#Readwrite autonomous car landscape how to#

Results revealed significant differences between the pre/post tests only for the research group on the DL and CSC factors – the scores at the posttest were higher than the pretest. Lastly, qualitative data were collected and analyzed (Step 3) to better understand the quantitative data results. Participants’ perceived DL skills and creative self-concept (CSC) were surveyed twice – before (pretest) and after (posttest) a three-month intervention. To this end, data were gathered from two groups: research and control (which has not experienced the intervention), both groups were Education students.

Step 2 was employed to check the research hypotheses by a quasi-experiment interventional study design. The first step of the study was used to develop and validate an efficient measure of students' perceptions of their DL skills. This longitudinal quasi-experimental mixed methods study examined the potential of employing a gamified problem-based learning (hereinafter: the intervention) to increase digital literacy (DL) skills and creative self-concept among undergraduate students. In this study, digital literacy has a statistically significant and positive effect on creative thinking disposition both directly and indirectly through lifelong learning disposition. As a consequence of the analysis, it was determined that structural models were in good agreement with each other. Two models, which explain the direct effect of digital literacy on creative thinking disposition and its indirect effects through lifelong learning disposition, were developed. The structural equation modeling technique was also used to analyze the relationships of variables.

Correlational survey method was employed in this study. “The Marmara Creative Thinking Dispositions Scale”, “Digital Literacy Scale” and “Lifelong Learning Trends Scale” were used in the data collection process. The study was conducted with 327 teachers working in Siirt Province, Turkey in 2021-2022 academic years. This study aimed to determine whether digital literacy has a direct effect on creative thinking disposition and an indirect effect through lifelong learning disposition. Consequently, this entry aims to present growing digital literacy through creativity and autonomous learning.

#Readwrite autonomous car landscape how to#

Young people tend to learn from one another in their free time how to use technology, share with each other what they have done with technologies, consult each other, and discover how to use technology and for what. The development of young people’s skills to use digital technology is not only a school issue provided by the curriculum but also mainly derives from their day-to-day experience, interest, and needs outside the school context. As a result of their creative approach, they may come up with one or more “original” solutions. In such cases, they rarely have any prior specific training and they start learning autonomously in their own time, using their own way and having in mind their own idea of digital artifacts. People having such problems use technology to find solutions. At the beginning, people usually have an idea or a problem to consider without having any notions about which technology would be needed or even if they are capable of using such technology (see DIY or makerspace initiatives). These pastime activities have a very strong creative potential. Today, most people use technology not only during their formal education, in their professions or jobs but also in pastime activities in which they are motivated to produce a digital artifact (e.g., music, art, movies, apps for mobiles) or to solve problems related to their interests or hobbies.