BackgroundElectronic mental health interventions for mood disorders have increased rapidly over the past decade, most recently in the form of various systems and apps that are delivered via smartphones.ObjectiveWe aim to provide an overview of studies on smartphone-based systems that combine subjective ratings with objectively measured data for longitudinal monitoring of patients with affective disorders. Specifically, we aim to examine current knowledge on: (1) the feasibility of, and adherence to, such systems; (2) the association of monitored data with mood status; and (3) the effects of monitoring on clinical outcomes.MethodsWe systematically searched PubMed, Web of Science, PsycINFO, and the Cochrane Central Register of Controlled Trials for relevant articles published in the last ten years (2007-2017) by applying Boolean search operators with an iterative combination of search terms, which was conducted in February 2017. Additional articles were identified via pearling, author correspondence, selected reference lists, and trial protocols.ResultsA total of 3463 unique records were identified. Twenty-nine studies met the inclusion criteria and were included in the review. The majority of articles represented feasibility studies (n=27); two articles reported results from one randomized controlled trial (RCT). In total, six different self-monitoring systems for affective disorders that used subjective mood ratings and objective measurements were included. These objective parameters included physiological data (heart rate variability), behavioral data (phone usage, physical activity, voice features), and context/environmental information (light exposure and location). The included articles contained results regarding feasibility of such systems in affective disorders, showed reasonable accuracy in predicting mood status and mood fluctuations based on the objectively monitored data, and reported observations about the impact of monitoring on clinical state and adherence of patients to the system usage.ConclusionsThe included observational studies and RCT substantiate the value of smartphone-based approaches for gathering long-term objective data (aside from self-ratings to monitor clinical symptoms) to predict changes in clinical states, and to investigate causal inferences about state changes in patients with affective disorders. Although promising, a much larger evidence-base is necessary to fully assess the potential and the risks of these approaches. Methodological limitations of the available studies (eg, small sample sizes, variations in the number of observations or monitoring duration, lack of RCT, and heterogeneity of methods) restrict the interpretability of the results. However, a number of study protocols stated ambitions to expand and intensify research in this emerging and promising field.

No abstract

Information on the emotional outcomes of e-learning system use and emotional aspects of user experience in higher education is quite limited. Accordingly, the aim of the study is to identify the factors that influence university students’ intention to continue using e-learning systems and to examine the emotional outcomes of the continuance intention. The core constructs of the Technology Acceptance Model formed the basis of the proposed model, and the model was extended with a framework of emotions (challenge, achievement, deterrence, loss) and external variables. Data were collected online from 19,530 university students of a state university. For the analysis, Partial Least Squares-Structural Equation Modeling was employed. The proposed model explained 73.5% of continuance intention, 50.3% of achievement, and 52.2% of challenge emotions. In addition, 23 of the 25 tested hypotheses were supported. The findings indicate that perceived usefulness is a decisive factor in creating user experiences that generate emotions such as enjoyment, playfulness and satisfaction. In addition, the results showed that personal innovativeness strongly influenced the core constructs of technology acceptance model and the positive aspects of emotions (achievement and challenge). Accordingly, it can be stated that these findings lead us to the fact that students’ value perceptions regarding e-learning systems have a critical role in terms of emotional outcomes. In addition, the findings suggest that both intrinsic-extrinsic motivators, innovativeness characteristics and emotional outcomes should be taken into account in design and development process in order to improve the quality of the user experience. In this direction, implications for research and practice are discussed.

One of the basic challenges in distance education is motivational issues that distance learners encounter because of the factors such as separation in time and space from teachers, other learners, and learning sources. In an effort to minimize this drawback and increase learners' participation into learning processes by motivating distant learners, new approaches such as gamification have been integrated in distance education. Gamification is one of the

Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. Implications for practice or policy: It is critical for instructional designers, special education experts and policymakers to consider the effects of core acceptance constructs, both in terms of competence in and tendency to use e-learning systems. E-learning system designs that can meet the expectations arising from social norms and can contribute to strengthening the sense of belonging may have a crucial role. It is vital to consider the enjoyment elements in terms of ensuring quality learning through online education.

The computer gaming addiction is one of the newer concepts that young generations face and can be defined as the excessive and problematic use of computer games leading to social and/or emotional problems. The purpose of this study is to analyse through variables the computer gaming addiction levels of secondary school students. The research was conducted with survey and causal-comparative quantitative research methods. Furthermore, the quantitative data was obtained by interpreting the data obtained through open-ended questions. Findings reveal a significant difference between computer gaming addiction and variables of gender, daily gaming times and whether or not students play games with people they do not know. However, findings did not show any significant difference between computer gaming addiction and variables of grade or purposes of game playing. According to the findings from qualitative data analysis, students mostly prefer to play skill-based games, while they would want to design action games.

No abstract

The Computer gaming addiction is one of the newer concepts that young generations face and can be defined as excessive and problematic use of computer games leading to social and/or emotional problems. The purpose of this study is to analyze through variables the computer gaming addiction levels of secondary school students. The research was conducted with survey and causal-comparative quantitative research methods. Furthermore, it was attempted to contribute to the quantitative data by interpreting the data obtained through open-ended questions. Findings reveal a significant difference between computer gaming addiction and variables of gender, daily gaming times, and whether or not they play games with people they do not know. However, findings did not show any significant difference between computer gaming addiction and variables of grade or purposes of game playing. According to the findings from qualitative data analysis, students mostly prefer to play skill-based games, while they would want to design action games.     Keywords: Computer gaming, Daily gaming times, Game addiction, Purposes of game playing, Secondary school students