สื่อสร้างสรรค์เพื่อการศึกษา
คำสำคัญ:
สื่อสร้างสรรค์, การใช้สื่อในการเรียนการสอน, ผลกระทบจากสื่อบทคัดย่อ
สื่อสร้างสรรค์ที่ถูกกล่าวถึงในบทความนี้คือ (1) สื่อที่ถูกผลิตขึ้นมาเพื่อใช้ในการศึกษา (2) สื่อทั่วไปที่มีเนื้อหา ในทางบวก และ (3) การนำ สื่อทั่วไปมาใช้ในชั้นเรียน การใช้สื่อเพื่อการเรียนการสอนนี้สามารถเพิ่มความสนใจในการเรียน ให้กับผู้เรียน และสามารถพัฒนาผลการเรียนรู้ในบทเรียนนั้นๆ ให้ดียิ่งขึ้น โดยเฉพาะอย่างยิ่งการใช้สื่อบันเทิง เช่น ภาพยนตร์และการ์ตูน ซึ่งเป็นสื่อที่ผู้เรียนมีความสนใจอยู่แต่เดิมแล้ว ผู้สอนควรให้โจทย์เพื่อให้ผู้เรียนได้คิดวิเคราะห์สื่อ ตามหัวข้อของบทเรียน ตลอดจนการเรียบเรียงเรื่องราวในสื่อขึ้นมาใหม่ เพื่อลดความรุนแรงและเติมเต็มสารเกี่ยวกับ คุณธรรมที่เหมาะสมกับผู้รับชมสื่อ นอกจากนี้ผู้สอนอาจเลือกใช้วิธีการสื่อสารที่ผู้เรียนคุ้นเคยเช่นการใช้สังคมออนไลน์ และ นำ เสนอตนเองว่ามีความชอบในสื่อที่คล้ายคลึงกับผู้เรียน จะทำ ให้ผู้เรียนเกิดความสนใจในการเรียนมากยิ่งขึ้น อันจะเป็น ผลดีต่อพวกเขาทั้งในปัจจุบันและในอนาคต
คำสำคัญ: สื่อสร้างสรรค์ การใช้สื่อในการเรียนการสอน ผลกระทบจากสื่อ
References
ธนาวรรณ อัศวราชันต์. (2558). อิทธิพลของการ์ตูนดิสนีย์ที่มีผลต่อคุณธรรมจริยธรรมของเด็กปฐมวัย. วารสารคณะศึกษาศาสตร์ มหาวิทยาลัยมหาสารคาม, 21(2) : 164-172.
นนทกฤช ภพชนกนันท์, ภัสวลี นิติเกษตรสุทร และธีรารักษ์ โพธิสุวรรณ. (2559). พฤติกรรมการใช้การสื่อสารและผลกระทบจากการใช้เฟซบุ๊กของนักศึกษามหาวิทยาลัยปทุมธานี. วารสารวิทยาการจัดการ. 3(1) : 37-52.
Arunrangsiwed, P. (2014b). The Experimental Research Design of Animation-Based Learning Research. Proceedings of The 10th National and International Social Science Symposium: Social Innovation for Sustainable Development in ASEAN Community (การประชุมสังคมศาสตร์วิชาการระดับชาติและนานาชาติ ครั้งที่ 10: นวัตกรรมทางสังคมเพื่อการพัฒนาอย่างยั่งยืนในประชาคมอาเซียน). Chiang Rai, Thailand: Chiang Rai Rajabhat University.
Arunrangsiwed, P. & Beck, C.S. (2016). Positive and Negative Light of Fan Practices (ผลดีและผลเสียของการทำ กิจกรรมของแฟน). Suan Sunandha Rajabhat University Journal of Management Science. วารสารวิทยาการจัดการ มหาวิทยาลัยราชภัฎสวนสุนันทา, 3(2).
Arunrangsiwed, P. (2013). The Effects of Website for Temples in Bangyai and Bangkruay District on Thai Tourist Attractions. Proceedings of The 5th International Science, Social Science, Engineer and Energy Conference 2013. Kanjanaburi, Thailand: Suan Sunandha Rajabhat University.
