Digital Companion Choice to Support Teachers’ Stress Self-management: Systematic Approach Through Taxonomy Creation

Abstract

Background There are thousands of digital companions designed for emotional well-being and stress, including websites, wearables, and smartphone apps. Although public evaluation frameworks and ratings exist, they do not facilitate digital companion choice based on contextual or individual information, such as occupation or personal management strategies. Objective The aim of this study is to establish a process for creating a taxonomy to support systematic choice of digital companions for teachers’ stress self-management. Methods We used a 4-step study design. In step 1, we identified the dimension of stress self-management and strategic classifications. In step 2, we identified the dimension of the digital techniques and conceptual descriptions. In step 3, we created 6 criteria for the inclusion of digital companions. In step 4, we used the taxonomy framework created by steps 1 and 2 and populated it with digital companions for stress self-management, as identified in step 3. Results First, in the dimension of stress self-management, we identified four classes of strategies: educational, physiological, cognitive, and social. Second, in the digital techniques dimension, we derived four conceptual descriptions for the digital companions’ mechanisms of action: fostering reflection, suggesting treatment, peer-to-peer support, and entertainment. Third, we created six criteria for digital companion inclusion in the taxonomy: suitability, availability, evaluation, security, validity, and cost. Using the taxonomy framework and criteria, we populated it with digital companions for stress management ahead of presentation to teachers in a stress study workshop. Conclusions The elements of our approach can be generalized as principles for the creation of taxonomies for other occupations or conditions. Taxonomies such as this could be a valuable resource for individuals to understand which digital companion could be of help in their personal context.

High School Teachers’ Experiences of Consumer Technologies for Stress Management During the COVID-19 Pandemic: Qualitative Study

“…Through the populated taxonomy [ 46 ], teachers were given the choice of technology for stress management and how this could support their self-care strategies. In accordance with self-determination theory (SDT) [ 109 ], this autonomy is a key motivator leading to engagement and, therefore, one possible explanation for the lack of attrition in this study, with no one abandoning their technology before their final interview.…”

“…It was recognized that, although this study did not seek to identify sources of stress, some of which could be outside the workplace, COVID-19 was adding a new source of stress for many that would have to be acknowledged. Teachers were then presented with a rigorously compiled taxonomy, the design of which has been described elsewhere [ 46 ]. The taxonomy enabled teachers to have some limited choice regarding the technology they were to use for the study.…”

“…Experiences with technology are themselves enabled by the elements and characteristics of features or mechanisms [ 45 ]. These features have been described in a simplified conceptualization as reflection, treatment, social support, or entertainment for stress self-management based on the mechanism or rationale for interaction [ 46 ]. There is some research on how these features have been deployed to help with the stress management of employees that relates to the experiences that technologies can offer.…”

Evaluation of Chinese HIV Mobile Apps by Researchers and Patients With HIV: Quality Evaluation Study

“…Previous studies have indicated that the MARS scale demonstrates good validity and reliability, making it a reliable measurement tool [30][31][32][33][34]. The uMARS scale, developed by Manning et al [36], serves as an extension of the original MARS scale, specifically designed to prioritize the assessments of average users toward mobile apps.…”

Argument-based human–AI collaboration for supporting behavior change to improve health

“…The concept of digital companions for maintaining a healthy lifestyle and goal achievement is increasingly gaining attention; it is, for example, applied and studied in the context of professional work support, education, stress management, healthcare, and behavior change (Jang and Kim, 2020 ; Braun et al, 2021 ; Spirig et al, 2021 ; Weber et al, 2021 ; Manning et al, 2022 ). All the facets, however, converge on similar topics, such as assessing the user's context or learning more about the user's habits in the interest of providing personalized support to address a specific problem.…”