Smartphone Internet access and use: Extending the digital divide and usage gap

Tsetsi, Eric; Rains, Stephen A.

doi:10.1177/2050157917708329

Cited by 199 publications

(148 citation statements)

References 35 publications

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“…It also comes with physical limitations, for example regarding screen size and keyboard usability. Thus, complex but beneficial tasks such as editing text documents and tables (e.g., Google Docs, Google Sheets) are much harder to do on a mobile device (Gitau, Marsden, & Donner, ; Tsetsi & Rains, ). Accordingly, mobile Internet access is described as extractive, rather than immersive (Humphreys, Von Pape, & Karnowski, ), centered on seemingly more superficial use modalities such as browsing, entertainment, and socializing.…”

Section: First‐level Digital Dividementioning

confidence: 99%

Digital inequalities in the age of artificial intelligence and big data

Lutz

2019

Human Behav and Emerg Tech

200

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In this literature review, I summarize key concepts and findings from the rich academic literature on digital inequalities. I propose that digital inequalities research should look more into labor‐ and big data‐related questions such as inequalities in online labor markets and the negative effects of algorithmic decision‐making for vulnerable population groups. The article engages with the sociological literature on digital inequalities and explains the general approach to digital inequalities, based on the distinction of first‐, second‐, and third‐level digital divides. First, inequalities in access to digital technologies are discussed. This discussion is extended to emerging technologies, including the Internet‐of‐things and artificial intelligence‐powered systems such as smart speakers. Second, inequalities in digital skills and technology use are reviewed and connected to the discourse on new forms of work such as the sharing economy or gig economy. Third and finally, the discourse on the outcomes, in the form of benefits or harms, from digital technology use is taken up. Here, I propose to integrate the digital inequalities literature more strongly with critical algorithm studies and recent discussions about datafication, digital footprints, and information privacy.

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Section: First‐level Digital Dividementioning

confidence: 99%

Digital inequalities in the age of artificial intelligence and big data

Lutz

2019

Human Behav and Emerg Tech

200

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“…One key difference is in functionality, where complex tasks are more difficult to accomplish on mobile devices (Donner et al, 2011;Tsetsi and Rains, 2017;Wang and Liu, 2017;Wyche et al, 2018). Usability studies conducted in the developing world have shown that mobile phones are functionally difficult to use (Gitau et al, 2010;Medhi et al, 2011).…”

Section: Theoretical Background: the Mobile Underclassmentioning

confidence: 99%

Crowdwork and the mobile underclass: Barriers to participation in India and the United States

Newlands

Lutz

2020

New Media & Society

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Online crowdwork platforms have been praised as powerful vehicles for economic development, particularly for workers traditionally excluded from the labor market. However, there has been insufficient scrutiny as to the feasibility of crowdwork as an income-source among socioeconomically deprived populations. This article examines device requirements and differential access to digital infrastructure, both of which act as potential barriers to not only basic participation but also to economic success online. Given the increasing prevalence of mobile-first and mobile-only populations, research on this topic aids in understanding the crowdwork ecosystem among differing socioeconomic sectors. Based on a survey of 606 crowd workers across the United States and India, this article uses both quantitative and qualitative data to explore whether reliance on mobile devices is detrimental for economic outcomes of crowdwork. The results point to substantial inequalities in device use and received benefits from crowdwork, within each country and between the two contexts.

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“…44,45 Although all participants in this study did have access to the internet, the true reflection of individuals that have access in these communities may not be represented. Access to the internet was an advertised requirement for participation in this project.…”

mentioning

confidence: 98%

“…Future programs incorporating UGC videos may not need to incorporate the cost of providing cameras to participants (even when working with low income communities). 45,48 Although many participants had internet access at home and download speeds were not a reported barrier, upload speeds were found to vary. Limited upload speeds were found to be a barrier to uploading videos for many families.…”

mentioning

confidence: 99%

“…This is an especially important consideration when working with lowincome communities that may not be able to afford more expensive internet services that have faster upload speeds. 45 Some of the community sites where sessions were taught also had limited or no access to the internet. This barrier made the incorporated technology instruction challenging and prevented the participants from being able to have lesson leaders assist with video uploading before or after the in-person sessions.…”

mentioning

confidence: 99%

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Incorporating Technology Into the iCook 4-H Program, a Cooking Intervention for Adults and Children: Randomized Controlled Trial (Preprint)

Colby¹,

Moret²,

Olfert³

et al. 2018

Preprint

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1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Objective: Describe challenges and facilitators to incorporating technology into the iCook-4-H intervention program. Design: Randomized control trial.Setting: Community-based participatory childhood obesity prevention program.Participants: 288 dyads; youth (9.4±0.7 years old) and adult primary meal preparers (39.0±8 years). Intervention(s):Six in-person sessions to increase families cooking, eating and playing together with online between-session technology components of curriculum.Main Outcome Measure(s): Baseline, 4, 12, and 24-month assessments included measured anthropometrics for youth and online surveys about camera and website skill and use for dyads. Session leaders and participants completed open-ended process evaluations after each session about technology components.Analysis: Chi Square analysis computed for gender differences in technology variables. Relationships between video posting frequency and outcomes of interest (cooking frequency, self-efficacy and skills; dietary intake; and body mass index [BMI]) were tested with Spearman correlations.Process evaluations and open-ended survey responses were thematically analyzed for beneficial and inhibiting factors including technology components in the curriculum.Results: Only 78.6% of youth and 68.3% of adults reported always being comfortable accessing the internet post-intervention. Male youth reported being more comfortable with technology tasks than females (p< 0.05). Youth who posted more videos had higher cooking skills at 4-months post-intervention (r=0.189, p=0.05). Barriers to website usage reported most frequently by youth included lack of accessibility, remembering, interactivity, motivation, time, and lack of parental encouragement. Conclusions and Implications:Incorporating technology supports, like cameras and websites, into youth programs may help produce improved outcomes. Identifying barriers to and patterns of technology usage need to be considered when developing future youth health-promotion interventions.

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Smartphone Internet access and use: Extending the digital divide and usage gap

Cited by 199 publications

References 35 publications

Digital inequalities in the age of artificial intelligence and big data

Digital inequalities in the age of artificial intelligence and big data

Crowdwork and the mobile underclass: Barriers to participation in India and the United States

Incorporating Technology Into the iCook 4-H Program, a Cooking Intervention for Adults and Children: Randomized Controlled Trial (Preprint)

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