Arunrangsiwed, P. (2014a). The Documentary Analysis of Meta-Analysis Research in Violence of Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(1), 77-80.
Arunrangsiwed, P. (2015). Be Like Me & Follow Me : A Relationship between Homophily and Belief of Superheroes’ Fans. Rangsit University Journal of Communication Art (นิเทศศาสตรปริทัศน์), 18(2), 35-50.
Arunrangsiwed, P. (2016). Teaching Method in Situational Crisis Communication Theory: A Literature Review. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(8), 2652-2655.
Badre, A., Beranek, M., Morris, J. M., & Stasko, J. (1991). Assessing Program Visualization Systems as Instructional Aids. In International Conference on Computer Assisted Learning. Springer Berlin Heidelberg, 87-99.
Bahoric, K., & Swaggerty, E. (2015). Fanfiction: Exploring In-and Out-of-School Literacy Practices. Effective Writing Instruction: Colorado Reading Journal, Summer 2015, 25-31.
Bannon, S., McGlynn, T., McKenzie, K., & Quayle, E. (2015). The Internet and Young People with Additional Support Needs (ASN): Risk and safety. Computers in Human Behavior, 53, 495-503.
Berkowitz, L., & Rawlings, E. (1963). Effects of film violence on inhibitions against subsequent aggression. The Journal of Abnormal and Social Psychology, 66(5), 405.
Black, R. W. (2006). Language, Culture, and Identity in Online Fanfiction. E-Learning and Digital Media, 3(2), 170-184.
Black, R. W. (2009). Online Fan Fiction and Critical Media Literacy. Journal of Computing in Teacher Education, 26(2), 75-80.
Brown, W. J., & Singhal, A. (1990). Ethical Dilemmas of Prosocial Television. Communication Quarterly, 38(3), 268-280.
Brown, W. J., & Singhal, A. (1993). Ethical Considerations of Promoting Prosocial Messages Through the Popular Media. Journal of Popular Film and Television, 21(3), 92-99.
Brown, W. J., & Singhal, A. (1997). Ethical guidelines for promoting prosocial messages through the popular media. In the eye of the beholder: Critical perspectives in popular film and television, 207-223.
Chen, J. S. (2007). A study of fan culture: Adolescent experiences with animé/manga doujinshi and cosplay in Taiwan. Visual Arts Research, 14-24.
Chiu, C. M., Cheng, H. L., Huang, H. Y., & Chen, C. F. (2013). Exploring individuals’ subjective well-be- ing and loyalty towards social network sites from the perspective of network externalities: The Facebook case. International Journal of Information Management, 33(3), 539-552.
Chraif, M., & Anitei, M. (2011). The Physiological Effects of Cartoons Blood Scenes on the Youngsters in Romania. Procedia-Social and Behavioral Sciences, 30, 465-470.
Coombe, C. (2014). 10 Characteristics of Highly Effective EF/SL Teachers. Perspectives (TESOL Arabia), 22(2).
Coombs, W. T. (2007). Attribution theory as a guide for post-crisis communication research. Public Relations Review, 33(2), 135-139.
Ellison, N. B., Vitak, J., Gray, R., & Lampe, C. (2014). Cultivating social resources on social network sites: Facebook relationship maintenance behaviors and their role in social capital processes. Journal of Computer-Mediated Communication, 19(4), 855-870.
Eron, L. D. (1963). Relationship of TV viewing habits and aggressive behavior in children. The Journal of Abnormal and Social Psychology, 67(2), 193.
Gentile, D. A., Coyne, S., & Walsh, D. A. (2011). Media Violence, Physical Aggression, and Relational Aggression in School Age Children: a Short-Term Longitudinal Study. Aggressive behavior, 37(2), 193-206.
Greitemeyer, T. (2011). Effects of Prosocial Media on Social Behavior When and Why does Media Exposure Affect Helping and Aggression?. Current Directions in Psychological Science, 20(4), 251-255.
