Hospitalized Adolescents’ Use of Mobile Technologies for Learning, Communication, and Well-Being

Maor, Dorit; Mitchem, Katherine

doi:10.1177/0743558417753953

Cited by 31 publications

(34 citation statements)

References 28 publications

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“…There have been a variety of studies that demonstrate positive outcomes for adolescents when using a technology-based peer support interventions. This body of research demonstrated that these interventions provide a space for information exchange, reduction of social isolation, improved perceptions of normalcy, and to make friends (Greco et al, 2001;Franklin et al, 2003;Liu et al, 2015;Kramer et al, 2018;Maor, 2020). Specifically in the context of self-disclosure, Lee et al (2013) found that social support played a full, mediating role between selfdisclosure and well-being on social networking sites.…”

Section: Social Supportmentioning

confidence: 99%

#T1DLooksLikeMe: Exploring Self-Disclosure, Social Support, and Type 1 Diabetes on Instagram

Holtz

Kanthawala

2020

Front. Commun.

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Type 1 diabetes (T1D) is diagnosed mostly during childhood or adolescent years. During such transitional phases of life, having support from others in similar situations can reduce feelings of isolation and loneliness. Instagram, a platform with high use among teens or young adults, acts as an alternative to traditional online health communities. To better understand individuals self-disclosure on Instagram related to T1D, we conducted an exploratory quantitative content analysis of a sample of 423 posts using the hashtag #t1dlookslikeme. These posts were collected using Netlytic between July-October 2018. Our research questions asked about the types of hashtags used, the content of the images, the sentiments of the posts, the relationship between post engagement and post sentiment, if and how the posts represented self-disclosure, and the presence of social support. A codebook containing 43 items on the image and 10 codes for captions was created for this study, and all data were analyzed using SPSS. Our dataset included 89% images compared to 6.4% video clips. Additionally, 83.5% of the posts were personal images whereas 11.6% were categorized as memes. We noted the most popular hashtags, and other characteristics of the images used by individuals to self-disclose their T1D. Overall, our random sample contained more positive sentiment posts rather than negative-and these positive sentiment posts were correlated with a higher number of hashtags in each post. Indicating a possible connection between self-disclosure and positive sentiment. This finding also reflected elements of empowerment (such as taking the "power" away from T1D and returning it to themselves), which is also discussed.

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Section: Social Supportmentioning

confidence: 99%

#T1DLooksLikeMe: Exploring Self-Disclosure, Social Support, and Type 1 Diabetes on Instagram

Holtz

Kanthawala

2020

Front. Commun.

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“…A literature review by Maor and Mitchem [7] confirmed that using technologies to withstand for the hospitalized youth’s academic path, as well as to impact on their well-being, are helpful (e.g., the “PEEBLES” program [60]). In this line of thought, the authors reinforce their claim that the use of technology in the hospital context could be an important tool to engage adolescents in learning [61]. Most of these studies used technology to maintain the connection between the hospitalized youngsters and their learning context [49,50,53,62], promoting their motivation to learn and facilitating their return to school.…”

Section: Introductionmentioning

confidence: 86%

From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention

Azevedo

Rosário

Martins

et al. 2019

IJERPH

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Hospitalization poses diverse challenges to school-aged youth well-being and their educational path. Some inpatients, due to the hospitalization duration, frequency or the needed recovery period at home, may struggle when returning to school. To help youth cope with this challenge, several hospitals have been implementing educational interventions tailored to the school-aged children and adolescents needs. Nevertheless, pediatric inpatients with short stays and/or with a recovery period at home usually do not benefit from these interventions. Therefore, the present study implemented a blended intervention (i.e., face-to-face and online) with the aim of training self-regulated learning competences with hospitalized school-aged adolescents with short hospital stays. The intervention was delivered on a weekly basis for eight individual sessions using a story-tool. Results showed the efficacy of the intervention in promoting adolescent’s use of, perceived instrumentality of, and self-efficacy for self-regulated learning strategies. Overall, there was a differentiated impact according to the participants’ age, grade level, grade retention, and engagement in the intervention. These findings support previous research indicating that hospitals can play an important role as educational contexts even for inpatients with short stays. The blended format used to deliver the self-regulation learning (SRL) training also may be an opportunity to extend these interventions from the hospital to the home context.

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“…It is precisely in this perspective, where mobile technologies play a fundamental role, although always taking into account the vulnerability of these devices due to cyber-attacks on privacy and data exploitation [41]. Providing students with educational opportunities [42] that do not require temporal and spatial limitations [43][44][45] will modify the traditional physical relationships between teachers, students and learning [46,47].…”

Section: Tools and Strategies In Plementioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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Hospitalized Adolescents’ Use of Mobile Technologies for Learning, Communication, and Well-Being

Cited by 31 publications

References 28 publications

#T1DLooksLikeMe: Exploring Self-Disclosure, Social Support, and Type 1 Diabetes on Instagram

#T1DLooksLikeMe: Exploring Self-Disclosure, Social Support, and Type 1 Diabetes on Instagram

From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

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