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By Markus Ruchter

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The category of information systems refers to a wide variety of applications including databases as well as CD-ROM based presentations or collections of materials and web-based systems. Each can include resources for educators as well as learners and the focus of these systems may range from education and information to ”Edutainment” or ”Infotainment” passing over into the third category of games. While in the past most applications in this domain were implemented as stand-alone systems for desktop PCs, more and more web-based services have been established in recent years.

Next to the concern of EE instructors as well as parents that a further increase in media consumption can also enhance the alienation from nature, it is assumed that a general lack of skills and knowledge related to multimedia computer applications lead to a widespread prejudice against ICT [13]. Nonetheless, there are also notions in the community to embrace new technologies [12, 153]. Apel [13] stresses that there are a variety of EE institutions as well as non-governmental organizations (NGOs) who are aware of the potential of new media and do employ ICT, which shows that there are no consistent ideological concerns throughout the community.

5 T-test results - Additional factors . . . . . . . . . . . . . 6 T-test results - Navigation success . . . . . . . . . . . . . 7 U-test results - User satisfaction (part 1) . . . . . . . . . . . 8 U-test results - User satisfaction (part 2) . . . . . . . . . . . 9 Gender distribution - families . . . . . . . . . . . . . . 10 Gender and feedback distribution students and parents . . . . . . . . 11 Feedback distribution - children & students .

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