Greitemeyer, T., & Osswald, S. (2011). Playing Prosocial Video Games Increases the Accessibility of Prosocial Thoughts. The Journal of social psychology, 151(2), 121-128.
Grosseck, G., Bran, R., & Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia-Social and Behavioral Sciences, 15, 1425-1430.
Han, S. H., & Brazeal, L. M. (2015). Playing nice: modeling civility in online political discussions. Communication Research Reports, 32(1), 20-28.
Helfgott, J. B. (2015). Criminal behavior and the copycat effect: Literature review and theoretical framework for empirical investigation. Aggression and violent behavior, 22, 46-64.
Hogan, M. J. (2012). Prosocial effects of media. Pediatric Clinics of North America, 59(3), 635-645.
Hust, S. J., Marett, E. G., Lei, M., Chang, H., Ren, C., McNab, A. L., & Adams, P. M. (2013). Health promotion messages in entertainment media: crime drama viewership and intentions to intervene in a sexual assault situation. Journal of health communication, 18(1), 105-123.
Hwang, I., Tam, M., Lam, S. L., & Lam, P. (2012). Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years. Electronic Journal of e-Learning, 10(4), 368-377.
İvrendi, A., & Özdemir, A. A. (2010). Mothers’ evaluation of cartoons’ influence on early childhood children. Procedia-Social and Behavioral Sciences, 2(2), 2561-2566.
Jarc, D. J., Feldman, M. B., & Heller, R. S. (2000). Assessing the benefits of interactive prediction using web-based algorithm animation courseware. ACM SIGCSE Bulletin, 32(1), 377-381.
Kehoe, C., Stasko, J., & Taylor, A. (2001). Rethinking the evaluation of algorithm animations as learning aids: an observational study. International Journal of Human-Computer Studies, 54(2), 265-284.
Keller, S. N., & Brown, J. D. (2002). Media interventions to promote responsible sexual behavior. Journal of Sex Research, 39(1), 67-72.
Mayer, R. E, & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of educational Psychology, 84(4), 444-452.
Meyers, M. (1996). News coverage of violence against women: Engendering blame. Sage Publications.
Monkolprasit, P., & Arunrangsiwed, P. (2016). The Effect of Prior Characteristic on Perceived Prosocial Content in Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3526-3530.
Morris, M. R. (2014, February). Social networking site use by mothers of young children. In Proceed- ings of the 17th ACM conference on Computer supported cooperative work & social computing, ACM. 1272-1282.
Nalkur, P. G., Jamieson, P. E., & Romer, D. (2010). The effectiveness of the motion picture association of America’s rating system in screening explicit violence and sex in top-ranked movies from 1950 to 2006. Journal of Adolescent Health, 47(5), 440-447.
Ostrov, J. M., Gentile, D. A., & Crick, N. R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development, 15(4), 612-627.
Pairoa, I., & Arunrangsiwed, P. (2016). An Overview on the Effectiveness of Brand Mascot and Celebrity Endorsement. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3519-3525.
Prot, S., Gentile, D. A., Anderson, C. A., Suzuki, K., Swing, E., Lim, K. M., ... & Liau, A. K. (2014).Long-term relations among prosocial-media use, empathy, and prosocial behavior. Psychological science, 25(2), 358-368.
Rebetez, C., Bétrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional science, 38(5), 471-485.
Rieber, L. P. (1990). Animation in computer-based instruction. Educational technology research and development, 38(1), 77-86.
Simon, R. (2012). “Without Comic Books, There Would Be No Me”: Teachers as Connoisseurs of Adolescents’ Literate Lives. Journal of Adolescent & Adult Literacy, 55(6), 516-526.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012a). Effects of prosocial, neutral, and violent video games on children’s helpful and hurtful behaviors. Aggressive Behavior, 38(4), 281-287.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012b). Effects of prosocial, neutral, and violent video games on college students’ affect. Aggressive Behavior, 38(4), 263-271.
