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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.

Although previous research has provided some insights into the effects of block-based and text-based programming modalities, there is a dearth of a detailed, multi-dimensional analysis of the transition process from different introductory programming modalities to professional programming learning. This study employed a quasi-experimental design to address this gap, involving 64 secondary school students in two groups. For the beginning five weeks, the first group used an introductory block-based programming environment, while the second group used an introductory text-based programming environment. Then, both groups transitioned to professional text-based programming for the subsequent eight weeks. The results showed that participants who transitioned from introductory text-based programming to professional text-based programming (1) significantly outperformed in computational thinking skills; (2) had more code-writing and debugging behaviors and fewer irrelevant behaviors, and (3) had more interactions with the instructor. No significant differences were observed between the two groups regarding enjoyment, confidence, and interest in programming. Drawing on these findings, this study proposes pedagogical implications that could facilitate the adoption of programming modalities within the broader context of STEM education. [ABSTRACT FROM AUTHOR]

Although previous research into adults' acceptance or continued use of technology has been extensive, there is a lack of research study that investigated e-learning systems acceptance and continuance of teenagers with different social backgrounds. This study aimed to explore the cognitive, emotional, and behavioural factors that motivate teenagers' acceptance and continuance of e-learning system use, and to compare such system use behaviours across teenagers with different social backgrounds. Drawing on the theory of reasoned action, the technology acceptance model, and the expectation-confirmation model, a research model was proposed and tested using data from a three-wave longitudinal survey on 1182 junior secondary students. Structural equation modelling (SEM) was used to test the model with the entire sample. The results showed that perceived ease of use, peer subjective norm, and teacher subjective norm were strong motivators of behavioural intention at all use stages. Multi-group SEM analysis was conducted across teenagers with different gender, experience, and socio-economic status. The results showed significant path differences in all group comparisons, revealing the existence of social divides in the modelled relationships. The majority of these path differences were found in the relationships between satisfaction and its antecedent variables. The findings and implications are discussed. [ABSTRACT FROM AUTHOR]