MindNavigator

Lee, Kwangyoung; Hong, Hwajung

doi:10.1145/3173574.3174146

Cited by 29 publications

(5 citation statements)

References 53 publications

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“…Perspectives in Human Computer Interaction (HCI). The Stu-dentLife study has been influential in HCI research, and has been prominently discussed in papers by Kelley et al [41] and Lee and Hong [44]. Kelley et al consider the ways in which tracked data might be put to use by counsellors, and Lee and Hong consider the development of personalised mental health interventions by students.…”

Section: Digital Phenotyping and Studentsmentioning

confidence: 99%

Student Perspectives on Digital Phenotyping

Rooksby

Morrison²,

Murray-Rust

2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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There is a mental health crisis facing universities internationally. A growing body of interdisciplinary research has successfully demonstrated that using sensor and interaction data from students' smartphones can give insight into stress, depression, mood, suicide risk and more. The approach, which is sometimes termed Digital Phenotyping, has potential to transform how mental health and wellbeing can be monitored and understood. The approach could also transform how interventions are designed, delivered and evaluated. To date, little work has addressed the human and ethical side of digital phenotyping, including how students feel about being monitored. In this paper we report findings from in-depth focus groups, prototyping and interviews with students. We find they are positive about mental health technology, but also that there are multi-layered issues to address if digital phenotyping is to become acceptable. Using an acceptability framework, we set out the key design challenges that need to be addressed. CCS CONCEPTS • Human-centered computing → Empirical studies in ubiquitous and mobile computing;

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Section: Digital Phenotyping and Studentsmentioning

confidence: 99%

Student Perspectives on Digital Phenotyping

Rooksby

Morrison²,

Murray-Rust

2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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“…The Daylio app allowed for some refinement to tracking, and teachers made conceptual links between, for instance, heart rate changes on their wearable companion app and the day’s events. Personalization (also called tailoring and customization) is a well-attested facilitator of engagement with apps [ 112 ] and a suggested guideline in PI stress management practices [ 66 ]. This study’s findings confirm the value of an individual approach to considering what data are relevant given peoples’ contexts [ 66 , 113 ].…”

Section: Discussionmentioning

confidence: 99%

“…Personalization (also called tailoring and customization) is a well-attested facilitator of engagement with apps [ 112 ] and a suggested guideline in PI stress management practices [ 66 ]. This study’s findings confirm the value of an individual approach to considering what data are relevant given peoples’ contexts [ 66 , 113 ].…”

Section: Discussionmentioning

confidence: 99%

“…This is powerful as mutual understanding creates solidarity and empathy, and communities that have shared experiences support individual meaning making [ 65 ]. Teachers described this from using a web-based forum in Hong Kong [ 39 ], and sharing ideas for stress management was valued by students [ 66 ]. In addition, IT workers found that social networks leveraged humor and intimacy, which could reduce individual perceived stress levels [ 67 ].…”

Section: Introductionmentioning

confidence: 99%

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

Manning,

Blandford,

Edbrooke-Childs

2023

JMIR Form Res

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Background Stress in education is an adverse reaction that teachers have to excessive pressures or other types of demands placed on them. Consumer digital technologies are already being used by teachers for stress management, albeit not in a systematic way. Understanding teachers’ experiences and the long-term use of technologies to support stress self-management in the educational context is essential for meaningful insight into the value, opportunity, and benefits of use. Objective The aim of this study was first to understand teachers’ experiences of consumer technologies for stress management. They were chosen by teachers from a taxonomy tailored to their stress management. The second aim was to explore whether their experiences of use evolved over time as teachers transitioned from working at home during lockdown to working full time on school premises. Methods A longitudinal study intended for 6 weeks in the summer term (2020) was extended because of COVID-19 into the autumn term, lasting up to 27 weeks. Teachers chose to use a Withings smartwatch or the Wysa, Daylio, or Teacher Tapp apps. In total, 2 semistructured interviews and web-based surveys were conducted with 8 teachers in South London in the summer term, and 6 (75%) of them took part in a third interview in the autumn term. The interviews were analyzed by creating case studies and conducting cross-case analysis. Results The teachers described that the data captured or shared by the technology powerfully illustrated the physical and psychosocial toll of their work. This insight gave teachers permission to destress and self-care. The social-emotional confidence generated also led to empathy toward colleagues, and a virtuous cycle of knowledge, self-compassion, permission, and stress management action was demonstrated. Although the COVID-19 pandemic added a new source of stress, it also meant that teachers’ stress management experiences could be contrasted between working from home and then back in school. More intentional self-care was demonstrated when back in school, sometimes without the need to refer to the data or technology. Conclusions The findings of this study demonstrate that taking a situated approach to understand the real-world, existential significance and value of data generates contextually informed insights. Where a strategic personal choice of consumer technology is enabled for high school heads of year, the data generated are perceived as holistic, with personal and professional salience, and are motivational in the educational context. Technology adoption was aided by the pandemic conditions of home working, and this flexibility would otherwise need workplace facilitation. These findings add to the value proposition of technologies for individual stress management and workforce health outcomes pertinent to educators, policy makers, and designers.

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“…Our investigation of homesickness contributes to the HCI literature on technology use by students for wellbeing and mental health. Prior work has investigated the design of technology to support the wellbeing of students, focusing on topics such as social interaction during mealtimes [73], collaborative expressions of mood [50], improving sleep quality [49] or enhancing stress management capabilities [34]. Other studies have explored the design of tailored solutions including mobile games to address frustration and anxiety [35] and virtual reality systems to encourage exercise [48].…”

Section: Supporting Student Wellbeingmentioning

confidence: 99%

“It’s About Missing Much More Than the People”: How Students use Digital Technologies to Alleviate Homesickness

Kelly

Cheng

McKay

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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Homesickness, which refers to feelings of distress caused by separation from home, is prevalent among university-aged students. Chronic homesickness can exacerbate mood problems, erode academic performance and lead to dropout from school. The present research examines how students use digital technologies to resolve the experience of missing home. Qualitative interviews and diaries with 50 students at major Australian universities revealed that technologies play a significant role in alleviating homesickness. Specifically, students use technologies to acquire social contact, find help and support, build co-presence to recreate their home, connect with culture, experience distant places, and regulate emotions. However, the use of technology sometimes led to increased emotional labour, frequent exposure to homesickness triggers, and heightened perceptions of distance. We conclude by discussing possible design implications for new technologies that allow students to alleviate homesickness by experiencing their home from afar.

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MindNavigator

Cited by 29 publications

References 53 publications

Student Perspectives on Digital Phenotyping

Student Perspectives on Digital Phenotyping

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

“It’s About Missing Much More Than the People”: How Students use Digital Technologies to Alleviate Homesickness

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