Experiencing Poverty in an Online Simulation: Effects on Players’ Beliefs, Attitudes and Behaviors about Poverty

Digital simulations are increasingly used to educate about the causes and effects of poverty, and inspire action to alleviate it. Drawing on research about attributions of poverty, subjective well-being, and relative income, this experimental study assesses the effects of an online poverty simulation (entitled Spent) on participants’ beliefs, attitudes, and actions. Results show that, compared with a control group, Spent players donated marginally more money to a charity serving the poor and expressed higher support for policies benefitting the poor, but were less likely to take immediate political action by signing an online petition to support a higher minimum wage. Spent players also expressed greater subjective well-being than the control group, but this was not associated with increased policy support or donations. Spent players who experienced greater presence (perceived realism of the simulation) had higher levels of empathy, which contributed to attributing poverty to structural causes and support for anti-poverty policies. We draw conclusions for theory about the psychological experience of playing online poverty simulations, and for how they could be designed to stimulate charity and support for anti-poverty policies

Bridging the gender gap in computing: An integrative approach to content design for girls

Although some observed differences in males\u27 and females\u27 attitudes toward and uses of computers appear to be narrowing, the gender gap remains widest in relation to programming and software design, which are still male preserves. In response, software and Web site designers have applied feminist theories to develop three distinct approaches to creating content for girls that might increase their interest in computers. These approaches involve appealing to girls\u27 traditional “feminine” interests, nontraditional “masculine” interests, and gender-neutral interests. This study proposes that to bridge today\u27s gender gap, prior approaches need to integrate appeals to girls\u27 traditional and nontraditional interests, and focus content more clearly on learning about computer design itself. An experimental test of this integrative strategy, used to develop a prototype World Wide Web site tested on girls in their homes (n = 125), obtained significant increases in the treatment group\u27s interest in, sense of relevancy of, and motivation to use computers, compared to a control group

Simulating REAL LIVES: Promoting global empathy and interest in learning through simulation games

In response to an increasingly interdependent world, educators are demonstrating a growing interest in educating for global citizenship. Many definitions of the “good global citizen” value empathy as an especially important disposition for understanding others across national borders and cultural divides. Yet it may be difficult for people to achieve empathy with others who are perceived as psychologically and geographically distant. Can computerized simulation games help foster global empathy and interest in global civic learning? This quasiexperimental classroom study of 301 Northern California high school students in three schools examined the effects of playing REAL LIVES, a simulation game that allows players to inhabit the lives of individuals around the world. Compared with a control group, students who played the simulation game as part of their curriculum expressed more global empathy and greater interest in learning about other countries. Identification with REAL LIVES characters was also positively related to global empathy. These findings support claims that computerized simulations can cultivate important dispositions for global learning and citizenship

Flow and cooperative learning in civic game play

Flow theory offers an individualistic explanation of media enjoyment, while cooperative learning theory posits a social explanation for enhanced learning in groups. This classroom-based experimental study examines whether game players can experience both conditions and the influence of each on several types of civic knowledge, skills, and dispositions. We find that high quality cooperative learning contributed to acquiring civic knowledge and skills. In contrast, flow was more influential for developing dispositions to empathy and interest in learning more about the game topics. Thus, we conclude that players can experience flow while engaged in cooperative learning, but that these two conditions may support different kinds of civic learning

Genética Online

El presente proyecto de extensión tiene como objetivo principal crear y desarrollar un ambiente virtual de enseñanza en genética para el nivel superior. Tiene como finalidad ser una herramienta de estudios en los contenidos de genética, para así mejorar el desempeño de los alumnos en las disciplinas regulares ofrecidas en los diferentes cursos de la UNILA. El ambiente virtual será compuesto de video aulas teóricas, video aulas prácticas, resoluciones de ejercicios y de textos para profundizar en los temas. Todo el contenido estará disponible en portugués y español. Secundariamente, el ambiente virtual podrá ser utilizado por profesores de ciencias biológicas de la red pública y aprobada para actualización y mismo uso del contenido en sus salas de aula

Civic engagement, pedagogy, and information technology on Web sites for youth

Scholars of political socialization are paying increasing attention to how the Internet might help cure the civic disengagement of youth. This content analysis of a sample of 73 U.S.-based civic Web sites for youth introduces a framework for evaluating Web sites’ strategies for fostering active communication for citizenship. We offer the first systematic assessment of the extent to which a broad range of Web sites aim to develop young people’s abilities to use information and communication technology (ICT) as a vehicle for civic participation and to engage with ICT as a policy domain that encompasses issues (such as freedom of speech and intellectual property rights) that shape the conditions for popular sovereignty online. The study finds low levels of interactive features (such as message boards) that allow young people to share editorial control by offering their own content. In addition, few sites employ active pedagogical techniques (such as simulations) that research suggests are most effective at developing civic knowledge, skills, and participation. We also find little attention to ICT policy issues, which could engage budding citizens in debates over the formative conditions for political communication in the information age. We conclude with suggestions for civic Web site designers and hypotheses for user studies to test

