Applied Research in Digital Wellbeing
Summary
technology has the potential to increase productivity in our subjects of study while
simultaneously enhancing social participation. Despite these advantages, technology
and digital services have the potential to have a detrimental impact on people’s
emotional, physical, and social wellbeing. Our interactions with the media have
changed as our lives and expectations have changed. To attain digital wellbeing and
mindfulness, it is not essential to use technology less frequently. Rather, it is about
critically questioning how we use technology and considering why we use it – do we
make a constructive decision or do we simply let ourselves be lured by the tempting
digital platforms?
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the editors
- About the book
- This eBook can be cited
- Table of Contents
- List of Contributors
- Digital wellbeing or finding a balance between consciously connecting and disconnecting: A positive technology design approach (Dana Rad, Gavril Rad, Edgar Demeter and Roxana Maier)
- Feuerstein’s instrumental enrichment in online interaction and wellbeing of children (Otilia Todor, Tiberiu Dughi and Dana Dughi)
- Impact of family interactions and emotion-based training program on aggressive behavior of adolescents within special educational centers (Gabriela Vancu and Anca Egerău)
- Impact of online activity upon social phobia in young adults (Gabriela Vancu and Anca Egerău)
- Effects of circuit training at home: Improving wellbeing and quality of life in sedentary men during the Covid-19 pandemic (Vlad Adrian Geantă and Viorel Petru Ardelean)
- Sport digitalization, between recreation and the Olympic games (Zsolt Bartha, András Kokai and Gábor Kincses)
- Common concerns of the professor and the student for increasing the digital wellbeing in the educational framework (Dorin Herlo and Rebecca Pui)
- Is covid-19 pandemic period the milestone for a new digitalized era in the case of physical education and sport’s educational process?* (Silvia Nicoleta Mirica, Cerasela Domokos, Martin Domokos, Cristian Negrea, Eugen Bota and Adrian Nagel)
- Time spent on digital devices and sadness: The mediating outcome of boredom (Edgar Demeter and Dana Rad)
- Early education: What can we do for improving quality (Gabriela Kelemen)
- Promoting children’s wellbeing in primary school through the development of socio-emotional competences (Camelia-Nadia Bran and Mădălina Sas)
- Digital wellbeing during online education in preschool in the context of pandemics (Henrietta Torkos and Tabitha Bernadet Pasinszky)
- The role of emotional intelligence in the development of the wellbeing for teachers: A theoretical perspective (Cornelia Evelina Balaș and Maria-Alexandra Martin)
- Attitude of people with disability towards satisfaction in work: Practical insight (Alina-Maria Breaz)
- The inequality of benefits brought by training programs with different number of weekly sessions (Bogdan Hrițcu, Cristian Negrea, Cerasela Domokos, Martin Domokos, Eugen Bota, Silvia Nicoleta Mirica and Adrian Nagel)
- Influences on life quality of adults with the help of digital technologies: A journey from a sedentary life to jogging (Cristian Negrea, Silvia Nicoleta Mirică, Cerasela Domokos, Martin Domokos, Eugen Bota and Adrian Nagel)
- Digital resources: A big challenge at preschool level (Diana Mariana (Boeriu) Sfăt and Nicoleta Florica Petruse)
- The reasons we need crisis intervention in time of covid-19 pandemic (Remus Runcan)
- Proposals for improving the wellbeing of people in the technology era: Case study on the efficiency of whole body EMS training (Viorel Petru Ardelean, Vlad Adrian Geantă and Andreea Nicoară)
- Deconstructing the notion of “digital wellbeing” through a postmodern lens (Dr. Sonal Mobar Roy)
- Homo connecticus and the reconstruct of the self-image through social networks (Alina Costin and Alina Roman)
List of contributors
Viorel Petru Ardelean
Aurel Vlaicu University of Arad, Romania, viorelpetruardelean@yahoo.com
Cornelia Evelina Balaș
Aurel Vlaicu University of Arad, Romania, evelinabalas@yahoo.com
Eugen Bota
West University of Timișoara, Physical Education and Sport Faculty, Timişoara, Romania
Camelia-Nadia Bran
“Aurel Vlaicu” University of Arad, camelia.bran@uav.ro
Alina-Maria Breaz
Aurel Vlaicu University of Arad, alinamariabreaz@gmail.com
Alina Costin
Aurel Vlaicu University of Arad, Faculty of Educational Sciences, costintalina@gmail.com
Edgar Demeter
Faculty of Educational Sciences, Psychology and Social Sciences, edgar.demeter@uav.ro, eddemeter@yahoo.com
Cerasela Domokos
West University of Timișoara, Physical Education and Sport Faculty, Timişoara, Romania
Martin Domokos
West University of Timișoara, Physical Education and Sport Faculty, Timişoara, Romania
Dana Dughi
Aurel Vlaicu University of Arad, Romania, danadughi@yahoo.com
Tiberiu Dughi
Aurel Vlaicu University of Arad, Romania, tibi_dughi@yahoo.com
Psychology and Social Sciences, Aurel Vlaicu University of Arad, Romania, anca_petroi@yahoo.com
Vlad Adrian Geantă
Aurel Vlaicu University of Arad –P.E.S.F. MSc student, vladu.geanta@gmail.com
Dorin Herlo
Aurel Vlaicu University of Arad, Romania, dorinherlo@gmail.com
Bogdan Hrițcu
West University of Timisoara, Physical Education and Sports Faculty, România
Gabriela Kelemen
Aurel Vlaicu University of Arad, Romania, gabriela.kelemen@uav.ro
Gábor Kincses
University of Physical Education, Budapest, 1123 Budapest, Alkotás u. 44., Hungary and Budapest University of Technology and Economics Physical Education Center, Budapest, 1111, Budapest Bertalan Lajos u. 4–6., Hungary.
