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Education Sciences
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Advances in Media Education
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Advances in Media Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 November 2021) | Viewed by 24053

Special Issue Editors

Dr. Elissavet Gina Georgiadou

E-Mail Website
Guest Editor
School of Journalism and Mass Communications, Aristotle University of Thessaloniki, Thessaloniki, Greece
Interests: print media; digital media; web-based learning; mobile learning; instructional design; documentary production; photography
Prof. Dr. Andreas Veglis

E-Mail Website
Guest Editor
Media Informatics Lab, School of Journalism and Mass Communications, Aristotle University of Thessaloniki, Thessaloniki, Greece
Interests: information technology in journalism; new media; course support environments; data journalism; open data; distance learning; content verification; algorithmic journalism
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Technology evolution has brought about many transformations in human society. Multiple ways of getting informed, educated, entertained and new methods of participation in social and political life have emerged. These contemporary forms are associated with many benefits, such as direct access, continual updates, interactivity, and on demand and personalized content, among others; however, they present disadvantages such as social isolation and depersonalization, cybercrime, data security, disinformation, to name some. Educational institutions around the world are using present-day media in innovative ways in order to both educate and prepare students and adults (through lifelong programs) to meet this ever-changing landscape.

The aim of this Special Issue is to discuss recent advances in media education. The call is open to papers that address the issue of education in regard to contemporary media, for example, media applications in teaching, training, and learning, but also the issue of education in relation to media, such as new narratives in all types of media employing technological tools, transmedia, print vs. digital media, etc.

This Special Issue could feature research papers, reviews of research studies, technical reports, commentaries, conceptual or opinion pieces.

Dr. Elissavet Gina Georgiadou
Prof. Dr. Andreas Veglis
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • media education
  • media applications in teaching, training, and learning
  • instructional design
  • new media narratives
  • interactive media
  • transmedia
  • crossmedia
  • print vs. digital media, augmented reality
  • social media
  • interactive print

Published Papers (5 papers)

