Academic literature on the topic 'Digital emotion regulation'
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Journal articles on the topic "Digital emotion regulation"
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Wadley, Greg, Wally Smith, Peter Koval, and James J. Gross. "Digital Emotion Regulation." Current Directions in Psychological Science 29, no. 4 (June 18, 2020): 412–18. http://dx.doi.org/10.1177/0963721420920592.
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People routinely regulate their emotions in order to function more effectively at work, to behave more appropriately in social situations, or simply to feel better. Recently, researchers have begun to examine how people shape their affective states using digital technologies, such as smartphones. In this article, we discuss the emergence of digital emotion regulation, both as a widespread behavioral phenomenon and a new cross-disciplinary field of research. This field bridges two largely distinct areas of enquiry: (a) psychological research into how and why people regulate their emotions, which has yet to systematically explore the role of digital technology, and (b) computing research into how digital technologies impact users’ emotions, which has yet to integrate psychological theories of emotion regulation. We argue that bringing these two areas into better contact will benefit both and will facilitate a deeper understanding of the nature and significance of digital emotion regulation.
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Shao, Ruosi, Zhen Shi, and Di Zhang. "Social Media and Emotional Burnout Regulation During the COVID-19 Pandemic: Multilevel Approach." Journal of Medical Internet Research 23, no. 3 (March 16, 2021): e27015. http://dx.doi.org/10.2196/27015.
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Background In February 2020, the Chinese government imposed a complete lockdown of Wuhan and other cities in Hubei Province to contain a spike of COVID-19 cases. Although such measures are effective in preventing the spread of the virus, medical professionals strongly voiced a caveat concerning the pandemic emotional burnout at the individual level. Although the lockdown limited individuals’ interpersonal communication with people in their social networks, it is common that individuals turn to social media to seek and share health information, exchange social support, and express pandemic-generated feelings. Objective Based on a holistic and multilevel perspective, this study examines how pandemic-related emotional exhaustion enacts intrapersonal, interpersonal, and hyperpersonal emotional regulation strategies, and then evaluates the effectiveness of these strategies, with a particular interest in understanding the role of hyperpersonal-level regulation or social media–based regulation. Methods Using an online panel, this study sampled 538 Chinese internet users from Hubei Province, the epicenter of the COVID-19 outbreak in China. Survey data collection lasted for 12 days from February 7-18, 2020, two weeks after Hubei Province was placed under quarantine. The sample had an average age of 35 (SD 10.65, range 18-78) years, and a majority were married (n=369, 68.6%). Results Using structural equation modeling, this study found that intrapersonal-level (B=0.22; β=.24; P<.001) and interpersonal-level (B=0.35; β=.49; P<.001) emotional regulation strategies were positively associated with individuals’ outcome reappraisal. In contrast with intrapersonal and interpersonal regulations, hyperpersonal (social media–based) regulation strategies, such as disclosing and retweeting negative emotions, were negatively related to the outcome reappraisal (B=–1.00; β=–.80; P<.001). Conclusions Consistent with previous literature, intrapersonal-level regulation (eg, cognitive reappraisal, mindfulness, and self-kindness) and interpersonal-level supportive interaction may generate a buffering effect on emotional exhaustion and promote individuals’ reappraisal toward the stressful situation. However, hyperpersonal-level regulation may exacerbate the experienced negative emotions and impede reappraisal of the pandemic situation. It is speculated that retweeting content that contains pandemic-related stress and anxiety may cause a digital emotion contagion. Individuals who share other people’s negative emotional expressions on social media are likely to be affected by the negative affect contagion. More importantly, the possible benefits of intrapersonal and interpersonal emotion regulations may be counteracted by social media or hyperpersonal regulation. This suggests the necessity to conduct social media–based health communication interventions to mitigate the social media–wide negative affect contagion if lockdown policies related to highly infectious diseases are initiated.
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Scott, Sarah Ellen, Cristiana Duarte, Jorge Encantado, Elizabeth H. Evans, Marja Harjumaa, Berit Lilienthal Heitmann, Graham W. Horgan, et al. "The NoHoW protocol: a multicentre 2×2 factorial randomised controlled trial investigating an evidence-based digital toolkit for weight loss maintenance in European adults." BMJ Open 9, no. 9 (September 2019): e029425. http://dx.doi.org/10.1136/bmjopen-2019-029425.
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IntroductionObesity and associated diseases place a severe burden on healthcare systems. Behavioural interventions for weight loss (WL) are successful in the short term but often result in weight regain over time. Self-regulation of eating and activity behaviours may significantly enhance weight loss maintenance (WLM) and may be effectively augmented by contextual behavioural approaches to emotion regulation. The NoHoW trial tests the efficacy of a theoretically informed, evidence-based digital toolkit using a mobile-enabled website, activity trackers and Wi-Fi scales for WLM aiming to target (1) self-regulation and motivation, and (2) emotion regulation in adults who achieved clinically significant (≥5%) WL in the previous 12 months (initial body mass index (BMI) ≥25 kg/m2).Methods and analysisThe study is an 18-month, 3-centre, 2×2 factorial single-blind, randomised controlled trial, which recruited 1627 participants achieving ≥5% WL between March 2017 and March 2018. Participants are randomly allocated to one of four arms: (1) self-monitoring only (self-weighing and activity tracker), (2) self-regulation and motivation, (3) emotion regulation or (4) combined self-regulation, motivation and emotion regulation. Participants attend four clinical investigation days at 0, 6, 12 and 18 months and are instructed to use the digital toolkit for 18 weeks during the first 6 months and at their discretion for the remaining 12 months. The primary outcome is change in weight (kg) at 12 months from baseline. Secondary outcomes are body composition (eg, bioimpedance analysis), health biomarkers (glycated haemoglobin, lipids, blood pressure, hair cortisol), dietary intake, physical activity, sleep, motivational, self-regulatory, emotion regulatory moderators/mediators of WLM, engagement, user experience, acceptability and cost-effectiveness of the interventions.Ethics and disseminationEthical approval was granted by Institutional Ethics Committees at the Universities of Leeds (17–0082; 27 February 2017), Lisbon (17/2016; 20 February 2017) and Capital Region of Denmark (H-16030495, 8 March 2017). Results will be published in scientific journals.Trial registration numberISRCTN88405328.
