درخت حوزه‌های تخصصی

This paper presents the results of a survey aimed at students aged between 10 and 18 from three schools in the South of Portugal. The purpose of the survey was to gather information about their perspectives regarding online hate speech (OHS). The study, whose central objective is to understand the intricate dynamics of online video games and social gaming platforms, is part of a project entitled "PROPS: Interactive Narratives Propose a Pluralistic Speech". From the data collected, the project envisages the creation of a set of interactive media designed to counteract main OHS discourses. By developing a thoughtful approach to the emergent issue of OHS, the aim is to promote media literacy in young players, thus cultivating a gaming environment that is both inclusive and safe.

Purpose: Since the prevalence of Covid-19 increased the use of e-learning and its dual importance in teaching methods, this study aimed to compare the effect of two teaching methods of brainstorming and group discussion by e-learning on learning level and interest in teamwork in social studies course. Methodology: This was an applied study in terms of purpose and semi-experimental with pre-test and post-test design in terms of implementation method. The study population was the third-grade elementary school students in district 20 of Tehran in the academic year of 2020-2021. The sample size was 60 students in two classes with 30 ones who were selected by available sampling method. One of the classes was considered as a teaching group with brainstorming method in a random way and the other class was considered as a teaching group with group discussion method. The teacher-made test of learning level in the social studies course and the teamwork interest questionnaire (Evans & Jarvis, 1986) were used to collect the data. Findings: The results of paired t-test showed that both methods of teaching brainstorming and group discussion by e-learning enhanced the level of learning and interest in teamwork in social studies course (P <0.001). The results of univariate analysis of covariance showed that the group discussion teaching method in comparison with the brainstorming teaching method enhanced the learning level and interest in teamwork in the social studies course (P <0.001). Conclusion: The results showed the effectiveness of both methods and the greater impact of group discussion teaching method compared to the brainstorming teaching method in both variables of learning level and interest in teamwork. Therefore, the use of group discussion teaching method should be prioritized to improve academic performance in social studies course.