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Research

18 pages, 695 KiB  
Article
Examining Students’ Perceptions towards Video-Based and Video-Assisted Active Learning Scenarios in Journalism and Communication Courses
by Fani Galatsopoulou, Clio Kenterelidou, Rigas Kotsakis and Maria Matsiola
Educ. Sci. 2022, 12(2), 74; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020074 - 21 Jan 2022
Cited by 15 | Viewed by 4854
Abstract
Audiovisual content is highly employed in modern education curricula. This study aimed to identify students’ perceptions regarding the use of video in the courses they attend. Quantitative research was conducted among students of journalism and communication studies. Four courses were used for this [...] Read more.
Audiovisual content is highly employed in modern education curricula. This study aimed to identify students’ perceptions regarding the use of video in the courses they attend. Quantitative research was conducted among students of journalism and communication studies. Four courses were used for this study that employ video-based and video-assisted teaching strategies for active learning. Students used videos in different educational settings for flipped learning, blended learning, and autonomous self-paced learning. Their perceptions were examined through an extended form of the Technology Acceptance Model, encompassing more parameters (such as self-efficacy, perceived enjoyment, satisfaction, attitude, and intention of use) to identify causal relationships. In addition, the roles of technical parameters, such as internet connection, audio quality, and video quality, along with the duration of a video, were explored. The findings reveal students’ positive attitudes towards videos, and all factors were significantly related to the intention of use. In addition, the technical aspects of the video did not constitute a problem in the educational process, most likely due to contemporary quality in internet connections and audiovisual productions along with playback equipment. The duration of the videos was also not presented as an issue as there are flexible ways to embed videos in the learning process. Overall, videos can be used in multiple active learning scenarios to enhance students’ motivation and engagement and provide a joyful, collaborative, and hospitable learning environment. Students are familiar with digital tools and technologies and seem to enjoy audiovisual material in the learning process. Full article
(This article belongs to the Special Issue Advances in Media Education)
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27 pages, 1093 KiB  
Article
Digital Storytelling in Sports Narrations: Employing Audiovisual Tools in Sport Journalism Higher Education Course
by Maria Matsiola, Panagiotis Spiliopoulos and Nikolaos Tsigilis
Educ. Sci. 2022, 12(1), 51; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12010051 - 14 Jan 2022
Cited by 9 | Viewed by 3294
Abstract
The present generation of young people who nowadays attend higher education curricula are accustomed to receiving information and knowledge through audiovisual material. Creating a digital story can assist students to learn more on the subject they study as well as to help them [...] Read more.
The present generation of young people who nowadays attend higher education curricula are accustomed to receiving information and knowledge through audiovisual material. Creating a digital story can assist students to learn more on the subject they study as well as to help them overcome obstacles that hinder the presentation of their gained knowledge. The aim of this paper was to examine the use of audiovisual tools in the educational procedure of sport journalism higher education courses. Thirty-eight students in the School of Journalism at the Aristotle University of Thessaloniki were asked to present a team sport in a video form. Following the general instructions from the teachers they were able to use any kind of equipment and software they chose to create the audiovisual production. Upon the completion of the projects and based on an embedded mixed research design they were asked to answer a short questionnaire and afterwards to participate in two focus group discussions. The results revealed that the employment of technological tools to create, present, and furthermore express themselves was warmly accepted and the participants stated that it provided a vivid educational environment, which besides enhancing the process of teaching, contributed to the acquisition of skills and their right utilization. Full article
(This article belongs to the Special Issue Advances in Media Education)
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17 pages, 771 KiB  
Article
Awareness and Use of OER by Higher Education Students and Educators within the Graphic Arts Discipline in Greece
by Alexandra Christoforidou and Elissavet Georgiadou
Educ. Sci. 2022, 12(1), 16; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12010016 - 29 Dec 2021
Cited by 7 | Viewed by 3118
Abstract
In recent years, Open Educational Resources (OER) have gained significant reach globally as a means of facilitating free and open access to educational materials. However, most of the empirical research on the adoption of OER in higher education is conducted in the US, [...] Read more.
In recent years, Open Educational Resources (OER) have gained significant reach globally as a means of facilitating free and open access to educational materials. However, most of the empirical research on the adoption of OER in higher education is conducted in the US, while Europe and other countries, including Greece, fall behind. To that end, this research focused on the awareness and use of OER by higher education students and educators within the Graphic Arts discipline in Greece, to provide evidence regarding the adoption of OER to university administrations and libraries and encouraging their use across campus. The findings suggest that awareness is low, especially among undergraduate students, despite the fact that educators are aware of OER and already share their work as such. This paradox is probably related to students’ vague knowledge of what OER are and how to use them for learning. Therefore, actions are required from educators, university administration and librarians to inform students of the benefits of OER adoption in the educational process as well as to communicate educators’ OER efforts to students. Moreover, participants identified as the biggest obstacle for adopting OER in Graphic Arts the lack of a portal that accommodates OER for this discipline, which lays the groundwork for further research. Full article
(This article belongs to the Special Issue Advances in Media Education)
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14 pages, 291 KiB  
Article
The Role of Instagram, Facebook, and YouTube Frequency of Use in University Students’ Digital Skills Components
by Maria Perifanou, Katerina Tzafilkou and Anastasios A. Economides
Educ. Sci. 2021, 11(12), 766; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11120766 - 28 Nov 2021
Cited by 16 | Viewed by 5617
Abstract
The literature provides rich evidence on students’ levels of digital skills as well as on their frequency of Internet and social media use. Several studies have examined the relationships between social media use and academic achievement. However, there are not any studies investigating [...] Read more.
The literature provides rich evidence on students’ levels of digital skills as well as on their frequency of Internet and social media use. Several studies have examined the relationships between social media use and academic achievement. However, there are not any studies investigating the relationships between social media use and digital skills of higher education students. To fill this research gap, this study examines the links between the frequency of social media use and students’ digital skills. The survey was conducted with 155 university students in Greece. The instrument on six digital skills components was evaluated in terms of reliability and consistency. The research findings reveal a strong positive association between the use of YouTube and students’ digital skills on content evaluation and protection. Age and educational level differences were noted in several digital skills components, whereas age and gender were related to the frequency of Instagram use. The main conclusion is that the generic use of Facebook and Instagram does not affect students’ digital skills. However, combined literature evidence implies that when social media are used for educational purposes, they might influence students’ perceived levels of digital skills. Implications and limitations are discussed in the study. Full article
(This article belongs to the Special Issue Advances in Media Education)
21 pages, 3139 KiB  
Article
A Serious Game for Mediated Education on Traffic Behavior and Safety Awareness
by Apostolia Gounaridou, Eleni Siamtanidou and Charalampos Dimoulas
Educ. Sci. 2021, 11(3), 127; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11030127 - 17 Mar 2021
Cited by 28 | Viewed by 5065
Abstract
Computer games are considered a useful tool for educational purposes. Alternative media applications such as serious games combine edification with challenge and entertainment. Thus, learning becomes enjoyable, more comfortable, and more efficient. The paper presents the implementation of an educational computer game regarding [...] Read more.
Computer games are considered a useful tool for educational purposes. Alternative media applications such as serious games combine edification with challenge and entertainment. Thus, learning becomes enjoyable, more comfortable, and more efficient. The paper presents the implementation of an educational computer game regarding traffic behavior awareness through the main stages of analysis, design, development, and evaluation, aiming at investigating the contribution of gamification in traffic safety. The game was developed as an advanced media education approach in Unreal Engine, encompassing various adventures. The game hero’s tasks are to move into the virtual city to complete a mission, follow road safety rules, and experience the adventures either as a pedestrian or as a vehicle driver. Research hypotheses/questions are tested concerning the gaming impact and the audience engagement through first-person storytelling to communicate and perceive traffic regulations. The results reveal that a properly developed educational game could become more engaging, amusing, and efficient. It could also enhance traffic awareness through experiential and mediated learning, also fostering social responsibility. Full article
(This article belongs to the Special Issue Advances in Media Education)
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