Sloan, E. D., Sawyer, C., Warner, T. D., & Jones, L. A. (2014). Adolescent Entertainment or Violence Training? The Hunger Games. Journal of Creativity in Mental Health, 9(3), 427-435.
Stith, B. J. (2004). Use of animation in teaching cell biology. Cell Biology Education, 3(3), 181-188.
Strasburger, V. C. & Hogan, M. J. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958-961.
Tasker, R., & Dalton, R. (2008). Visualizing the molecular world–Design, evaluation, and use of animations. In Visualization: Theory and practice in science education (pp. 103-131). Springer Nether- lands.
Theocharis, Y., & Quintelier, E. (2016). Stimulating citizenship or expanding entertainment? The effect of Facebook on adolescent participation. New media & society, 18(5), 817–836.
Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258.
Turan, B. (2014). The Opinions of Teachers on the Use of Cartoon Character in the Mathematics Lesson. Procedia-Social and Behavioral Sciences, 141, 1386-1391.
Weaver, A. J., Zelenkauskaite, A., & Samson, L. (2012). The (non) violent world of YouTube: Content trends in web video. Journal of Communication, 62(6), 1065-1083.
Zhu, L., & Grabowski, B. L. (2006). Web-based animation or static graphics: Is the extra cost of animation worth it?. Journal of Educational Multimedia and Hypermedia, 15(3), 329.
นนทกฤช ภพชนกนันท์, ภัสวลี นิติเกษตรสุทร และธีรารักษ์ โพธิสุวรรณ. (2559). พฤติกรรมการใช้การสื่อสารและผลกระทบจากการใช้เฟซบุ๊กของนักศึกษามหาวิทยาลัยปทุมธานี. วารสารวิทยาการจัดการ. 3(1) : 37-52.
Arunrangsiwed, P. (2014b). The Experimental Research Design of Animation-Based Learning Research. Proceedings of The 10th National and International Social Science Symposium: Social Innovation for Sustainable Development in ASEAN Community (การประชุมสังคมศาสตร์วิชาการระดับชาติและนานาชาติ ครั้งที่ 10: นวัตกรรมทางสังคมเพื่อการพัฒนาอย่างยั่งยืนในประชาคมอาเซียน). Chiang Rai, Thailand: Chiang Rai Rajabhat University.
Arunrangsiwed, P. & Beck, C.S. (2016). Positive and Negative Light of Fan Practices (ผลดีและผลเสียของการทำ กิจกรรมของแฟน). Suan Sunandha Rajabhat University Journal of Management Science. วารสารวิทยาการจัดการ มหาวิทยาลัยราชภัฎสวนสุนันทา, 3(2).
Arunrangsiwed, P. (2013). The Effects of Website for Temples in Bangyai and Bangkruay District on Thai Tourist Attractions. Proceedings of The 5th International Science, Social Science, Engineer and Energy Conference 2013. Kanjanaburi, Thailand: Suan Sunandha Rajabhat University.
Arunrangsiwed, P. (2014a). The Documentary Analysis of Meta-Analysis Research in Violence of Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(1), 77-80.
Arunrangsiwed, P. (2015). Be Like Me & Follow Me : A Relationship between Homophily and Belief of Superheroes’ Fans. Rangsit University Journal of Communication Art (นิเทศศาสตรปริทัศน์), 18(2), 35-50.
Arunrangsiwed, P. (2016). Teaching Method in Situational Crisis Communication Theory: A Literature Review. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(8), 2652-2655.
Badre, A., Beranek, M., Morris, J. M., & Stasko, J. (1991). Assessing Program Visualization Systems as Instructional Aids. In International Conference on Computer Assisted Learning. Springer Berlin Heidelberg, 87-99.
Bahoric, K., & Swaggerty, E. (2015). Fanfiction: Exploring In-and Out-of-School Literacy Practices. Effective Writing Instruction: Colorado Reading Journal, Summer 2015, 25-31.
Bannon, S., McGlynn, T., McKenzie, K., & Quayle, E. (2015). The Internet and Young People with Additional Support Needs (ASN): Risk and safety. Computers in Human Behavior, 53, 495-503.
