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“有时YouTube上的人是真实的，但有时不是”:孩子们对YouTube现实状态的理解

Q1 Social Sciences

E-Learning Pub Date : 2022-11-21 DOI:10.1177/20427530221140679

Brenna Hassinger-Das, Rebecca A. Dore

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引用次数: 0

摘要

这项研究描述了3到8岁的孩子如何证明他们对YouTube上的人的现实状态判断与他们的年龄和以前的YouTube观看经历有关。使用主题内设计，孩子们被问及他们对YouTube视频真实性的看法，并为他们的回答提供理由。看护人提供了孩子家庭媒体使用情况的信息，孩子们被问及他们最喜欢的YouTube视频。研究结果表明，年龄的增长——而不是使用YouTube的经验——与对YouTube的更细致的理解有关，这一点可以通过考虑媒体来证明对现实状态的判断来证明。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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“Sometimes people on YouTube are real, but sometimes not”: Children’s understanding of the reality status of YouTube

This study describes how 3- to 8-year-olds’ justifications for their reality status judgements about people on YouTube relates to their age and previous YouTube watching experience. Using a within-subjects design, children were asked about their beliefs regarding the reality status of a purported YouTube video and provided justifications for their responses. Caregivers provided information about children’s home media use and children were asked about their favorite YouTube videos. Results suggest that increased age—and not amount of experience with YouTube—relates to a more nuanced understanding of YouTube as evidenced by a consideration of the medium in justifying reality status judgments.

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来源期刊

E-Learning

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

0

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.

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