Papers by Rosanna Di Gioia
ICERI proceedings, Nov 1, 2022
Communication Papers
Children and young people are very active users of digital technology from an early age. Recent r... more Children and young people are very active users of digital technology from an early age. Recent research shows that children learn quickly from mirroring the behaviour of parents, of older siblings and peers. On the one hand, children have acquired independency and skills within the digital world; on the other, they lack reflective and critical thinking as well as awareness about opportunities and risks such as cyber-bullying or digital identity theft. Active adult's mediation would allow for the integration of values and critical thinking but so far, adults seem poor active mediators and in need of practical tools of empowerment. Therefore, we developed Happy Onlife, a game to support players towards a happy online life. This interactive video game aims at empowering teachers and parents to actively guide children to become smarter, responsible, and respectful when using digital media. We chose an experimental and empirical approach and the design of the game repeatedly undertook the elicitation, representation and validation steps. Happy Onlife presents key messages about children's use, overuse, and risks of misuse of digital technologies and provides simple and clear strategies of prevention, mediation or remediation. Tests beds have proved the efficiency of the video game's questions to prompt discussion between generations and to drives the players towards a responsible and safe digital media use. Happy Onlife can be considered as an effective tool to support adults' mediation to children for a healthy and safe internet and digital technology use.
Publication Office of the European Commission, 2023
This publication is a Scientific Information Systems and Databases report by the Joint Research C... more This publication is a Scientific Information Systems and Databases report by the Joint Research Centre (JRC), the European Commission's science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The contents of this publication do not necessarily reflect the position or opinion of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication. For information on the methodology and quality underlying the data used in this publication for which the source is neither Eurostat nor other Commission services, users should contact the referenced source. The designations employed and the presentation of material on the maps do not imply the expression of any opinion whatsoever on the part of the European Union concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
Research Papers in Economics, 2020
How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020?... more How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning ac...
London School of Economics and Political Science, Oct 24, 2018
Research Papers in Economics, 2020
How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020?... more How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning ac...
This publication is a Technical report by the Joint Research Centre (JRC), the European Commissio... more This publication is a Technical report by the Joint Research Centre (JRC), the European Commission's science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication.
European Commission Joint Research Centre, 2021
This publication is a Technical report by the Joint Research Centre (JRC), the European Commissio... more This publication is a Technical report by the Joint Research Centre (JRC), the European Commission's science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication. For information on the methodology and quality underlying the data used in this publication for which the source is neither Eurostat nor other Commission services, users should contact the referenced source. The designations employed and the presentation of material on the maps do not imply the expression of any opinion whatsoever on the part of the European Union concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
The Routledge Handbook of Digital Literacies in Early Childhood, 2019
Lecture Notes in Computer Science, 2019
This paper describes the participatory approach chosen to develop and evaluate a new serious game... more This paper describes the participatory approach chosen to develop and evaluate a new serious game called Cyber Chronix developed in the format of a digital comic strip with storytelling branches. The aim of the story entitled "Finding Data" is to raise awareness about the privacy risks and the data protection rights in the new European Union (EU) General Data Protection Regulation (GDPR), whilst delivering a pleasant and enjoyable experience. In the evaluation phase, students acted as assessors with the assignment of looking at the key factors contributing to engage in reading, to enhance curiosity and to raise awareness of EU GDPR concepts. Here we report on how students perceived the different dimensions of the story and how the game can help to disseminate knowledge of EU GDPR rights and raise awareness of privacy risks.
This publication is a Technical report by the Joint Research Centre (JRC), the European Commissio... more This publication is a Technical report by the Joint Research Centre (JRC), the European Commission's science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication.
Children and young people are very active users of digital technology from an early age. Recent r... more Children and young people are very active users of digital technology from an early age. Recent research shows that children learn quickly from mirroring the behaviour of parents, of older siblings and peers. On one hand, children have acquired independency and skills within the digital world; on the other, they lack reflective and critical thinking as well as awareness about opportunities and risks such as cyber-bullying or digital identity theft. Active adult’s mediation would allow for the integration of values and critical thinking but so far, adults seem poor active mediators and in need of practical tools of empowerment. Therefore, we developed Happy Onlife, a game to support players towards a happy online life. This interactive video game aims at empowering teachers and parents to actively guide children to become smarter, responsible, and respectful when using digital media. We chose an experimental and empirical approach and the design of the game repeatedly undertook the e...