Berkowitz, L., & Rawlings, E. (1963). Effects of film violence on inhibitions against subsequent aggression. The Journal of Abnormal and Social Psychology, 66(5), 405.
Black, R. W. (2006). Language, Culture, and Identity in Online Fanfiction. E-Learning and Digital Media, 3(2), 170-184.
Black, R. W. (2009). Online Fan Fiction and Critical Media Literacy. Journal of Computing in Teacher Education, 26(2), 75-80.
Brown, W. J., & Singhal, A. (1990). Ethical Dilemmas of Prosocial Television. Communication Quarterly, 38(3), 268-280.
Brown, W. J., & Singhal, A. (1993). Ethical Considerations of Promoting Prosocial Messages Through the Popular Media. Journal of Popular Film and Television, 21(3), 92-99.
Brown, W. J., & Singhal, A. (1997). Ethical guidelines for promoting prosocial messages through the popular media. In the eye of the beholder: Critical perspectives in popular film and television, 207-223.
Chen, J. S. (2007). A study of fan culture: Adolescent experiences with animé/manga doujinshi and cosplay in Taiwan. Visual Arts Research, 14-24.
Chiu, C. M., Cheng, H. L., Huang, H. Y., & Chen, C. F. (2013). Exploring individuals’ subjective well-be- ing and loyalty towards social network sites from the perspective of network externalities: The Facebook case. International Journal of Information Management, 33(3), 539-552.
Chraif, M., & Anitei, M. (2011). The Physiological Effects of Cartoons Blood Scenes on the Youngsters in Romania. Procedia-Social and Behavioral Sciences, 30, 465-470.
Coombe, C. (2014). 10 Characteristics of Highly Effective EF/SL Teachers. Perspectives (TESOL Arabia), 22(2).
Coombs, W. T. (2007). Attribution theory as a guide for post-crisis communication research. Public Relations Review, 33(2), 135-139.
Ellison, N. B., Vitak, J., Gray, R., & Lampe, C. (2014). Cultivating social resources on social network sites: Facebook relationship maintenance behaviors and their role in social capital processes. Journal of Computer-Mediated Communication, 19(4), 855-870.
Eron, L. D. (1963). Relationship of TV viewing habits and aggressive behavior in children. The Journal of Abnormal and Social Psychology, 67(2), 193.
Gentile, D. A., Coyne, S., & Walsh, D. A. (2011). Media Violence, Physical Aggression, and Relational Aggression in School Age Children: a Short-Term Longitudinal Study. Aggressive behavior, 37(2), 193-206.
Greitemeyer, T. (2011). Effects of Prosocial Media on Social Behavior When and Why does Media Exposure Affect Helping and Aggression?. Current Directions in Psychological Science, 20(4), 251-255.
Greitemeyer, T., & Osswald, S. (2011). Playing Prosocial Video Games Increases the Accessibility of Prosocial Thoughts. The Journal of social psychology, 151(2), 121-128.
Grosseck, G., Bran, R., & Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia-Social and Behavioral Sciences, 15, 1425-1430.
Han, S. H., & Brazeal, L. M. (2015). Playing nice: modeling civility in online political discussions. Communication Research Reports, 32(1), 20-28.
Helfgott, J. B. (2015). Criminal behavior and the copycat effect: Literature review and theoretical framework for empirical investigation. Aggression and violent behavior, 22, 46-64.
Hogan, M. J. (2012). Prosocial effects of media. Pediatric Clinics of North America, 59(3), 635-645.
Hust, S. J., Marett, E. G., Lei, M., Chang, H., Ren, C., McNab, A. L., & Adams, P. M. (2013). Health promotion messages in entertainment media: crime drama viewership and intentions to intervene in a sexual assault situation. Journal of health communication, 18(1), 105-123.
Hwang, I., Tam, M., Lam, S. L., & Lam, P. (2012). Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years. Electronic Journal of e-Learning, 10(4), 368-377.
