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Session: 2022/23
Last modified: 28/03/2022 11:05:44
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Title of Module: Applied Cyberpsychology |
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Code: PSYC10021 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | G
Scott |
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| Summary of Module |
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This is a final year elective module which will introduce students to cyberpsychology with an emphasis on how psychology is being applied in computer and online environments. Topics covered will include online communication, online impression formation and online identity, deviant online behaviour and Internet-Based Psychological Therapies. Psychological aspects of computer games, looking at why games are so engaging, problems linked to gameplay such as aggression and addiction, and how serious games can be used for learning will also be examined.
The module introduces key area in cyberpsychology, highlighting methodological differences between research on- and off-line and outlining the evolution of psychological theories in digital domains. Lectures will be supported by workshops during which students will have the opportunity to apply the knowledge they have learned in lectures by, for example, conceptually designing a computer game to solve a real world problem, and producing a research report based on a cyberpsychology experiment.
On completion of this module students should be informed in the core areas in cyberpsychology. They should also be aware of how psychology can be applied to practical problems in computers and online environments.
This module will include the graduate attributes:
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Critical thinking
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Collaborating
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Research-mindedness
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Digitally literate
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Effective communication
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Creativity
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Imagination
- Social media & online presentation
- The application of computer games
- Cyberpsychology and health
- Deviant online behaviour
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate detailed and critical knowledge of a range of cyberpsychology theories.
L2.
Demonstrate a detailed and critical understanding of the application of psychological methods, concepts and theories to understanding psychological processes and behaviours online.
L3.
Demonstrate the ability to analyse, interpret, and report cyberpsychology data.
L4.
Critically evaluate theory, research and interventions in cyberpsychology.
L5.
Systematically apply multiple perspectives to issues in cyberpsychology. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Students will be able to understand the main areas of cyberpsychology and be able to critically evaluate these. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
They will understand how to apply their knowledge in tackling real world problems.
Students will be able to conceptually design a computer game to address a real world problem.
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| Generic Cognitive skills |
SCQF Level 10.
Students will be able to evaluate and critically analyse studies in area of cyberpsychology.
Students will also be able to produce a research report based on cyberspychology data. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Students will be able to independently analyse and report data gathered from a cyberpsychology experiment.
The module supports student reflection in the development of digital literacy in the use of social media and gaming. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Students will be able to work effectively combining both group and independent work to collect and analyse data within a set time frame.
The module supports student reflection in autonomy, accountability and working with others |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
PSYC09015
| Module Title:
Applying Psychology Methods
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a hybrid approach in which students are encouraged to engage with the module through three learning activities, presented both synchronously and asynchronously. Students will be encouraged to engage asynchronously with pre-recorded lecture content designed to provide students with an overview of the topic area. Pre-recorded lecture material will be complimented with a series of asynchronous and synchronous activities to be undertaken in the student's own time or by the students/instructor simultaneously as appropriate
This module will be delivered via a series of lectures with supporting workshops. The workshops are designed to allow students to explore a range of issues in more detail and to engage in both supported independent learning and to discuss their ideas in small group work settings. Workshops will take the form of group activities aimed at expanding on knowledge from the lectures, sessions to support the coursework, and exercises and discussion groups carried out online.
This module will be assessed by two pieces of coursework in the form of a written research report and a grant proposal. Students will work in groups to collect and analyse report data in workshops and be responsible for writing it up individually.
Students will be encouraged to approach staff either personally, by e-mail, or via VLE if any areas of the module are unclear. Throughout the module students will be provided with additional reading and digital material via VLE and students will be encouraged to use this material to supplement their lecture notes/ textbook material.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 11 |
| Tutorial/Synchronous Support Activity | 22 |
| Laboratory/Practical Demonstration/Workshop | 3 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
There will be no set textbooks associated with this module but for each lecture students will be provided with references of recommended articles (all of which will be accessible via the University library) and in addition many lectures will also be supplemented with additional digital materials (e.g., criminal psychology reports for the cyberdeviance lecture, demonstrations of computer games for learning).
Journals include:
• Cyberpsychology, Behaviour, and Social Networking
• Computers and Education
• Computers in Human Behaviour
• E-learning and Digital Media
• Entertainment Computing
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study.? Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Psychology |
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| Moderator | L Boyle |
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| External Examiner | TBC |
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| Accreditation Details | BPS |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A written coursework such as a research Project (worth 50%): |
| A grant proposal (worth 50%): |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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