Adding individual reflection to the SNS safety course produced changes in attitudes and behavior that the collaborative version did not¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both course versions raised awareness versus control, but only the individual-reflection version significantly changed attitudes and behavior. → Vanderhoven 2015

Evidence¶

Vanderhoven 2015¶

Vanderhoven, E., Schellens, T., Vanderlinde, R., & Valcke, M. (2015). Developing educational materials about risks on social network sites: A design-based research approach. Ghent University. https://doi.org/10.1007/s11423-015-9415-4

q3 · i? · design · r3

Multilevel analysis of 1487 pupils (average age 14.90) across control, collaborative-learning, and individual-reflection conditions; per Table 4, EXP2-control differences on attitudes and behavior were significant (p < .02) while EXP1-control were not.

"However, with regard to teenagers’ attitudes and behavior, a change could only be observed when the course gave the opportunity of individual reflection, compared to the control group"

Discussion¶

Related Claims¶

• Replacing the simulated worst-case profile with pupils' own SNS profiles added no measurable benefit — related
• The initially developed SNS safety course increased awareness of contact risks but did not change attitudes or behavior — related
• Presence versus absence of individual scaffolding types did not support the added-value hypothesis, but scaffolding combinations partly did — reports the opposite
• A parents' information evening improved parents' skills and prompted information-sharing, but reached only a minority of parents — related
• School attention to SNS safety positively influences privacy care, which in turn relates to safer pupil behavior — related