“They Always Ask What I'm Doing and Who I'm Talking to”: Parental Mediation of Adolescent Interactive Technology Use

2014 ◽  
Vol 50 (8) ◽  
pp. 691-713 ◽  
Author(s):  
J. Mitchell Vaterlaus ◽  
Troy E. Beckert ◽  
Sarah Tulane ◽  
Clare V. Bird
Keyword(s):  
Technology Use ◽  
Parental Mediation ◽  
Interactive Technology

Parental Mediation of Adolescent Technology Use

2018 ◽  
pp. 7097-7105
Author(s):  
J. Mitchell Vaterlaus
Keyword(s):  
Social Media ◽  
Social Relationships ◽  
Technology Use ◽  
Cell Phones ◽  
Parental Mediation ◽  
Interactive Technology ◽  
Interactive Technologies ◽  
Potential Barriers ◽  
Parental Concerns ◽  
Adolescent Perceptions

Adolescents are major consumers of interactive technologies (e.g., cell phones, social media). They are motivated to use these technologies to maintain their social relationships in a convenient and private way. The private nature and ease of connectivity afforded by interactive technology has resulted in various parental concerns (e.g., victimization, content) about adolescent technology use. To mitigate these parental concerns, some parents have begun to implement parental mediation strategies. Research has primarily focused on describing the different parental mediation techniques parents implement, parent and adolescent perceptions of parental mediation, and potential barriers to the implementation of parental mediation.

Parental Mediation of Adolescent Technology Use

2019 ◽  
pp. 488-498 ◽  
Author(s):  
J. Mitchell Vaterlaus
Keyword(s):  
Social Media ◽  
Social Relationships ◽  
Technology Use ◽  
Cell Phones ◽  
Parental Mediation ◽  
Interactive Technology ◽  
Interactive Technologies ◽  
Potential Barriers ◽  
Parental Concerns ◽  
Adolescent Perceptions

Adolescents are major consumers of interactive technologies (e.g., cell phones, social media). They are motivated to use these technologies to maintain their social relationships in a convenient and private way. The private nature and ease of connectivity afforded by interactive technology has resulted in various parental concerns (e.g., victimization, content) about adolescent technology use. To mitigate these parental concerns, some parents have begun to implement parental mediation strategies. Research has primarily focused on describing the different parental mediation techniques parents implement, parent and adolescent perceptions of parental mediation, and potential barriers to the implementation of parental mediation.

Understanding Interactive Technology in Organizational Settings

2015 ◽  
pp. 944-952
Author(s):  
Daniela Andrei ◽  
Alina Fleştea ◽  
Adriana Guran ◽  
Mircea Miclea
Keyword(s):  
User Experience ◽  
Technology Use ◽  
Work Motivation ◽  
Well Being ◽  
Interactive Technology ◽  
Contextual Variables ◽  
Interactive Technologies ◽  
Organizational Settings ◽  
Holistic Approaches ◽  
The Way

Despite the growing interest in holistic approaches capable to go beyond utilitarian perspectives in understanding users' relationship with interactive technology, user experience remains largely ignored in organizational settings (Bargas-Avila & Hornbæk, 2011). Traditionally, technology use in organizations was seen as almost completely externally motivated by the need to perform certain tasks. But this is bound to change as complex interactive technologies are increasingly used by organizations and as research indicating the importance of work motivation for employees performance and well-being (Gagné & Deci, 2005) is starting to be considered in the field of interactive technology interaction (Harbich & Hassenzahl, 2008). As a result, this paper addresses the opportunities of applying a user experience approach in organizational settings by providing an overview of the existing research and insights into how important individual and contextual variables might be considered in order to better understand the way desired technology-related outcomes can be facilitated.

Multimedia Use in UAE Education Context

2013 ◽  
pp. 80-92
Author(s):  
Salam Omar Ali ◽  
Fayez Albadri
Keyword(s):  
United Arab Emirates ◽  
Technology Use ◽  
Interactive Technology ◽  
Learning Objectives ◽  
The Other ◽  
Teachers And Students ◽  
Multimedia Technologies ◽  
Improved Performance ◽  
Interesting Learning

The growth in use of multimedia in United Arab Emirates schools has accelerated in recent years. Multimedia can be useful for both teachers and students alike. For example, multimedia is viewed as an important source of educational aids and a generator of resources that can add a lot to their performance. On the other hand, multimedia is positively perceived, for it makes the learning processes more comfortable and more enjoyable that leads to an improved performance. Generally, children are excited and fascinated by technology, and they are more receptive to lessons that are aided by multimedia. This is perhaps why many teachers are using multimedia in their classes to accomplish their learning objectives by creating a more interesting learning environment. For educators, multimedia provides a golden opportunity to promote interactive, technology-based collaborative learning that is perceived positively by all parties involved. This chapter investigated the role of the multimedia technologies in enhancing students’ performance as many studies showed that technology has a great effect on improving students’ reading, writing, and other skills. The study is also aimed at increasing educators’ awareness of the importance of multimedia technology use in classrooms.

