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Blockout 2024, a social media mobilization campaign, gained traction in response to celebrities' and powerful people's silence following the Met Gala in New York. Users who have remained silent or unconcerned about the humanitarian situation in Gaza are encouraged to block influencers' accounts. The review seeks to investigate the Blockout 2024 phenomenon and how it affects celebrities' social media. This review examines the impact of social media on power dynamics. On social media platforms such as TikTok, Instagram, and X, users have blocked the accounts (especially celebrities' accounts) of those who have not responded to the humanitarian disaster. The movement emphasizes implementing change and making underrepresented voices heard in digital environments. While some celebrities have expressed their support, others have chosen to remain silent, which has resulted in criticism and lost followers. Finally, the Blockout 2024 campaign has gained significant traction on social media platforms such as X, Instagram, and TikTok. Users of social media are becoming more aware of their responsibility to denounce crimes and fight for justice, as evidenced by this group effort. The Blockout 2024 movement has highlighted the potential of digital mobilization to raise global awareness, address humanitarian crises, and hold influencers accountable. [ABSTRACT FROM AUTHOR]

Digital environments help to satisfy human needs in numerous contexts, but such benefits often introduce significant risks. Indigenous communities are historically disadvantaged and must confront this reality through their personal circumstances. In turn, their experiences could influence how the adoption of technology facilitates or hinders the satisfaction of their basic needs. This study purposed to identify how adolescents in Indigenous communities use digital environments to fulfill their fundamental human needs. Quasiethnographic research was conducted in the Purépecha community of Santa Fe de la Laguna in Michoacán, México. The study results revealed that (1) the fundamental human needs that are mostly fulfilled through digital environments in the community are affection, leisure, and identity, (2) some actions committed by young people in digital environments were singular satisfiers and were even synergistic satisfiers, but many actions were also pseudosatisfiers, inhibiting satisfiers, and potentially destructive satisfiers, and (3) the individual resources (or conditions) that are pivotal to the impact exerted by digital environments apropos the satisfaction of the fundamental human needs of adolescents in Indigenous communities are digital literacy, emotional well-being, and active mediation by parents. [ABSTRACT FROM AUTHOR]

In recent years, the rapid proliferation of electronic products and technology has significantly transformed various facets of contemporary life, with children being particularly affected. Several studies have revealed varying degrees of influence that exposure to digital environments has on children's cognitive functions and mental health; however, the findings across numerous studies are incongruent. Nevertheless, illuminating this topic is indisputable and of paramount importance. Our investigation, harnessing both the VOS viewer and CiteSpace, undertook a visualization analysis of the literature from 2000 to 2023 to discern prevailing trends and focal points within this domain. Our findings indicate that the preponderance of current research in this field predominantly centers around the impacts of the digital environment on children's mental health. In contrast, research addressing cognitive functions remains somewhat underrepresented. Furthermore, the research outputs and influences from developing regions considerably lag behind those of their developed counterparts. Subsequently, we delved into the pressing challenges that this domain grappled with. Factors such as the broad implications of the term "digital environment" and the intricate task of standardizing cognitive development measurements have considerably hampered progress in this field. In light of these insights, we earnestly urge fellow researchers to accord with heightened attention to this realm. Doing so would facilitate the design of high-calibre longitudinal studies, propelling societal understanding of the repercussions of digital exposure on children's cognition and mental health. [ABSTRACT FROM AUTHOR]

The English word digital (from the Latin, digitus) etymologically connects both fingers and technologies. In this special issue, we honor this dual meaning of the digital by foregrounding how living in a digital era both challenges and actualizes our senses, particularly our sense of touch. Ethnographically, the articles gathered offer intimate accounts of tactile experiences that intertwine with the digital in both direct and indirect ways. Despite ongoing—and often legitimate—anxieties about the disappearance of touch from our increasingly digitized world, our special issue shows that human engagements with digital technologies are more complex. We theorize touch through a phenomenological and relational lens and as a sensory experience that is deeply shaped and reconfigured by local, sociotechnical and political‐economic concerns. This special issue illuminates how attention to hands, fingers, or touch can help us understand the relationship between bodies, ethical life, social relations, selves, and subjectivities through a new lens. [ABSTRACT FROM AUTHOR]