The Internet of Toys, 2019
Internet-connected toys (IoToys), embedded with microphones, cameras and other sensors, bring tec... more Internet-connected toys (IoToys), embedded with microphones, cameras and other sensors, bring technology more than ever closer to children. This new generation of toys poses several questions, e.g. “What data can IoToys exchange? With whom? What are the possible threats?”, and raises concerns regarding the security and privacy of children. These issues are at the centre of this chapter. The authors describe the data flow of the IoToys architecture and highlight the threats that such architecture should tackle. They present the privacy and security test conditions under which different IoToys have been submitted. The results indicate that personal data are exposed, thus violating data confidentiality and consequently end-users’ privacy. The chapter concludes with recommendations to enhance the security and privacy of IoToys architecture.
publication date Oct 30, 2017 publication description Franco Angeli - Libro Digital Literacy e gi... more publication date Oct 30, 2017 publication description Franco Angeli - Libro Digital Literacy e giovani:Digital literacy e giovani: Strumenti per comprendere, misurare, intervenire publication description In che cosa consiste l’alfabetizzazione del XXI secolo? I cittadini e i giovani cittadini del XXI secolo devono possedere competenze e abilità che permettano loro di esercitare attivamente la cittadinanza in un contesto in continua evoluzione e che richiede l’acquisizione e la padronanza di competenze di base, letterarie e mediatiche, divenute tutte, in modo trasversale, anche cyber e digitali! L’unita “Cyber & Digital Citizens’ Security” del Centro Comune di Ricerca (CCR) della Commissione Europea propone uno strumento ludo-educativo “Happy Onlife” [1], [2], il cui obiettivo è educare bambini e ragazzi all’uso responsabile e sicuro delle tecnologie e della rete e a riconoscere e combattere fenomeni come il cyberbullismo. Il gioco nella sua versione cartacea e digitale - insieme alle altre risorse comprese nel toolkit - sostengono l’apprendimento e la costruzione di una nuova cittadinanza e cultura digitale. Le aree esplorate sono quelle previste dal DIGCOMP [3], un quadro di riferimento sviluppato nell’ambito di un progetto europeo e considerato dall’indicatore europeo DESI (Digital Economy and Society Index) [4], ripreso dall’Agenzia per l’Italia Digitale (AgID) [5], e anche dal MIUR nel Piano Nazionale Scuola Digitale [6], come il modello su cui basare la costruzione e le rilevazioni sul livello delle competenze digitali. Le aree indagate spaziano dalla ricerca di informazioni, alla capacità di lettura e analisi dei dati, la comunicazione, la gestione della propria identità digitale, la creazione di contenuti, la risoluzione dei problemi e la cyber-sicurezza. Happy Onlife è stato realizzato con un approccio di ricerca qualitativo, partecipativo e centrato sull’utente ed è considerato da ragazzi, genitori ed educatori come un valido strumento contro l’analfabetismo funzionale digitale. La possibilità di rilasciare la licenza software open (EUPL licence) permetterà la co-costruzione di nuove versioni e l’aggiornamento in termini di contenuti e traduzioni.
is a researcher in the JRC Cyber and Digital Citizens' Security Unit. Her background is in Social... more is a researcher in the JRC Cyber and Digital Citizens' Security Unit. Her background is in Social Psychology and she has earned a master degree in Cognitive Processes and Technology from UTIU-International Telematics University Uninettuno with a focus on Media Education, Social Cognition and Cyber Risk Propensity Assessment. In the past five years she has been involved in projects on cyber-security, cyber-bullying and empowering citizens' rights in emerging ICT. Her research interests include privacy and data protection practices together with digital play. She is currently coordinating the development and dissemination of an edutainment in the format of a storytelling game introducing data protection rights to (young) citizens. Previously, she contributed to development of the Happy Onlife toolkit raising awareness on internet risks and opportunities. Currently she is involved in projects exploring the digital transformation impact of the Internet of Toys. She is also contributing to Prevention Policies Fighting Child Sexual Abuse.