scholarly journals Does Parental Mediation of Technology Use Moderate the Associations between Cyber Aggression Involvement and Substance Use? A Three-Year Longitudinal Study

2019 ◽  
Vol 16 (13) ◽  
pp. 2425 ◽  
Author(s):  
Michelle F. Wright ◽  
Sebastian Wachs
Keyword(s):  
Longitudinal Study ◽  
Alcohol Use ◽  
Drug Use ◽  
Technology Use ◽  
Illicit Drug ◽  
Illicit Drug Use ◽  
Parental Mediation ◽  
Cyber Victimization ◽  
Cyber Aggression ◽  
8Th Grade

The goal of this three-year longitudinal study was to examine the buffering effect of parental mediation of adolescents’ technology use (i.e., restrictive, co-viewing, and instructive) on the relationships among cyber aggression involvement and substance use (i.e., alcohol use, marijuana use, cigarette smoking, and non-marijuana illicit drug use). Overall, 867 (Mage = 13.67, age range from 13–15 years, 51% female, 49% White) 8th grade adolescents from the Midwestern United States participated in this study during the 6th grade (Wave 1), 7th grade (Wave 2), and 8th grade (Wave 3). Results revealed that higher levels of Wave 2 instructive mediation weakened the association between Wave 1 cyber victimization and Wave 3 alcohol use and Wave 3 non-marijuana illicit drug use. The relationship was stronger between Wave 1 cyber victimization and Wave 3 alcohol use and Wave 3 non-marijuana illicit drug use when adolescents reported lower levels of Wave 2 instructive mediation. At lower levels of Wave 2 instructive mediation, the association between Wave 1 cyber aggression perpetration and Wave 3 non-marijuana illicit drug use was stronger. Implications of these findings are discussed in the context of parents recognizing their role in helping to mitigate the negative consequences associated with adolescents’ cyber aggression involvement.

scholarly journals Exploring the Technological Impacts

2021 ◽  
Vol 5 (1) ◽  
pp. 1-18
Author(s):  
Fahmi Ibrahim ◽  
Nurfadhlina Mohamad Zainin
Keyword(s):  
Cultural Heritage ◽  
Conceptual Framework ◽  
Technology Use ◽  
Heritage Tourism ◽  
Interactive Technology ◽  
The Public ◽  
Visitor Satisfaction ◽  
Brunei Darussalam ◽  
Public Museums

Aside from educating the public, museums are adapting to the changing world as they have become one of the popular sites for cultural heritage tourism. Thus, from tourists and educational activities, they generate an increase in the number of visitors every year. With the emergence of interactive technology, it enables museums to produce better visiting experience especially when technology able to facilitate the visitor-exhibition interactivity in diverse ways. This paper investigates visitors' satisfaction and findings demonstrate a detailed insight on how the interactive technology in museum approach shapes the visiting experience. Basically, this study will show the process of creating repeat visitation from the effects of technology use in the museums. Interactive exhibitions with technology use are required in enhancing visitor satisfaction. A conceptual framework is developed to provide guideline and knowledge in understanding the role of interactive technology to secure visitor satisfaction and repeat visitation particularly in the context of Brunei Darussalam.

scholarly journals Mediation of young children’s digital technology use: The parents’ perspective

2017 ◽  
Vol 11 (3) ◽  
Author(s):  
Martina Smahelova ◽  
Dana Juhová ◽  
Ivo Cermak ◽  
David Smahel
Keyword(s):  
Czech Republic ◽  
Digital Media ◽  
Thematic Analysis ◽  
Digital Technology ◽  
Technology Use ◽  
Parental Mediation ◽  
Technology Usage ◽  
Structured Interviews ◽  
The Czech Republic ◽  
Parents And Children

The present-day reality that young children use digital media has forced parents to balance the risks and opportunities of the content that their children may encounter online. Current studies have mostly been quantitative. They have mainly focused on children aged 9 and older, and have addressed the types of mediation that parents use. However, they have not considered their relation to specific risks and opportunities. In the present study, we have sought to address this discrepancy and to understand the mediation strategies that parents use to shape the online experiences of their children. We focused on the factors that play a role in these mediations of specific risks and opportunities. In-depth semi-structured interviews with the parents of children aged 7–8 and their siblings in the Czech Republic (N=10 families) were conducted in 2014. A thematic analysis identified three main themes: (1) Mediation strategies of technology usage in relation to the mediation of online opportunities and online risks; (2) Time and place management of mediation strategies; and (3) The child as a co-creator of mediation strategies. Our results indicated that parental mediation is a dynamic process that is co-constructed by the parents and children according to context.

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