Digital environments help to satisfy human needs in numerous contexts, but such benefits often introduce significant risks. Indigenous communities are historically disadvantaged and must confront this reality through their personal circumstances. In turn, their experiences could influence how the adoption of technology facilitates or hinders the satisfaction of their basic needs. This study purposed to identify how adolescents in Indigenous communities use digital environments to fulfill their fundamental human needs. Quasiethnographic research was conducted in the Purépecha community of Santa Fe de la Laguna in Michoacán, México. The study results revealed that (1) the fundamental human needs that are mostly fulfilled through digital environments in the community are affection, leisure, and identity, (2) some actions committed by young people in digital environments were singular satisfiers and were even synergistic satisfiers, but many actions were also pseudosatisfiers, inhibiting satisfiers, and potentially destructive satisfiers, and (3) the individual resources (or conditions) that are pivotal to the impact exerted by digital environments apropos the satisfaction of the fundamental human needs of adolescents in Indigenous communities are digital literacy, emotional well-being, and active mediation by parents.

In the digital age, technological developments have emerged, which have prompted researchers and education practitioners to readapt to the new digital context. Research in university pedagogy has been extensive, with the aim of inserting this new digital culture into recent reforms. Computer systems accompanied by technological devices have been put into effect in order to demonstrate pedagogical innovation through the use of pioneering educational practices. According to the strategic framework of the European Education Area, the Member States of the European Union must set new objectives based not only on the strengthening of the means of strategic cooperation and synergies, in particular the European Research Area and the Bologna Process, but also on the setting of objectives and indicators of progress towards the achievement of the European Education Area. While taking into account the renewal of the university context in terms of education and training in the European area, it would be interesting to focus on the essential contribution of the Francophone University Agency (AUF) in the renewal of university pedagogy and training. Then digital pedagogical innovation (DPI) is carried out through networks and online computer systems. Finally, given the internationalization and digitalization of education, innovative pedagogical practices have emerged in the higher cycle. The implementation of learning management systems, whether in a blended learning model environment or in an open and distance learning environment, plays an essential role at the personal level in the development of learning strategies, but also at the collective level in the cultivation of professional competences.

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Museums have widely used digital technologies to expand their societal and cultural impact. In terms of their use of information technologies (IT), museums have evolved from initial experiments in the 1950s to a significant online presence today. In the process of digital transformation, museums have shaped their digital identity, aiming to expand their activities beyond museum walls with emerging new roles in the digital era. The concept of museums' digital identity is the focus of this paper. To articulate the concept, the theory of digital identity, the methodology of web history, the concept of virtual museums, and museum branding, are brought into consideration. The author articulates the concept of museums' digital identity and outlines a number of components at the collective and individual levels embodied in national strategies and policy documents relating to digital transformation, articulated in statements by museum associations, revealed in features of their online presence, and embedded in brand design. In the conclusion, the author raises questions about the driving force of museums in developing digital identity and the need to comprehensively analyse the multiplatform museum presence. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Intersecciones en Comunicación is the property of Intersecciones en Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the paper is to develop the concept of perceptual relation and to apply it to digital environments. First, the meaning of perceptual relation is phenomenologically analyzed and defined as the interaction between the whole and its parts, which is theorized by the founders of Gestalt psychology. However, this relation is not considered as an intrinsic, but as an extended one, implying also the relation with the surrounding world (Umwelt). Subsequently, this concept of extended relation is applied to a chosen object (a ball) as it is perceived in four different kinds of digital dimensions (on-screen, virtual, augmented, and hybrid). Through a phenomenological analysis, I argue that, whereas the whole-part configuration remains the same, some modes of appearance of the object (multisensoriality, figure-ground interaction, affordances, and persistence) are different. In order to define this dynamic, I have coined the concept of transdimensional analogy. [ABSTRACT FROM AUTHOR]

