Effect of Technostress on academic productivity- E-engagement through persuasive communication

2022 ◽  
Vol 30 (5) ◽  
pp. 0-0
Keyword(s):  
Mobile Phones ◽  
Paradigm Shift ◽  
Persuasive Communication ◽  
Academic Productivity ◽  
Digital Device ◽  
Digital Devices ◽  
Team Projects ◽  
Device Use ◽  
Management Students

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.

scholarly journals Cognitive Function and Digital Device Use in Older Adults Attending a Memory Clinic

2019 ◽  
Vol 5 ◽  
pp. 233372141984488 ◽  
Author(s):  
Ya-Huei Wu ◽  
Manon Lewis ◽  
Anne-Sophie Rigaud
Keyword(s):  
Older Adults ◽  
Cognitive Function ◽  
Short Term Memory ◽  
Daily Basis ◽  
Memory Clinic ◽  
Digital Device ◽  
Significant Group ◽  
Digital Devices ◽  
Device Use ◽  
Touchscreen Device

This study investigated cognitive function in relation to the use of a computer and a touchscreen device among older adults attending a memory clinic. The entire sample ( n = 323) was categorized into four profiles, according to the frequency of digital device use (either daily or non-daily usage). Results showed that on a daily basis, 26% of the sample used both a computer and a touchscreen device, 26.9% used only a computer, 7.1% used only a touchscreen device, and 39.9% used neither type of digital device. There were significant group differences on age, education, and clinical diagnosis ( p < .001). Non-daily users of digital devices had significantly lower performance, compared with daily users of both types of digital device, on measures of global cognitive function, processing speed, short-term memory, and several components of executive function ( p < .001). Falling behind with regard to the use of digital devices might reflect underlying poor cognitive capacities.

Curbing Student Digital Distraction With Non-Traditional Teaching Strategies

2021 ◽  
pp. 174-196
Author(s):  
Abraham Flanigan ◽  
Jackie HeeYoung Kim
Keyword(s):  
Mobile Phones ◽  
Flipped Classroom ◽  
Evidence Based ◽  
Traditional Teaching ◽  
Face To Face ◽  
College Classrooms ◽  
Digital Devices ◽  
Task Behavior ◽  
Viable Approach ◽  
Device Use

Student use of mobile phones, laptop computers, and other digital devices for leisure purposes has become nearly omnipresent in college classrooms across the globe. The emergence of the digital distraction phenomenon has left many educators searching for strategies to curb the amount of habitual off-task behavior taking place in their classrooms. The chapter supplies educators with a menu of strategies to diminish the occurrence of student digital distraction in their classrooms. Specifically, the authors discuss evidence-based non-traditional strategies that can be applied to reduce student digital distraction in the traditional face-to-face setting, and they position the flipped classroom model as a viable approach for instructors who wish to curb student digital distraction while simultaneously boosting student engagement and learning. Finally, they discuss the importance of empowering students to take control over their digital device use and learning outcomes by training them to become autonomous, self-regulated learners.

Digital Distraction: Shedding Light on the 21st-Century College Classroom

2017 ◽  
Vol 46 (3) ◽  
pp. 363-378 ◽  
Author(s):  
Lynn S. Aaron ◽  
Talia Lipton
Keyword(s):  
College Students ◽  
21St Century ◽  
Learning Activity ◽  
College Classroom ◽  
Short Term ◽  
Digital Device ◽  
Digital Devices ◽  
Term Retention ◽  
Device Use ◽  
Relevant Material

It is not uncommon to walk into a college classroom and find all heads bowed down to a flashing screen and the room . . . silent. While digital devices can certainly support learning, what about when they are a distraction? This study explored this 21st-century phenomenon from two perspectives: Does the use of a device for nonacademic purposes during a learning activity interfere with learning? Does the classroom policy about digital device use play a role? A total of 351 college students from 20 classes participated in this study. Short-term retention was checked: A video on educationally relevant material was shown followed by a brief quiz on that material. The results are informative for both factors—multitasking and policy effectiveness.

scholarly journals Digital device use and primary headache in college students in the pandemic context

2021 ◽  
Author(s):  
Lara Maria de Oliveira Paiva Freitas ◽  
Isadora Mônica Ponte de Oliveira ◽  
Victor Oliveira Araújo ◽  
Júlio Santos
Keyword(s):  
Electronic Devices ◽  
Primary Headache ◽  
Digital Device ◽  
Cross Sectional ◽  
Digital Devices ◽  
High Workload ◽  
Consistent Increase ◽  
The Subject ◽  
Device Use ◽  
Sleep Alterations

Introduction: The increased use of devices during the SARS-CoV-2 pandemic is noteworthy. The democratization of technological products caused a significant increase an its use by the population across the globe. This has caused a consistent increase in the appearance of some diseases among users of those devices. Thus, a concern arises about the student context and its high workload online during the pandemic. Objective: Analyze the association between the use of digital devices and the incidence of headache among students during the pandemic. Design and setting: A literature review was conducted on the topic. Methods: We included 15 original articles in English and Portuguese from MEDLINE, Pubmed, and Google Academic databases, selected from 2011 to 2021. Results: In cross-sectional studies, reports of headache were higher in individuals who use digital devices frequently compared to those who do not use them, and migraine attacks with aura and use of analgesics were more recurrent in the first group. Several causal mechanisms between headache and the use of digital devices have already been proposed, such as exposure to electromagnetic fields, neck posture, stress and sleep alterations without, however, having any evidence. Conclusion: We conclude that the excessive use of electronic devices can increase the incidence and duration of headache. However, the literature on the subject is still limited. Therefore, there is an urgent need for research that controls exposure to digital devices in order to analyze the causal relationship between electronic devices and headache.