András Kokai
Clift Climbing Kft., Budapest, 1091 Budapest, Üllői út 55., Hungary
Roxana Maier
Center of Research Development and Innovation in Psychology, Arad, Romania, roxanamaierpsiho@gmail.com
Maria-Alexandra Martin
MD alumni, Aurel Vlaicu University of Arad, Romania, m.martin97@yahoo.com
Silvia Nicoleta Mirica
West University of Timisoara, Physical Education and Sports Faculty, România nicoleta.mirica@e-uvt.ro
Adrian Nagel
West University of Timisoara adrian.nagel@e-uvt.ro
←10 | 11→Cristian Negrea
West University of Timișoara, Physical Education and Sport Faculty, Timişoara, Romania
Andreea Nicoară
Smart Body Fit – owner
Tabitha Bernadet Pasinszky
Mămăruța Kindergarden, Arad, torkostabitha@yahoo.com
Nicoleta Florica Petruse
Kindergarten with Extended Program No.1, Zalău, SJ, Romania, petruse.nicoleta78@yahoo.ro
Dana Rad
Center of Research Development and Innovation in Psychology, Aurel Vlaicu University of Arad, B-dul. Revolutiei, no.77, Arad, Romania, dana@xhouse.ro(DR)
Rebecca Pui
Alumni Aurel Vlaicu University of Arad, Romania
Gavril Rad
Faculty of Educational Sciences, radgavrilarad@gmail.com
Alina Roman
Psychology and Social Sciences, Arad, Romania, romanalinafelicia@yahoo.com
Dr. Sonal Mobar Roy
Centre for Post Graduate Studies and Distance Education
National Institute of Rural Development and PR, Hyderabad, India, sonalmobarroy.nird@gov.in
Remus Runcan
Aurel Vlaicu University of Arad, Faculty of Educational Science Psychology and Social Work, Revolutiei Bld, no. 77, Arad, remus.runcan@uav.ro
Mădălina Sas
Student, Pedagogy of elementary and preschool education
“Aurel Vlaicu” University of Arad, madalina.sas@uav.ro
←11 | 12→Diana Mariana (Boeriu) Sfăt
Doctoral School Education, Reflection, Development, Department of Educational Sciences, Faculty of Psychology and Sciences of Education, Babes-Bolyai University, Cluj-Napoca, CJ, Romania, boeriu_dianamariana@yahoo.com
Otilia Todor
International Feuerstein Centre, Romania, cdp.otiliatodor@gmail.com
Henrietta Torkos
Aurel Vlaicu University of Arad, torkos_henriette@yahoo.com
Gabriela Vancu
Faculty of Educational Sciences, vancu.gabriela@yahoo.com
Zsolt Bartha
Budapest University of Technology and Economics Physical Education Center, Budapest, 1111, Budapest Bertalan Lajos u. 4–6., Hungary, bartha.zsolt@gtk.bme.hu
University of Pécs Faculty of Health Sciences, 7621 Pécs, Vörösmarty u. 4. Hungary
Dana Rad, Gavril Rad, Edgar Demeter and Roxana Maier
Digital wellbeing or finding a balance between consciously connecting and disconnecting: A positive technology design approach
Abstract Technology has permeated every facet of our daily lives. In many situations, technology may improve productivity in our fields of study while also increasing social involvement. Despite these benefits, technology and digital services can have a negative influence on people’s emotional, physical, and social wellbeing. Life might seem to stack up all at once at times. We find ourselves juggling a slew of daily difficulties, significant or less significant, or unforeseen occurrences that send our anxiety or stress levels soaring. When this happens, it might be tough to take a step back and assess how we’re actually doing. We may believe we are doing well and engaging in helpful activities, but how true is this? And how can we sufficiently reflect to address areas where we may be engaging in paradoxical actions to assist us deal effectively? Thus, one of positive technology researchers’ future goals is to better understand which characteristics of digital tools might promote positive transformation through pleasure, effort, difficulties, flow, purpose, competence, endeavor, and positive connections. Finally, this research topic gives an overview of the state of the art in research in technology for mental wellbeing and suggests prospective approaches to guide the creation of future applications and services in this field. Positive technology, in this opinion, provides not just a scientific potential but also a cultural chance to promote a more human-centered approach to the creation of our digital future.
