Learning in CyberParks. A theoretical and empirical study
| dc.contributor.author | Klichowski, Michal | |
| dc.date.accessioned | 2018-01-09T08:53:48Z | |
| dc.date.available | 2018-01-09T08:53:48Z | |
| dc.date.issued | 2017-12 | |
| dc.description.abstract | The theoretical part of the book shows that learning in CyberParks takes the form of technology-enhanced outdoor learning and is an element of smart learning, i.e. the latest concept of ICT-supported learning. Learning in CyberParks can also become an element of smart education – a concept of formal learning in the smart city. Learning in CyberParks is supposed to provide students with contact with nature and stimulate them to be physically active. It is thus a type of a dual-task. Studies in cognitive neuroscience suggest that this type of cognitive-motor interference can expose students to a motor danger and weaken their cognitive capabilities. If this was the case, the idea of learning in CyberParks would need to be modified. In order to solve this, two experiments with the use of mobile EEG were carried out. The empirical part of the book indeed shows that during dual-tasks in CyberParks students are less focused and more stressed, and the dynamics of attention and meditation ceases to reflect the dynamics of the cognitive task. Thus, before CyberParks become learning spaces, the idea of CyberParks has to be modified. The cognitive activity intended in CyberParks should be separated from physical activity. When learning in CyberParks, one should be sitting and using applications that do not require movement. Staying close to nature improves the functioning of the brain, therefore such learning is more effective than that carried out indoors. It is also more healthy. When designing CyberParks, one thus has to think not only about the technological infrastructure, but also about making spots for using ICT while sitting available. In this approach, learning in CyberParks becomes an important concept that can be used in practice in order to provide an answer to numerous problems of contemporary educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle. | pl |
| dc.identifier.citation | Klichowski, M. (2017). Learning in CyberParks. A theoretical and empirical study. Poznan: Adam Mickiewicz University Press. pp. 266. | pl |
| dc.identifier.isbn | 978-83-232-3255-1 | |
| dc.identifier.issn | 1895-376X | |
| dc.identifier.uri | http://hdl.handle.net/10593/21250 | |
| dc.language.iso | eng | pl |
| dc.publisher | Adam Mickiewicz University Press | pl |
| dc.relation.ispartofseries | Series Interdisciplinary Research;49 | |
| dc.rights | info:eu-repo/semantics/openAccess | pl |
| dc.subject | CyberParks | pl |
| dc.subject | Smart city | pl |
| dc.subject | Smart learning | pl |
| dc.subject | Smart education | pl |
| dc.subject | Learning | pl |
| dc.subject | Technology-enhanced learning | pl |
| dc.subject | Outdoor learning | pl |
| dc.subject | Technology-enhanced outdoor learning | pl |
| dc.subject | ICT-supported learning | pl |
| dc.subject | Dual-task | pl |
| dc.subject | Cognitive-motor interference | pl |
| dc.subject | Mobile EEG | pl |
| dc.subject | Sedentary lifestyle | pl |
| dc.subject | Nature deficit disorder | pl |
| dc.subject | Cognitive neuroscience | pl |
| dc.subject | Dual-task costs | pl |
| dc.title | Learning in CyberParks. A theoretical and empirical study | pl |
| dc.type | KsiÄ…ĹĽka | pl |