and adoption of MIL. Digital and media literacy are recognized as tools of particular importance in strengthening young people’s civic participation and understanding of the news. This element has become increasingly important with the proliferation of mis/disinformation especially on digital platforms. Generation Z, like Millennials before them, spend considerable screen time. They are native technophiles that have had touchscreen devices and smart features from their very early years. That is a critical factor in their media consumption as they reach adulthood. Yet, while they swipe, tap, like, and share, they’re aware of how much attention their tech is getting. Through a study regarding media and information literacy among Generation Z (those who are 26 or younger) we provide data about the youngest generation in Greece (Generation Z) regarding their media and information consumption, and their relationship with MIL, Disinformation in relation with a critical factor that of reliability and trust in news sources and institutions.

https://dergipark.org.tr/en/download/article-file/2700828

Generation z: media consumption and mil

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Generation z: media consumption and mil