Effects of digital game-based learning on students' digital etiquette literacy, learning motivations, and engagement.

Recent years have seen a substantial rise in the number of children and teenagers surfing the Internet; however, not all use this resource responsibly. Digital etiquette, a core element of digital citizenship, contributes to proper Internet adoption and reduces inappropriate behavior in cyberspace. To protect children and teenagers from harm online, it is essential to familiarize them with digital etiquette literacy and codes of Internet conduct from an early age. Digital citizenship education is relatively rare in Chinese primary schools. Research on student performance in this regard is also lacking. Digital game-based learning (DGBL) has demonstrated potential to enhance students' learning, motivations, and engagement. In this paper, we designed and implemented a digital game-based course intended to foster students' digital etiquette literacy. A quasi-experiment in a primary school in Guangzhou revealed that compared with conventional learning, DGBL improved students' digital etiquette literacy while positively influencing their learning-related motivations and engagement. This study can serve as a reference for primary or secondary schools interested in teaching digital etiquette to support global digital citizenship education.

K-12 Science, Technology, Engineering, and Math characteristics and recommendations based on analyses of teaching cases in China.

Science, Technology, Engineering, and Math (STEM) education emphasizes solving problems in authentic contexts and developing 21st-century skills. It also helps to cultivate individuals possessing scientific curiosity and innovative abilities. These capacities align with China's core literacy training. Recent years have seen K-12 STEM cases flourish nationally. However, little attention has been paid to the shared characteristics of these practices, and suggestions for implementing STEM in primary and secondary schools are scarce. This paper presents commonalities in STEM practices within China from a curriculum perspective and offers recommendations for implementation based on these attributes. Specifically, this study first constructed analytical metrics via the Delphi method to assess STEM cases. Next, 51 typical STEM teaching cases in different regions of China were analyzed using these metrics. Based upon the statistical results, five characteristics of STEM cases were summarized: China's STEM education has an unbalanced geographical distribution; current practices benchmark the need for innovative talent training; most instructional content is drawn from real-world problems, but interdisciplinary integration deserves closer focus; the cases featured rich teaching activities and were conducted in a project-based learning fashion with insufficient emphasis on mathematical applications; and China seems to be holistically promoting STEM education, especially through new technologies and supplementary materials. Findings should allow instructors to better understand the intricacies of STEM implementation and to promote successful STEM cases. Recommendations are also provided to optimize the localization of STEM education in China in order to cultivate innovative and interdisciplinary talent.