Critical Immersive-Triggered Literacy as a Key Component for Inclusive Digital Education
نویسندگان
چکیده
The present empirical study investigates, analyzes, and discusses the affordances limitations of an augmented reality (AR)-based educational intervention for critical digital awareness secondary school students through a sociocultural framework instruction. design focuses on empowerment students’ skills in new media produsage ecosystem parallel with development target language content integrated learning (CLIL) mobile (MAR)-based transnational setting. This examining usefulness rather than use MAR from socio-constructivism perspective 77 participants diverse socio-cultural backgrounds settings. More specifically, investigation potential internalization knowledge immersive-triggered inclusive practices is carried out, effectiveness universal principles (UDL) as pedagogical AR-based instruction related to long-term memory retention, synthesis meaningful instances, creation knowledge. findings suggest that instruction, if incorporated into robust framework, can enhance attention provide meaningful, opportunities, facilitate well-being ever-evolving complex ecosystem. concludes by proposing term literacy (CIT Literacy), defined skill triggers learners’ facilitates instances via immersive technologies.
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ژورنال
عنوان ژورنال: Education Sciences
سال: 2023
ISSN: ['2227-7102']
DOI: https://doi.org/10.3390/educsci13070696