HOW AUTHENTIC SHOULD A LEARNING CONTEXT BE? USING REAL AND SIMULATED PROFILES IN A CLASSROOM INTERVENTION TO IMPROVE SAFETY ON SOCIAL NETWORK SITES

Abstract

In this study, the authors build on the results of two previous studies, in which they found that general instructional principles drawn from constructivism, such as collaborative learning, are not always appropriate to teach children how to behave safely online. This study therefore focuses on the importance of authentic learning and active learning as critical design features. A quasi-experimental study was conducted in secondary schools in order to compare the impact of two classroom interventions about the risks on SNS. As part of the intervention, students were presented scaffolds towards different risks related to an SNS-profile through a series of questions. In the control condition, these questions concerned a simulated SNS-profile on paper containing signs of many risks. In the experimental condition, students had to answer the same questions about their own SNS-profile on a computer. It was hypothesized that the simulated profile would not be experienced as realistic, and that students would have difficulties identifying with it.