As technology becomes pervasive in our lives, particularly among young people, concerns about digital well-being are increasingly important. While self-regulatory approaches like digital self-control tools (DSCT) offer immediate solutions, their long-term effectiveness is not guaranteed. Though less explored, educational interventions may provide more profound changes in digital habits. Combining four co-design sessions with 74 high-school students and online questionnaires with 18 teachers, we investigated both students' and educators' preferences to develop innovative and acceptable solutions for digital well-being challenges. Analyzing the findings of these investigations, we provide 7 guidelines on modalities and approaches to enhance the design of digital well-being educational applications. Our findings advance the understanding of effective educational digital well-being interventions.
Towards Digital Well-being Education in High-School / Scibetta, Luca; Ballarini, Francesco; Ceccarini, Chiara; Monge Roffarello, Alberto; Prandi, Catia; De Russis, Luigi. - ELETTRONICO. - 1:(2025), pp. 1-6. (Intervento presentato al convegno CHI '25: CHI Conference on Human Factors in Computing Systems tenutosi a Yokohama (JPN) nel April 26 - May 1 2025) [10.1145/3706599.3720101].
Towards Digital Well-being Education in High-School
Scibetta, Luca;Ballarini, Francesco;Monge Roffarello, Alberto;Prandi, Catia;De Russis, Luigi
2025
Abstract
As technology becomes pervasive in our lives, particularly among young people, concerns about digital well-being are increasingly important. While self-regulatory approaches like digital self-control tools (DSCT) offer immediate solutions, their long-term effectiveness is not guaranteed. Though less explored, educational interventions may provide more profound changes in digital habits. Combining four co-design sessions with 74 high-school students and online questionnaires with 18 teachers, we investigated both students' and educators' preferences to develop innovative and acceptable solutions for digital well-being challenges. Analyzing the findings of these investigations, we provide 7 guidelines on modalities and approaches to enhance the design of digital well-being educational applications. Our findings advance the understanding of effective educational digital well-being interventions.File | Dimensione | Formato | |
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https://hdl.handle.net/11583/2997942