The learning management system is a digital environment that enables the tracking of learner activities, allowing special forms of data from the academic context to be explored and used to enhance the learning process. This study aims to identify the effect of using big data technology in digital environments on the development of electronic social competence among optimal investment diploma students. An experimental method was used to explore the effect of big data technologies usage on social competence. The sample for this study consisted of (120) students in the Department of Curriculum and Teaching Methods, divided into two equal groups through random selection. The first group studied the course through a digital environment with the use of big data technology, while the second group studied the course through the digital environment without using big data technology. The electronic social competence scale was further utilized as a tool to meet the study's goal. The experimental findings showed that big data technologies in the used digital environment significantly improved the electronic social competence of Optimal Investment Diploma students (personal skills, self-management skills, and academic skills). The results provide significant proof of the advantages of big data technology in social competence studies and development. [ABSTRACT FROM AUTHOR]

The learning management system is a digital environment that enables the tracking of learner activities, allowing special forms of data from the academic context to be explored and used to enhance the learning process. This study aims to identify the effect of using big data technology in digital environments on the development of electronic social competence among optimal investment diploma students. An experimental method was used to explore the effect of big data technologies usage on social competence. The sample for this study consisted of (120) students in the Department of Curriculum and Teaching Methods, divided into two equal groups through random selection. The first group studied the course through a digital environment with the use of big data technology, while the second group studied the course through the digital environment without using big data technology. The electronic social competence scale was further utilized as a tool to meet the study’s goal. The experimental findings showed that big data technologies in the used digital environment significantly improved the electronic social competence of Optimal Investment Diploma students (personal skills, self-management skills, and academic skills). The results provide significant proof of the advantages of big data technology in social competence studies and development.

The concept of the “metaverse” has garnered significant attention recently, positioned as the “next frontier” of the internet. This emerging digital realm carries substantial economic and financial implications for both IT and non-IT industries. However, the integration and evolution of these virtual universes bring forth a multitude of intricate issues and quandaries that demand resolution. Within this research endeavor, our objective was to delve into and appraise the array of challenges, privacy concerns, and security issues that have come to light during the development of metaverse virtual environments in the wake of the COVID-19 pandemic. Through a meticulous review and analysis of literature spanning from January 2020 to December 2022, we have meticulously identified and scrutinized 29 distinct challenges, along with 12 policy, privacy, and security matters intertwined with the metaverse. Among the challenges we unearthed, the foremost were concerns pertaining to the costs associated with hardware and software, implementation complexities, digital disparities, and the ethical and moral quandaries surrounding socio-control, collectively cited by 43%, 40%, and 33% of the surveyed articles, respectively. Turning our focus to policy, privacy, and security issues, the top three concerns that emerged from our investigation encompassed the formulation of metaverse rules and principles, the encroachment of privacy threats within the metaverse, and the looming challenges concerning data management, all mentioned in 43%, 40%, and 33% of the examined literature. In summation, the development of virtual environments within the metaverse is a multifaceted and dynamically evolving domain, offering both opportunities and hurdles for researchers and practitioners alike. It is our aspiration that the insights, challenges, and recommendations articulated in this report will catalyze extensive dialogues among industry stakeholders, governmental bodies, and other interested parties concerning the metaverse's destiny and the world they aim to construct or bequeath to future generations.

