Jaël Muls | Universiteit Gent and Vrije Universiteit Brussel (original) (raw)
Address: Brussel, Brussels Hoofdstedelijk Gewest, Belgium
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School burnout refers to exhaustion at school combined with a cynical and detached attitude towar... more School burnout refers to exhaustion at school combined with a cynical and detached attitude towards school. It often precedes Early School Leave (ESL), which has great impact on the socioeconomic situation of a person. Numerous local programs exist to deal with school burnout and prevent ESL, but they are all very labor-intensive. To come to a less labor-intensive solution, we proposed an ICT solution. The goal was to create an engaging software environment that youngsters would use voluntarily and that could re-engage them in learning. We developed a so-called playful digital environment, called TICKLE. It allows youngsters to collect digital cards by performing associated challenges in their surroundings. The challenges are small activities intended to reactivate the youngster for learning. Persuasive principles and gamification are used to motivate the youngsters to use the tool. In this paper, we discuss the design decisions that have been taken as well as the main components of the tool.
This paper focuses on how readers participate in literary culture through social media environmen... more This paper focuses on how readers participate in literary culture through social media environments. The study involves an observation of the website and Facebook group of the Flemish reading initiative Iedereenleest.be (EverybodyReads.be), and includes in-depth interviews with highly active participants. We introduce the concept of affinity spaces to develop our understanding of how readers engage in a variety of literary practices within social media environments dedicated to literature and reading. Based on a qualitative thematic analysis of the interview data we discuss four ways in which users characterize literary and social media practices. As such, the study provides insight into readers’understanding and appreciation of the social aspects of participating in literary culture within social media environments. It also shows how they perceive and negotiate their role within these environments. The image presented by the participants confirms the characterization of social media as affinity spaces and stresses the crucial importance of acknowledging, supporting and encouraging people’s passions and interests by allowing engagement in a variety of literary practices.
AB - This paper focuses on how readers participate in literary culture through social media environments. The study involves an observation of the website and Facebook group of the Flemish reading initiative Iedereenleest.be (EverybodyReads.be), and includes in-depth interviews with highly active participants. We introduce the concept of affinity spaces to develop our understanding of how readers engage in a variety of literary practices within social media environments dedicated to literature and reading. Based on a qualitative thematic analysis of the interview data we discuss four ways in which users characterize literary and social media practices. As such, the study provides insight into readers’understanding and appreciation of the social aspects of participating in literary culture within social media environments. It also shows how they perceive and negotiate their role within these environments. The image presented by the participants confirms the characterization of social media as affinity spaces and stresses the crucial importance of acknowledging, supporting and encouraging people’s passions and interests by allowing engagement in a variety of literary practices.
School burnout refers to exhaustion at school combined with a cynical and detached attitude towar... more School burnout refers to exhaustion at school combined with a cynical and detached attitude towards school. It often precedes Early School Leave (ESL), which has great impact on the socioeconomic situation of a person. Numerous local programs exist to deal with school burnout and prevent ESL, but they are all very labor-intensive. To come to a less labor-intensive solution, we proposed an ICT solution. The goal was to create an engaging software environment that youngsters would use voluntarily and that could re-engage them in learning. We developed a so-called playful digital environment, called TICKLE. It allows youngsters to collect digital cards by performing associated challenges in their surroundings. The challenges are small activities intended to reactivate the youngster for learning. Persuasive principles and gamification are used to motivate the youngsters to use the tool. In this paper, we discuss the design decisions that have been taken as well as the main components of the tool.
This paper focuses on how readers participate in literary culture through social media environmen... more This paper focuses on how readers participate in literary culture through social media environments. The study involves an observation of the website and Facebook group of the Flemish reading initiative Iedereenleest.be (EverybodyReads.be), and includes in-depth interviews with highly active participants. We introduce the concept of affinity spaces to develop our understanding of how readers engage in a variety of literary practices within social media environments dedicated to literature and reading. Based on a qualitative thematic analysis of the interview data we discuss four ways in which users characterize literary and social media practices. As such, the study provides insight into readers’understanding and appreciation of the social aspects of participating in literary culture within social media environments. It also shows how they perceive and negotiate their role within these environments. The image presented by the participants confirms the characterization of social media as affinity spaces and stresses the crucial importance of acknowledging, supporting and encouraging people’s passions and interests by allowing engagement in a variety of literary practices.
AB - This paper focuses on how readers participate in literary culture through social media environments. The study involves an observation of the website and Facebook group of the Flemish reading initiative Iedereenleest.be (EverybodyReads.be), and includes in-depth interviews with highly active participants. We introduce the concept of affinity spaces to develop our understanding of how readers engage in a variety of literary practices within social media environments dedicated to literature and reading. Based on a qualitative thematic analysis of the interview data we discuss four ways in which users characterize literary and social media practices. As such, the study provides insight into readers’understanding and appreciation of the social aspects of participating in literary culture within social media environments. It also shows how they perceive and negotiate their role within these environments. The image presented by the participants confirms the characterization of social media as affinity spaces and stresses the crucial importance of acknowledging, supporting and encouraging people’s passions and interests by allowing engagement in a variety of literary practices.