Portrayals of information and communication technology on World Wide Web sites for girls

This study reports a content analysis of 35 World Wide Web sites that included in their mission the goal of engaging girls with information and communication technology (ICT). It finds that sites emphasize cultural and economic uses of ICT, doing little to foster civic applications that could empower girls as citizens of the information age. The study also finds that sites foster a narrow range of ICT proficiencies, focusing mostly on areas such as communication, in which girls have already achieved parity with boys. An examination of the role models portrayed in ICT occupations indicates that the sites show females mainly in elite technology jobs, reversing stereotypical mass media depictions of females in low-status roles in relation to ICT. Employing an original index of ICT knowledge and skills, the study finds that the sites that scored highest both on fostering comprehensive knowledge and skills as well as featuring civic content were general interest Web communities. Ownership (for-profit or not-for-profit) of sites was less important than editorial control: Sites that offered girls a place to contribute their own content were more likely to offer civic material and a broader range of ICT knowledge and skills. We conclude with recommendations for Web site designers to rethink their design strategies and their rationales for closing the gender gap in computing

Games for civic learning: A conceptual framework and agenda for research and design

Scholars, educators, and media designers are increasingly interested in whether and how digital games might contribute to civic learning. However, there are three main barriers to advancing understanding of games’ potential for civic education: the current practices of formal schooling, a dearth of evidence about what kinds of games best inspire learning about public life, and divergent paradigms of civic engagement. In response, this article develops a conceptual framework for how games might foster civic learning of many kinds. The authors hypothesize that the most effective games for civic learning will be those that best integrate game play and content, that help players make connections between their individual actions and larger social structures, and that link ethical and expedient reasoning. This framework suggests an agenda for game design and research that could illuminate whether and how games can be most fruitfully incorporated into training and education for democratic citizenship and civic leadership

Genética online

VII Seminário de Extensão Universitária da UNILA (SEUNI); VIII Encontro de Iniciação Científica e IV Encontro de Iniciação em Desenvolvimento Tecnológico e Inovação (EICTI 2019) e Seminário de Atividades Formativas da UNILA (SAFOR)El proyecto de Genética Online tiene como objetivo principal crear y proporcionar un ambiente virtual, con la finalidad de reforzar los estudios y mejorar el redimiendo académico de los estudiantes de la Universidad Federal de la Integración Latinoamericana (UNILA). Esta materia presenta un histórico alto de reprobaciones, que están asociados a la dificultad en la adaptación de los estudiantes al ritmo universitario y también a la dificultad de los alumnos extranjeros para el completo entendimiento de la lengua portuguesa. El ambiente virtual estará compuesto de video aulas teóricas y prácticas, usando el laboratorio de sonido de la UNILA y también los programas de Camtasia y Audacity para su edición. Actualmente fueran publicados seis vídeos aulas, en portugués y en español en la plataforma de Moodle que están siendo probadas y evaluadas por los estudiantes del semestre 2019.2. Nuevos tópicos están siendo producidos que estarán disponibles a lo largo del semestreAgradezco a la Universidad Federal de la Integración Latinoamericana por brindarme la oportunidad de desarrollar el presente proyecto, asimismo reitero mi agradecimiento a los participantes y orientador que acompañaron esta ardua labo

Surveillance Strategy for Detecting Pseudogymnoascus Destructans (PD) and White-Nose Syndrome in Montana 2016-2017

The devastating bat disease, White-Nose Syndrome (WNS), caused by the fungus Pseudogymnoascus destructans (Pd), was detected in western Washington state in March of 2016.  This detection was 1,300 miles from the previous westernmost detection and highlighted the urgency for surveillance in other western states like Montana.  Early detection of the disease may provide valuable insights into the statewide status of WNS, research opportunities, mitigation options and cave management.  The goals of Montana’s surveillance plan include 1) surveying for WNS/Pd in new geographic areas outside the WNS-affected zone and/or biologically important sites and 2) surveying for WNS infection in bat species that are not currently known to be susceptible.  In the absence of information or a risk assessment to help Montana focus on priority surveillance areas other than winter hibernacula, the 2017 strategy focuses on sampling at six hibernacula representing all regions where aggregations of bats overwinter.  Both active and passive sampling of bats and hibernacula environments will be conducted.  Active sampling can detect Pd from swabs of bats or in hibernacula soils.  Passive sampling will be conducted into the early summer specifically targeting bats found dead outside of hibernacula, bats showing clear signs of WNS infection, and bats found dead as part of a large mortality event.  Bats submitted for rabies testing may also be sampled when circumstances or characteristics of the carcass indicate WNS may be the cause of mortality.  While surveillance efforts can be costly it may provide information with enough time to better inform decision making