İvrendi, A., & Özdemir, A. A. (2010). Mothers’ evaluation of cartoons’ influence on early childhood children. Procedia-Social and Behavioral Sciences, 2(2), 2561-2566.
Jarc, D. J., Feldman, M. B., & Heller, R. S. (2000). Assessing the benefits of interactive prediction using web-based algorithm animation courseware. ACM SIGCSE Bulletin, 32(1), 377-381.
Kehoe, C., Stasko, J., & Taylor, A. (2001). Rethinking the evaluation of algorithm animations as learning aids: an observational study. International Journal of Human-Computer Studies, 54(2), 265-284.
Keller, S. N., & Brown, J. D. (2002). Media interventions to promote responsible sexual behavior. Journal of Sex Research, 39(1), 67-72.
Mayer, R. E, & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of educational Psychology, 84(4), 444-452.
Meyers, M. (1996). News coverage of violence against women: Engendering blame. Sage Publications.
Monkolprasit, P., & Arunrangsiwed, P. (2016). The Effect of Prior Characteristic on Perceived Prosocial Content in Media. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3526-3530.
Morris, M. R. (2014, February). Social networking site use by mothers of young children. In Proceed- ings of the 17th ACM conference on Computer supported cooperative work & social computing, ACM. 1272-1282.
Nalkur, P. G., Jamieson, P. E., & Romer, D. (2010). The effectiveness of the motion picture association of America’s rating system in screening explicit violence and sex in top-ranked movies from 1950 to 2006. Journal of Adolescent Health, 47(5), 440-447.
Ostrov, J. M., Gentile, D. A., & Crick, N. R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development, 15(4), 612-627.
Pairoa, I., & Arunrangsiwed, P. (2016). An Overview on the Effectiveness of Brand Mascot and Celebrity Endorsement. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(12), 3519-3525.
Prot, S., Gentile, D. A., Anderson, C. A., Suzuki, K., Swing, E., Lim, K. M., ... & Liau, A. K. (2014).Long-term relations among prosocial-media use, empathy, and prosocial behavior. Psychological science, 25(2), 358-368.
Rebetez, C., Bétrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional science, 38(5), 471-485.
Rieber, L. P. (1990). Animation in computer-based instruction. Educational technology research and development, 38(1), 77-86.
Simon, R. (2012). “Without Comic Books, There Would Be No Me”: Teachers as Connoisseurs of Adolescents’ Literate Lives. Journal of Adolescent & Adult Literacy, 55(6), 516-526.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012a). Effects of prosocial, neutral, and violent video games on children’s helpful and hurtful behaviors. Aggressive Behavior, 38(4), 281-287.
Saleem, M., Anderson, C. A., & Gentile, D. A. (2012b). Effects of prosocial, neutral, and violent video games on college students’ affect. Aggressive Behavior, 38(4), 263-271.
Sloan, E. D., Sawyer, C., Warner, T. D., & Jones, L. A. (2014). Adolescent Entertainment or Violence Training? The Hunger Games. Journal of Creativity in Mental Health, 9(3), 427-435.
Stith, B. J. (2004). Use of animation in teaching cell biology. Cell Biology Education, 3(3), 181-188.
Strasburger, V. C. & Hogan, M. J. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958-961.
Tasker, R., & Dalton, R. (2008). Visualizing the molecular world–Design, evaluation, and use of animations. In Visualization: Theory and practice in science education (pp. 103-131). Springer Nether- lands.
Theocharis, Y., & Quintelier, E. (2016). Stimulating citizenship or expanding entertainment? The effect of Facebook on adolescent participation. New media & society, 18(5), 817–836.
Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258.
Turan, B. (2014). The Opinions of Teachers on the Use of Cartoon Character in the Mathematics Lesson. Procedia-Social and Behavioral Sciences, 141, 1386-1391.
Weaver, A. J., Zelenkauskaite, A., & Samson, L. (2012). The (non) violent world of YouTube: Content trends in web video. Journal of Communication, 62(6), 1065-1083.
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2016-12-26
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