Blue light-induced retinal damage: a brief review and a proposal for examining the hypothetical causal link between person digital device use and retinal injury

2021 ◽  
Vol 1 (3) ◽  
pp. 129-134
Author(s):  
Michael R. Kozlowski
Keyword(s):  
Blue Light ◽  
Additional Data ◽  
Light Exposure ◽  
High Energy ◽  
Causal Link ◽  
Retinal Damage ◽  
Digital Devices ◽  
Retinal Injury ◽  
Device Use ◽  
Harmful Effects

Background: There is growing concern that the increased use of personal digital devices, which emit a high proportion of their light in the blue wavelengths, may have harmful effects on the retina. Extensive historical as well as current research demonstrates that exposure to high energy visible light (blue light) can damage the retina under certain circumstances. There are, however, no studies that directly address whether blue light at the intensities emitted by digital devices can potentially cause such harm. The present review aimed to examine whether blue light exposure from computers, tablets, and cell phones can, when used habitually over a prolonged period of time, be harmful to the retinal. Methods: A search of the literature on blue light-induced retinal damage was performed using a number of scientific search engines, including BioOne Complete™, Google Scholar™, Paperity™, PubMed™, and ScienceOpen™. Studies most significant for addressing the question of possible harmful effects of blue light emitted by personal digital devices were selected from this search and reviewed. Results: The data from the selected studies were summarized and their limitations in addressing the question of whether the blue light from personal digital devices is capable of producing retinal damage were addressed. Based on these limitations, a practical experimental protocol for collecting the additional data needed was proposed. Data from pilot experiments are presented that indicate the practicality of this approach. Conclusions: The currently available data on the effects of blue light on the retina are not sufficient to refute the hypothesis that the use of personal digital devices could, over a lifetime, produce retinal damage. Additional studies, such as those proposed in this article, are needed to resolve this issue.

The "Digitalisation" of Youth

2011 ◽  
pp. 345-373
Author(s):  
Pedro Quelhas Brito
Keyword(s):  
Social Network ◽  
Young People ◽  
New Media ◽  
Mobile Phones ◽  
Social Network Sites ◽  
Digital Technologies ◽  
The Internet ◽  
Digital Devices ◽  
Computer Based ◽  
Commercial Communication

The digitalization of youth signifies their complete immersion, active participation and involvement in the production, consumption and sharing of digital content using various interconnected/interfaced digital devices in their social network interactions. A prerequisite to successful commercial communication with young people is having a good understanding of new media, along with their social and psychological framework. The behaviour, motivation and emotions of youth in general and in relation to digital technologies, especially the meaning attached to mobile phones, the Internet (mainly social network sites) and games (computer-based and portable) should also be addressed if advertisers aim to reach this target group.

scholarly journals Temporal digital control: Theorizing the use of digital technologies to provide a temporal autonomous space

2019 ◽  
Vol 29 (3) ◽  
pp. 794-812
Author(s):  
Nicola F Johnson
Keyword(s):  
Digital Control ◽  
Screen Time ◽  
Real Life ◽  
Digital Technologies ◽  
Well Being ◽  
Temporal Control ◽  
Digital Device ◽  
Digital Devices ◽  
Life Itself ◽  
Smartphone Use

Screen time once referred to television. Nowadays, it includes various screen sizes that are internet-enabled devices, and the pervasive smartphone. Regardless of what kind of screen is used, screen time comprises much of life itself. Being online and offline is now fairly blurred because of the ubiquitousness of technologies, Wi-Fi and screens. This paper puts forth the notion of ‘temporal digital control’ to explain the choice of when and why smartphones and other portable digital devices are used in today’s cultural milieu, and it theorizes the ‘why’ of contemporary smartphone use is so prominent suggesting it enables temporal digital control in an autonomous space. Coupled with the engrossment of such use, the article elaborates how gazing at a digital device comprises a temporal connection, alongside a disconnection from real life, and a possible inauthenticity that could affect well-being. Recently published literature on ‘waiting’ is included to help theorize why actors choose to use digital technologies while waiting. Being preoccupied, or busy, or doing something with one’s smartphone while waiting creates a sense of alleged status, importance or connection in the form of digital temporal control. An array of vignettes is provided to demonstrate agentic disengagement with the present in a preference for moving into a temporal autonomous space of ‘perceived’ digital control. When gazing at and using a digital device, users are arguably disengaging with the temporal present, disconnecting with others who may be beside them, in preference to the creation of temporal (and digital) autonomous spaces. Regardless of what the user is doing on their smartphone or device, the use of technologies can provide a temporal autonomous space of digital control.

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