Digital Natives and Immigrants: Atsusi “2c” Hirumi, Ph.D. Associate Professor & Co-Chair Instructional Technology University of Central Florida [email protected]

Digital Natives and Immigrants:Digital Natives and Immigrants:

Atsusi “2c” Hirumi, Ph.D.Atsusi “2c” Hirumi, Ph.D.Associate Professor & Co-ChairAssociate Professor & Co-Chair

Instructional TechnologyInstructional TechnologyUniversity of Central FloridaUniversity of Central Florida

[email protected]@mail.ucf.edu

Implications for Training and Implications for Training and EducationEducation

Basic PremiseBasic Premise

Today’s schools Today’s schools and training and training programs are not programs are not designed for designed for today’s youth.today’s youth.

Today’s YouthToday’s Youth

First generations to grow up in Digital Age (Digital Digital Natives)Natives).

Surrounded by computers, videogames, digital music players, video cams, cell phones, Internet, instant messaging, email, etc.

Average college graduates< 5,000 hours reading> 200,000 emails and instant messages> 10,000 hours playing video games> 10,000 talking on cell phones> 20,000 hours watching TV


Children raised with the computer “think differently from the rest of us. They develop hypertext minds. They leap around. It’s as though their cognitive structures were parallel, not sequential.”

(Winn, 1997)

“Linear thought processes that dominate educational systems now can actually retard learning for brains developed through game and Web-surfing processes on the computer.”

(Moore, 1997)


NeurobiologyNeurobiology Brain structure and organization changes throughout life.Brain cells replenished constantly.Thinking patterns change depending on experiences.


NeurobiologyNeurobiology

Emotion stimulates amygdala that codes that codes information differently.information differently.

Stories stimulate both left & right hemispheres of brain; facts stimulate only the left.

What’s the Problem?What’s the Problem?

With insufficient time, training, tools or With insufficient time, training, tools or incentives, educators rely on past incentives, educators rely on past practices.practices.

Training and education pre-Training and education pre-dominately teacher-directeddominately teacher-directed

Many online courses continue Many online courses continue to mimic [poor] correspondence to mimic [poor] correspondence mail models of DE.mail models of DE.

What’s the Problem?What’s the Problem?Teacher-directed methods and materials….Teacher-directed methods and materials….

• • Rely heavily on text-based materials that focus on the Rely heavily on text-based materials that focus on the transmission of informationtransmission of information

•• Limited interactions resulting in feelings of isolation & Limited interactions resulting in feelings of isolation & anonymityanonymity

• • Do not promote social interactions Do not promote social interactions to to interpret & construct knowledgeinterpret & construct knowledge

• • Are not engaging (w/o teacher)Are not engaging (w/o teacher)

• • Fail to use the potential of Fail to use the potential of technologytechnology

What’s the Problem?What’s the Problem?

““What is in the (text) What is in the (text) book is only one fourth book is only one fourth of the story. It is like of the story. It is like an iceberg where an iceberg where three-quarters of the three-quarters of the story you don’t see, it story you don’t see, it is beyond the page.”is beyond the page.”

HemingwayHemingway

PurposePurpose

Compare & Contrast Digital Natives & DigitaCompare & Contrast Digital Natives & Digital Immigrantsl Immigrants

Describe Planned R&D EffortsDescribe Planned R&D Efforts

Discuss Implications for Training & EducatioDiscuss Implications for Training & Educationn

Compare & Contrast

Compare & ContrastCompare & Contrast

Digital ImmigrantsDigital Immigrants

Step-by-StepStep-by-Step

Linear ProcessingLinear Processing

Text First Text First

Work Oriented Work Oriented

Stand AloneStand Alone

Digital NativesDigital Natives

Random AccessRandom Access

Parallel ProcessingParallel Processing

Graphics FirstGraphics First

Play OrientedPlay Oriented

ConnectedConnected

Planned R&D EffortsPlanned R&D Efforts

Develop instrument distinguishing Digital Natives and Develop instrument distinguishing Digital Natives and Immigrants (Kelsey)Immigrants (Kelsey)

Test Prensky’s propositions (Jeonghee, Kelsey)Test Prensky’s propositions (Jeonghee, Kelsey)

Taxonomy for analyzing game design (Angelique)Taxonomy for analyzing game design (Angelique)

Review game engines (Pete)Review game engines (Pete)

Integrating ISD “hooks” into Delta 3D Engine (Patty)Integrating ISD “hooks” into Delta 3D Engine (Patty)

Develop EME6XXX Instructional Game Design for Develop EME6XXX Instructional Game Design for Training and Education (Kelsey, Pete, Rodney)Training and Education (Kelsey, Pete, Rodney)

Storytelling and Gaming Research Support SiteStorytelling and Gaming Research Support Site

Testing Prensky’s PropositionsTesting Prensky’s Propositions

Natives

Immigrants

Per

form

ance

A B

A Text-First

B Graphics-First


Natives

Immigrants

Per

form

ance

A B

A Text-First

B Graphics-First


O1 RN X1 O2 O3

O1 RI X1 O2 O3

O1 RN X2 O2 O3

O1 RI X2 O2 O3

Research Design for ATI Study


O1 X1 O2 O3 X2 O4 O5

Basic Research Designs

R X1 O2 O3

R X2 O2 O3

Discuss ImplicationsDiscuss Implications

Digital ImmigrantsDigital Immigrants

Step-by-StepStep-by-Step

Linear ProcessingLinear Processing

Text First Text First

Work Oriented Work Oriented

Stand AloneStand Alone

Digital NativesDigital Natives

Random AccessRandom Access

Parallel ProcessingParallel Processing

Graphics FirstGraphics First

Play OrientedPlay Oriented

ConnectedConnected

Documents

Digital Natives and Immigrants: Atsusi “2c” Hirumi, Ph.D. Associate Professor & Co-Chair Instructional Technology University of Central Florida [email protected]