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Informatics, Volume 6, Issue 4 (December 2019)

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Open AccessArticle
Linking Smart Governance to Future Generations: A Study on the Use of Local E-Government Service among Undergraduate Students in a Chinese Municipality
Informatics 2019, 6(4), 45; https://doi.org/10.3390/informatics6040045 - 14 Oct 2019
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Abstract
Due to the advanced technologies, governments today are facing more challenges in the governance field than ever before. One of the serious issues is how to develop relationships with younger generations. As a purpose of smart governance, sustainability emphasizes the responsibility of government [...] Read more.
Due to the advanced technologies, governments today are facing more challenges in the governance field than ever before. One of the serious issues is how to develop relationships with younger generations. As a purpose of smart governance, sustainability emphasizes the responsibility of government for building a stable association with future generations. This study is devoted to promoting sustainability in the smart governance field through e-government services. It seeks to understand the situation of local e-government use in a special group of future generations: undergraduate students. In order to achieve this objective, this research conducts a case study in Chongqing, the only inland municipality in China. Drawing upon data from a sample of 1046 respondents in 2019, the findings reveal that the way to interact with the government via e-government is by receiving a wide range of undergraduate students at the local level. In this sense, the role of e-government in linking government and younger generations is larger and more significant than previously estimated. Additionally, the results witness a rise of social media in e-government services among younger generations. Based on all these findings, it offers practical suggestions for the future development of e-government services in China. Full article
Open AccessArticle
Usability and Engagement Study for a Serious Virtual Reality Game of Lunar Exploration Missions
Informatics 2019, 6(4), 44; https://doi.org/10.3390/informatics6040044 - 03 Oct 2019
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Abstract
Virtual reality (VR) technologies have opened new possibilities for creating engaging educational games. This paper presents a serious VR game that immerses players into the activities of lunar exploration missions in a virtual environment. We designed and implemented the VR game with the [...] Read more.
Virtual reality (VR) technologies have opened new possibilities for creating engaging educational games. This paper presents a serious VR game that immerses players into the activities of lunar exploration missions in a virtual environment. We designed and implemented the VR game with the goal of increasing players’ interest in space science. The game motivates players to learn more about historical facts of space missions that astronauts performed on the Moon in the 1970s. We studied usability and engagement of the game through user experience in both VR and non-VR versions of the game. The experimental results show that the VR version improved their engagement and enhanced the interest of players in learning more about the events of lunar exploration. Full article
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Open AccessArticle
Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks
Informatics 2019, 6(4), 43; https://doi.org/10.3390/informatics6040043 - 01 Oct 2019
Viewed by 150
Abstract
Research has shown that educational robotics can be an effective tool to increase students’ acquisition of knowledge in the subjects of science, technology, engineering, and mathematics and promote, at the same time, a progression in the development of computational thinking (CT) skills in [...] Read more.
Research has shown that educational robotics can be an effective tool to increase students’ acquisition of knowledge in the subjects of science, technology, engineering, and mathematics and promote, at the same time, a progression in the development of computational thinking (CT) skills in K–12 (kindergarten to 12th grade) education. Within this research field, the present study first sought to assess the effect of a robotics laboratory on the acquisition of CT-related skills in primary school children. The study also aimed to compare the magnitude of the effect of the laboratory across third- and fourth-grade students. For the purpose of the study, a quasi-experimental post-test-only design was adopted, and a group of 51 students, from third- and fourth-grade classrooms, participating in the robotics laboratories, were compared to a control group of 32 students from classrooms of the same grades. A set of Bebras tasks was selected as an overall measure of CT skills and was administered to children in both the intervention and control groups. Overall, the results showed that programming robotics artefacts may exert a positive impact on students’ learning of computational thinking skills. Moreover, the effect of the intervention was found to be greater among third-grade children. Full article
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