Global Studies of Childhood, 2016
This study investigates the role played by parents as mediators of young children’s access and en... more This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On th...
Despite the growing number of very young children who go online and who are using a wide range of... more Despite the growing number of very young children who go online and who are using a wide range of technologies, little is known about children’s interactions with those technologies. This report presents a pilot qualitative study designed and implemented in collaboration with a selected group of academic partners in different European countries that aims at pioneering in Europe the exploration of young children and their families` experiences with new technologies. It presents its results and discuss the findings at cross-national level on how children between zero and eight engage with digital technologies such as smartphones, tablets, computers and games; how far parents mediate this engagement and their awareness on the risks-opportunities balance. The report concludes on recommendations to parents, industries and policymakers.
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How families handled emergency remote schooling during the Covid-19 lockdown in spring 2020
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How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning activities with their children, for example by using free of charge online learning material and exercises, such as video recordings and online quizzes. Both children and parents were worried about the pandemic’s negative impact on education, generally parents more so than children. Families voiced the need for better guidelines on how to support children with distance education activities and how to support the child psychologically during the confinement. Parents also expressed their need for more counselling and psychological support. These early results from the survey can guide future activities of schools and education systems in their move to digital education that can deliver more even, and better, pedagogical and social outcomes. They can also guide planning of practices that suite local context and needs. More in-depth analysis of this data will be made available throughout 2020-2021
https://link.springer.com/bookseries/558, 2019
This paper describes the participatory approach chosen to develop and evaluate a new serious game... more This paper describes the participatory approach chosen to develop and evaluate a new serious game called Cyber Chronix developed in the format of a digital comic strip with storytelling branches. The aim of the story entitled “Finding Data” is to raise awareness about the privacy risks and the data protection rights in the new European Union (EU) General Data Protection Regulation (GDPR), whilst delivering a pleasant and enjoyable experience. In the evaluation phase, students acted as assessors with the assignment of looking at the key factors contributing to engage in reading, to enhance curiosity and to raise awareness of EU GDPR concepts. Here we report on how students perceived the different dimensions of the story and how the game can help to disseminate knowledge of EU GDPR rights and raise awareness of privacy risks.
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Papers by Rosanna Di Gioia
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How families handled emergency remote schooling during the Covid-19 lockdown in spring 2020
©EU
Abstract:
How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning activities with their children, for example by using free of charge online learning material and exercises, such as video recordings and online quizzes. Both children and parents were worried about the pandemic’s negative impact on education, generally parents more so than children. Families voiced the need for better guidelines on how to support children with distance education activities and how to support the child psychologically during the confinement. Parents also expressed their need for more counselling and psychological support. These early results from the survey can guide future activities of schools and education systems in their move to digital education that can deliver more even, and better, pedagogical and social outcomes. They can also guide planning of practices that suite local context and needs. More in-depth analysis of this data will be made available throughout 2020-2021
Procurement
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Learning and Skills for the Digital Era
How families handled emergency remote schooling during the Covid-19 lockdown in spring 2020
©EU
Abstract:
How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning activities with their children, for example by using free of charge online learning material and exercises, such as video recordings and online quizzes. Both children and parents were worried about the pandemic’s negative impact on education, generally parents more so than children. Families voiced the need for better guidelines on how to support children with distance education activities and how to support the child psychologically during the confinement. Parents also expressed their need for more counselling and psychological support. These early results from the survey can guide future activities of schools and education systems in their move to digital education that can deliver more even, and better, pedagogical and social outcomes. They can also guide planning of practices that suite local context and needs. More in-depth analysis of this data will be made available throughout 2020-2021
students, teachers, parents and educators. By playing with Happy Onlife game, children could naturally self-disclose and express their emotions, needs, understanding and sometimes worries and doubts. Indeed, self-reporting provides valuable insights for a wide range of research, policy
and educational questions, however it can be susceptible to self-presentation and socially desirable responding. To overcome these limitations, implicit measures were considered to complement
experimental research about children’s attitude towards cyber risks.
