An application of the initial phase of IEEE P7010 recommended practice to a set of cases FIRSTNAME SURNAME* First author's affiliation, an Institution with a very long name FIRSTNAME SURNAM Second author's affiliation, possibly the same institutionThe accelerated adoption of digital technologies by people and communities results in a close relation between, on one hand, the state of individual and societal well-being and, on the other hand, the state of the digital technologies that underpin our life experiences. The ethical concerns and questions about the impact of such technologies on human well-being become more crucial when data analytics and intelligent competences are integrated. To investigate how learning technologies could impact human well-being considering the promising and concerning roles of Learning Analytics (LA), we apply the initial phase of the recently produced IEEE P7010 Well-being Impact Assessment (WIA), a methodology and a set of metrics, to allow the digital well-being of a set of LA-supported educational technologies to be more comprehensively tackled and evaluated. We posit that the use of IEEE P7010 well-being metrics could help identify where educational technologies supported by LA would increase or decrease well-being, providing new routes to technological innovation in LA research.
The global efforts toward evaluating the impact of the use of datadriven technologies on humans' well-being continue to establish societal guidelines for such systems to remain human-centric, serving humanity's values and safeguarding well-being. In this paper, we apply the first activity of IEEE P7010 recommended practice, a methodology and a set of metrics, to understand the well-being impact of a web-based tool (PyramidApp) that allows teachers to design and deploy Pyramid-pattern based collaborative learning activities in classroom learning scenarios. The tool's creators who are learning technology researchers (n=2) and a sample of the tool's users and stakeholders who are undergraduate students (n=11), master students (n=14) and instructors (n=2) are engaged in surveys and interviews to investigate the tool's well-being impact by reflecting on well-being indicators distributed to multiple well-being domains. The findings discuss possible impacts of the tool on the well-being domains of life satisfaction, affect, psychological state, community, education, government, human settlement and work. The creators also share views about the extent to which the use of IEEE P7010 increases their awareness of the intended and unintended impacts of their tool on well-being.
Well-being has been considered an urgent vein of discussion in fields that intersect with Information and Communication Technologies. In this paper, we used a questionnaire adapted from the METUX (Motivation, Engagement, and Thriving in User Experience) model to explore how well a Computer-Supported Collaborative Learning (CSCL) tool's interface satisfy users' needs for competence, autonomy, and relatedness; and to test the instrument's validity in a CSCL context. METUX provides scales grounded in Self-Determination Theory (SDT) allowing researchers to foster insights into how technology designs support or undermine psychological needs, boosting user well-being. 53 bachelor students represented the tool's users based on convenience sampling. Our findings showed that users may not perceive the autonomy construct in the tools' interface, taking a neutral stance toward aspects of competence and relatedness as well. The results indicate the need for design interventions to improve the interface's ease of use, and the components that facilitate interaction and feelings of being connected. Regarding the instrument, more work is needed to validate the use of METUX interface in CSCL, especially for the autonomy subscale. Also, more scales from METUX (e.g., adoption and task spheres of experience) are needed to be included in the future for a fuller validation.
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