Keywords: digital wellbeing
1. Introduction
If what you eat affects your health, so will your technological diet
The COVID-19 pandemic has forever changed the way many of us operate. Separating your job and personal life has been a difficulty for individuals who have moved to working from home. Furthermore, lockdowns have conditioned us to spend the majority of our time in front of a screen, and it is simpler than ever to go socially isolated, particularly from the comfort of our cellphones. There is no question that our smartphone addiction has had a negative impact on productivity and mental health.←13 | 14→
Life might seem to stack up all at once at times. We find ourselves juggling a slew of daily difficulties, significant or less significant, or unforeseen occurrences that send our anxiety or stress levels soaring. When this happens, it might be tough to take a step back and assess how we’re actually doing. We may believe we are doing well and engaging in helpful activities, but how true is this? And how can we sufficiently reflect to address areas where we may be engaging in paradoxical actions to assist us deal effectively?
In recent years, academics throughout the world have focused on how information and communication technologies might be developed to better support the human pursuit for enjoyment and wellbeing. On the one hand, the emergence of positive psychology has cleared the way for a more comprehensive knowledge of the factors that influence psychological wellbeing. Technology developers, on the other hand, have begun to recognize the significance of incorporating wellbeing concepts into the design of interactive systems. The convergence of these two themes has resulted in the establishment of new research and development disciplines such as “positive technology” and “positive computing,”. The intersection of these two themes has resulted in the formation of new research and development disciplines such as “positive technology” and “positive computing,” both with the goal of producing technology that is intentionally designed to promote wellbeing in people and groups (Gaggioli, Riva, Peters, Calvo, 2017).
Every aspect of our everyday life has been infiltrated by technology. In many cases, technology has the potential to increase productivity in our subjects of study while simultaneously enhancing social participation. Despite these advantages, technology and digital services have the potential to have a detrimental impact on people’s emotional, physical, and social wellbeing. Everyday life’s digital environment provides a wealth of alternatives, allowing consumers to consume information on a number of devices whenever and wherever they choose. Our interactions with media have changed as our lives and expectations have changed. To attain digital wellbeing and mindfulness, it is not essential to use technology less frequently. Rather, it is about being critical about how we use technology and thinking on why we engage: Are we making a constructive choice or are we simply being drawn to digitally alluring platforms?
Everyday existence in the twenty-first century demands engagement with technology on a regular basis. As a result, going through a digital detox and shutting off for an extended period of time is quite difficult. As a result, digital health is less about the act of disconnecting (which would be impossible) and more about the simple recognition that individuals have control over their digital presence and how they participate online.←14 | 15→
What individuals want from their online world is frequently the same as what they want from their offline world – connection, knowledge, time to relax, time to learn, a sense of being seen, a method to de-stress, and a way to contribute. Technology does not inherently generate issues; rather, it is how we utilize it that does.
It is difficult to separate personal or professional domains of interaction or tools since our contacts and the material we consume, generate, and share are often inextricably linked.
Several difficulties may occur while attempting to define one’s digital self:
- • Work vs. personal – Work is no longer limited by geographical borders. We have the impression that we may be “at work” at any time of day, on any day of the week, and from any place. The question is if people are able to impose new constraints on this.
- • Public vs. private – It is difficult to identify what is public and private; therefore, people must bend the rules by utilizing settings to restrict access to specific groups. People may use various tools for different audiences.
- • Self-reflection vs. the need for appreciation – Much of our online activity is motivated by a need for acknowledgment, a want to know that others have read and appreciated what we’ve said. Many technologies, such as blogs, can, however, be utilized for self-reflection rather than relying on others to validate our actions.
- • Passive vs. active involvement – Many people use social media in an unsocial manner. Being present without saying up is what elegant lurking (Beaudoin, 2002; White, 2015) refers to, differing from how we interact in person.
- • Human vs. technology – Is your phone an extension of you? Is it an outside power intervening in your life? Techno-self research investigates this link and people reliance on technology as they progress from functionality to interactivity.
- • Quality vs. quantity – Involvement is frequently measured in terms of “likes” rather than in-depth answers. It is important to identify which of these people emphasize more.
Being conscious of our digital activities entails recognizing our agency in whatever we do online. When we engage in anything, we should do it voluntarily and knowingly. If we aren’t interested, we should actively choose to deactivate accounts, disconnect, and unsubscribe. If people are motivated by a desire to get followers or likes, as long as they do it knowingly, they are not being manipulated by social media. However, if people find themselves idly browsing through retweets at the end of the day, they should take a step back and consider whether digital technology is improving their working and social habits or it is a setback.←15 | 16→
Details
- Pages
- 288
- Publication Year
- 2022
- ISBN (PDF)
- 9783631871362
- ISBN (ePUB)
- 9783631871379
- ISBN (Softcover)
- 9783631871058
- DOI
- 10.3726/b19309
- Language
- English
- Publication date
- 2022 (January)
- Published
- Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2022. 288 pp., 40 fig b/w., 30 tables.