Purpose: Owing to the digital skills shortage in South Africa, this article ascertains the digital skills requirements of the Real Estate, Finance and Business Services sector in South Africa. The aim of this study is to understand which digital skills graduates are expected to possess when they enter this sector, as well as its level of importance of each digital skill. The Real Estate, Finance and Business Services sector has been South Africa's largest GDP contributor for the past several years, therefore this particular sector was selected for this study. Methodology: A quantitative research approach was undertaken to survey 387 business professionals from the Real-Estate, Finance and Business Services sector in South Africa. The survey was conducted online via LinkedIn and participants acted in their individual capacity as business professionals, resulting in a response rate of 49 per cent. Findings: Digital skills related to the use of software applications and Web tools, the use of information systems, and the application of security measures in digital environments were analysed using Principal Component Analysis. The findings revealed that this industry sector placed a great deal of importance on a graduate's ability to apply security measures in digital environments, particularly pertaining to Personal IT Security Skills. Originality: This study will greatly assist South African higher education institutions with regard to curriculum development in the commerce disciplines, since most commerce students feed into the said sector. A curriculum that is better aligned to meet industry needs, will ensure that graduates are adequately prepared for this particular South African industry sector. A study of this nature is lacking in the South African context, which will greatly help South African higher education institutions to align their curricula to meet this sector's digital skills need. [ABSTRACT FROM AUTHOR]

Copyright of Psocial is the property of Revista de Investigacion en Psicologia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The era of digital transformation implies fundamental changes in society, educational processes, professional activities and everyday life of people. This allows building economic relations in a new way, establishing cultural ties, planning, making and implementing decisions. Digital technologies are becoming an important tool for educational transformation and they affect the value of the digital system positively. The purpose of the article is to evaluate the introduction of digital technologies into the system of teaching students at the university. The empirical methods such as questioning, analysis, study and generalization are used in the research. The paper concludes that undergraduate students consider the active introduction of digital transformation into the educational process as a necessary component for acquiring modern digital competencies. The perspectives for the study lie in the introduction of modern digital technologies focused on the widespread use of active teaching methods that contribute to the deepening of the professional specialization of the educational process in the era of the digital economy. The scientific novelty of the paper bases on the fact that the authors examine the impact of digital technologies used in the process of teaching at a university on the degree of students’ readiness to enter a new educational space and to participate in the educational process based on the use of information, communication and digital technologies.

Yet, even among individuals who typically minimize their engagement with the immediate physical world in favor of the digital environment, salient features of their place-based surroundings also affect their patterns of interactions with virtual settings (cf., [16]). Designing supportive environments entails not only maximizing compatibility among people's physical and virtual worlds, but also understanding how to create hybrid environments that promote more positive outcomes for their occupants. The growing interdependence between virtual and physical environments, including our greater immersion in digital domains and disengagement from physical ones, calls for a fundamental restructuring of our understanding of health-promotive and pro-social environments. Keywords: physical environments; environmental orientations; environmental psychology; digital environments EN physical environments environmental orientations environmental psychology digital environments 6 11 6 04/10/23 20230301 NES 230301 The COVID-19 pandemic has shifted daily patterns for individuals around the globe, with scholars confirming changes in the use of physical and digital spaces and technologies ([1]; [3]; [4]). [Extracted from the article]

