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In the current era where computational literacy holds significant relevance, a growing number of schools across the globe have placed emphasis on K-12 programming education. This field of education primarily comprises two distinct modalities—the block-based programming modality (BPM) and the text-based programming modality (TPM). Previous research may not have provided a complete understanding of the differences between these two modalities as it did not take into account both the learning process and learning outcomes. This study aimed to compare secondary students' programming behaviors, computational thinking skills, and attitudes toward programming between the two modalities through a quasi-experimental design in a Chinese secondary school. The findings showed that (1) learners in TPM encountered more syntactical errors and spent more time between two clicks of debugging, while learners in BPM had more code-changing behaviors by adjusting programming blocks, made more attempts of debugging, and had more irrelevant behaviors; (2) learners in BPM achieved a higher level of computational thinking skills; (3) learners in both modalities experienced a slight decrease in confidence and enjoyment, while learners in BPM had higher interest levels in programming. (4) Code Changer, Minimal Debugger, Maximal Debugger, Distracted Coder and Average Coder were identified through students' programming behavior in the two programming modalities, and differences in their CT skills and attitudinal data were revealed. Lastly, pedagogical implications based on the findings are also discussed. [ABSTRACT FROM AUTHOR]

Based on Bourdieu's cultural capital theory, our study examined the engagement of newly arrived children (NAC) with ICT and e-sports both at home and in school in the context of Hong Kong. Our in-depth case study of a Hong Kong secondary school revealed that the selected NAC typically came from disadvantaged school and immigrant family backgrounds. They had limited access to technology and little parental mediation at home. The results also showed that as these NAC excessively used ICT at home for multiplayer online games, they became active e-sports players with good ICT skills. These students created an e-sports culture in the school, which was supported by their teachers and the principal. Contrary to their parents' conservative and negative attitude towards a career in e-sports or the ICT industry, the principal and teachers viewed e-sports as an alternative way for their students to accumulate capital and provide them with opportunities for upward social mobility. The findings demonstrate the importance of education in bridging the digital divide of NAC and helping them accumulate the digital dimension of cultural capital. [ABSTRACT FROM AUTHOR]

Drawing on the technology acceptance model, the theory of reasoned action, and the expectation-confirmation model, an integrated model was proposed to explore teenagers' learning management system (LMS) acceptance and continuance. Based on the data collected from a longitudinal survey of 1182 junior secondary students in Hong Kong, the results of structural equation modelling (SEM) supported the hypothesised model. Key findings were peer and teacher influences and perceived ease of use demonstrated significant effects; whereas parental influence and perceived usefulness had no effect, on behavioural intention over time. Multi-group SEM was used to test whether the paths in the hypothesized model varied across teenagers with different immigrant backgrounds. The sample was classified into three cultural groups: 203 first-generation immigrant students (FG), 354 second-generation immigrant students (FG), and 521 non-immigrant student (Native). The results showed that cultural divides existed in the relations of the proposed model across the FG, SG, and Native groups. The FG group, who were Mainland China born immigrants, were significantly different from the Native group in terms of the effects of perceptions, use experience, parental influence, and peer influence on their learning satisfaction and behavioural intention. The SG and Native groups, students who were born in Hong Kong, were the least noticeable in significant path differences. To highlight, peer influence demonstrated significantly stronger relationships with the FG group's intention at the initial use stage, and peer influence only had a significant relationship with satisfaction for the FG and SG group. Discussion and implications of the findings are presented. [ABSTRACT FROM AUTHOR]

Our study examines digital equity in a cultural context. Many studies have used classic analytical variables such as socioeconomic status and gender to investigate the problem of unequal access to, and more recently differences in the use of, information and communication technology (ICT). The few studies that have explored cultural variables have usually focused on theory or considered culture as a background dimension. Our study's central thesis is that cultural context plays a crucial role in shaping parents' ICT-related child-rearing practices. In a case study of 22 Chinese students who share the Confucian heritage of Hong Kong, we demonstrate the importance of cultural dimensions of students' ICT use, and examine how cultural values are associated with digital equity. Our findings reveal that Confucian values influence aspects of family/social relationships, in particular whether students receive adequate and appropriate ICT resources and use ICT effectively, which are essential aspects of digital equity. [ABSTRACT FROM AUTHOR]

In the abstract, the second "FG" in the sentence below should be "SG": The sample was classified into three cultural groups: 203 first-generation immigrant students (FG), 354 second-generation immigrant students (FG), and 521 non-immigrant student (Native). Thus, the original sentence should be corrected as follows: The sample was classified into three cultural groups: 203 first-generation immigrant students (FG), 354 second-generation immigrant students (SG), and 521 non-immigrant student (Native). [ABSTRACT FROM AUTHOR]