The work described in this document aims at evaluating the effect of the Happy Onlife tool on attitudes towards cyber risk of children aged 10-12, from Time T1 to Time T2, before and after using Happy Onlife edutainment. The first research aim is to test the Happy Onlife edutainment reliability as a learning tool for enhancing digital competences with a focus on cyber security, data protection, privacy, online communication, netiquette and digital identity management. Moreover, a second purpose is the contribution to the development and validation of a new implicit measure of cyber risk propensity for children (10-12 years old). A third aim is to investigate the relationship between implicit risk attitudes and explicit risk-taking behaviour.
In this pilot research all explicit and implicit measures showed adequate reliability. There was a significant effect pre and post Happy Onlife gaming experience. Current results suggest that the Cyber Security Implicit Association Test (IAT) is a reliable and valid method and may be a useful tool to be added to self-report batteries for cyber risk propensity assessment in children. The Cyber Security Implicit Association Test could be considered for future and wider research on risk-taking
behaviour by citizens of all ages. The experiment protocol can be improved, however this contribution could be taken into consideration for the study and implementation of European cyber security strategies and policies to limit online threats and risks.
'Cyber Chronix' has a special focus on the European General Data Protection Regulation (GDPR), which comes into effect across all EU Member States on 25 May 2018.
Players are taken to a futuristic planet several light years from Earth. The aim is to help their character to make it to a party, while they encounter several data protection-related obstacles along the way. The game is designed to introduce young people to concepts including the notion of personal data, the right to be forgotten, personal data breaches, the right to data portability and informed consent.
While Cyber Chronix is primarily aimed at young people, the content and gameplay experience can be interesting and fun for adults too.
The game, available in English, French and Italian, can be downloaded on Android-operated devices , with iOS version coming soon.
publication description In che cosa consiste l’alfabetizzazione del XXI secolo? I cittadini e i giovani cittadini del XXI secolo devono possedere competenze e abilità che permettano loro di esercitare attivamente la cittadinanza in un contesto in continua evoluzione e che richiede l’acquisizione e la padronanza di competenze di base, letterarie e mediatiche, divenute tutte, in modo trasversale, anche cyber e digitali! L’unita “Cyber & Digital Citizens’ Security” del Centro Comune di Ricerca (CCR) della Commissione Europea propone uno strumento ludo-educativo “Happy Onlife” [1], [2], il cui obiettivo è educare bambini e ragazzi all’uso responsabile e sicuro delle tecnologie e della rete e a riconoscere e combattere fenomeni come il cyberbullismo. Il gioco nella sua versione cartacea e digitale - insieme alle altre risorse comprese nel toolkit - sostengono l’apprendimento e la costruzione di una nuova cittadinanza e cultura digitale. Le aree esplorate sono quelle previste dal DIGCOMP [3], un quadro di riferimento sviluppato nell’ambito di un progetto europeo e considerato dall’indicatore europeo DESI (Digital Economy and Society Index) [4], ripreso dall’Agenzia per l’Italia Digitale (AgID) [5], e anche dal MIUR nel Piano Nazionale Scuola Digitale [6], come il modello su cui basare la costruzione e le rilevazioni sul livello delle competenze digitali. Le aree indagate spaziano dalla ricerca di informazioni, alla capacità di lettura e analisi dei dati, la comunicazione, la gestione della propria identità digitale, la creazione di contenuti, la risoluzione dei problemi e la cyber-sicurezza. Happy Onlife è stato realizzato con un approccio di ricerca qualitativo, partecipativo e centrato sull’utente ed è considerato da ragazzi, genitori ed educatori come un valido strumento contro l’analfabetismo funzionale digitale. La possibilità di rilasciare la licenza software open (EUPL licence) permetterà la co-costruzione di nuove versioni e l’aggiornamento in termini di contenuti e traduzioni.