In recent years, there has been an increase in the use of technologies in all aspects of daily life, especially in educational contexts. Indeed, in most universities, using a virtual campus as a support for teaching is now a general practice, even in face-to-face teaching. However, although there are multiple studies on the quality of education and services provided by virtual campus platforms, as well as statistics on the use of the various tools and forums, very few studies have considered students' perceptions of the quality perceived by students concerning the pedagogical use that teachers make of virtual campuses. Even fewer studies have examined this as a function of what year the students are in. In order to examine this more thoroughly, an ad hoc questionnaire was applied to 783 students enrolled in the first three years at various universities in Spain, covering all knowledge areas. The results show that first-year students had more positive opinions of the quality of their teachers' virtual-campus practices than students in subsequent years. More specifically, those first-year students perceived greater encouragement and motivation from the teaching staff and more communication between teachers and students. These findings suggest the need for good teaching practices that consider motivation, communication and collaborative groups, not only during the first year, but also throughout university courses in order to ensure quality education. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciência da Informação is the property of Instituto Brasileiro de Informacao em Ciencia e Tecnologia (IBICT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are several meanings of the term “knowledge” that match to the diverse study areas. A knowledge creation, sharing, dissemination, and presentation environment is required. Digital platforms and technology lead to the development of innovative methods of teaching and learning in a digital environment. It is of intellectual and academic interest to determine if knowledge processes change in digital contexts, which provide more options than conventional environments such as books and newspapers. The study is built on an exhaustive examination of prior studies on knowledge in digital contexts. The databases ERIC and Scopus served as the search grounds for the keyword-based inquiry. The collected documents were evaluated to determine whether or not they contributed to the investigation's objective. The cornerstone of our inquiry was a careful review of the remaining 14 studies. For quantitative investigations, the experimental design was the most desired approach, but the case study method was the most preferred method for qualitative research. The objectives of the research employ the terms “knowledge” and “digital environments” either directly or implicitly. Studies were designated as “creating” “creating with cooperation” “acquiring” “presenting” and “sharing” In the research, data was coded in accordance with the responsibilities assigned in digital worlds. In the study, 10 distinct theories and models were referenced. These models and hypotheses are categorized based such as creating, acquiring, designing, and using their interaction with data. In the investigations, the existence of traditional knowledge creation and application has been investigated. In addition, the process's distinction owing to the capabilities of digital environments has been investigated.

Social network sites (SNSs) have become ubiquitous around the globe and interwoven with all aspects of life. In this article, I will argue that the communicative infrastructure of SNSs, i.e., all SNS-elements that allow users to communicate, is a key element for understanding their impact as it creates environments in which users, their behaviors, and social interactions are embedded. These digital environments facilitate and encourage fundamental mechanisms of implicit learning from feedback as well as observation in an unprecedented way. I will discuss how these technology-based learning environments impact the mental health of their users, e.g., by linking negative online feedback to depression and following influencers to disturbed eating. The article ends with a conclusion that emphasizes the advantages of understanding SNSs as environments in order to reflect the complexity, relevance, and ubiquitousness of the phenomenon.

In the age of digitalization, we less often find handwritten text. Much of our conversations, thoughts and ideas are visualized through various digital media, and sometimes pictograms and short videos substitute the written word. This type of communication leads to a variety of problems, such as loss of concentration, slowing down the thought process and making it difficult to speak fluently and smoothly. This is especially noticeable in students and adolescents. In this context, calligraphy finds a special place as a proven and established means of strengthening personal qualities. In this report, I will focus on the positive impact of calligraphy on those who practice it, as well as on its future development in digital environments. [ABSTRACT FROM AUTHOR]

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigium IRE: Ciencias Sociales y Humanas is the property of Editorial Institucion Universitaria Centros de Estudios Superiores Maria Goretti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Narrative theorists have identified the role of social networking sites as elementary in the contemporary story economy. This article argues that they have, however, neglected to treat the sites as part of the digital infraculture which creates blind spots in current analyses of the digital as a context for narrative. The aim is to construct tools for a semiotics of the imperceptible, an approach to analyze the ways in which the digital shapes human agency in dimensions the users cannot directly perceive but which nevertheless affect users' sense of what is possible for them. The article first reevaluates affordance and affect as concepts to demonstrate digital environments as a new type of context for uses of narrative. It then shows how these concepts can be applied to readings of experientiality and narrativity in digital environments which shape users' narrative agency on multiple layers. Finally, the article examines how different agencies on these layers can be analyzed within the wider affective logic of the social networking sites. Finally, the article's findings are summarized as a story-critical approach to digital environments, one which accounts for the entanglement of individual agents in collectivities and points the way toward recognizing the ethics of shared responsibility. [ABSTRACT FROM AUTHOR]