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Ryabinov, A. V., M. Yu Uzdiaev, and I. V. Vatamaniuk. "Applying Multitask Deep Learning to Emotion Recognition in Speech." Proceedings of the Southwest State University 25, no. 1 (May 30, 2021): 82–109. http://dx.doi.org/10.21869/2223-1560-2021-25-1-82-109.
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Purpose of research. Emotions play one of the key roles in the regulation of human behaviour. Solving the problem of automatic recognition of emotions makes it possible to increase the effectiveness of operation of a whole range of digital systems such as security systems, human-machine interfaces, e-commerce systems, etc. At the same time, the low efficiency of modern approaches to recognizing emotions in speech can be noted. This work studies automatic recognition of emotions in speech applying machine learning methods.Methods. The article describes and tests an approach to automatic recognition of emotions in speech based on multitask learning of deep convolution neural networks of AlexNet and VGG architectures using automatic selection of the weight coefficients for each task when calculating the final loss value during learning. All the models were trained on a sample of the IEMOCAP dataset with four emotional categories of ‘anger’, ‘happiness’, ‘neutral emotion’, ‘sadness’. The log-mel spectrograms of statements processed by a specialized algorithm are used as input data.Results. The considered models were tested on the basis of numerical metrics: the share of correctly recognized instances, accuracy, completeness, f-measure. For all of the above metrics, an improvement in the quality of emotion recognition by the proposed model was obtained in comparison with the two basic single-task models as well as with known solutions. This result is achieved through the use of automatic weighting of the values of the loss functions from individual tasks when forming the final value of the error in the learning process.Conclusion. The resulting improvement in the quality of emotion recognition in comparison with the known solutions confirms the feasibility of applying multitask learning to increase the accuracy of emotion recognition models. The developed approach makes it possible to achieve a uniform and simultaneous reduction of errors of individual tasks, and is used in the field of emotions recognition in speech for the first time.
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Lane, Richard D., and Ryan Smith. "Levels of Emotional Awareness: Theory and Measurement of a Socio-Emotional Skill." Journal of Intelligence 9, no. 3 (August 19, 2021): 42. http://dx.doi.org/10.3390/jintelligence9030042.
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Emotional awareness is the ability to conceptualize and describe one’s own emotions and those of others. Over thirty years ago, a cognitive-developmental theory of emotional awareness patterned after Piaget’s theory of cognitive development was created as well as a performance measure of this ability called the Levels of Emotional Awareness Scale (LEAS). Since then, a large number of studies have been completed in healthy volunteers and clinical populations including those with mental health or systemic medical disorders. Along the way, there have also been further refinements and adaptations of the LEAS such as the creation of a digital version in addition to further advances in the theory itself. This review aims to provide a comprehensive summary of the evolving theoretical background, measurement methods, and empirical findings with the LEAS. The LEAS is a reliable and valid measure of emotional awareness. Evidence suggests that emotional awareness facilitates better emotion self-regulation, better ability to navigate complex social situations and enjoy relationships, and better physical and mental health. This is a relatively new but promising area of research in the domain of socio-emotional skills. The paper concludes with some recommendations for future research.
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Mrazek, Alissa J., Michael D. Mrazek, Jordan V. Reese, Arianna C. Kirk, Lefeba J. Gougis, Alex M. Delegard, David J. Cynman, Casey M. Cherolini, Peter C. Carr, and Jonathan W. Schooler. "Mindfulness-Based Attention Training: Feasibility and Preliminary Outcomes of a Digital Course for High School Students." Education Sciences 9, no. 3 (August 31, 2019): 230. http://dx.doi.org/10.3390/educsci9030230.
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Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre–post design, this feasibility study evaluated the adoption of a digital mindfulness course in a public high school. The 22-day course was delivered on laptops, tablets, or phones via a custom digital learning platform. The course included a total of 2.25 h of instruction designed to improve focus, stress management, and emotion regulation. The intervention was implemented across 11 classrooms with 9th–12th grade students. On average across all classes, students completed 80% of lessons and 77% of daily exercises. Although the one-group design precludes definitive conclusions about the intervention’s effects, paired t-tests from pretest to post-test (N = 190) revealed improved emotional regulation and stress management despite students experiencing significantly increased life demands toward the end of the academic term. Results suggest that students also adopted a stronger growth mindset about their ability to focus, and they felt more motivated and confident to train this ability. A total of 64% of students indicated that the course improved their focus. Among the 81.6% of students who reported at baseline that they paid attention in class less than they should, focus during class increased significantly. This investigation supports the feasibility of digital mindfulness training for high schools and highlights strategies for increasing fidelity of implementation of digital interventions in school settings.
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Bustos-Contell, Elisabeth, Luis Porcuna-Enguix, José Serrano-Madrid, and Gregorio Labatut-Serer. "The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management." Sustainability 13, no. 17 (August 30, 2021): 9716. http://dx.doi.org/10.3390/su13179716.
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The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.
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Moltrecht, Bettina, Praveetha Patalay, Jessica Deighton, and Julian Edbrooke-Childs. "A School-Based Mobile App Intervention for Enhancing Emotion Regulation in Children: Exploratory Trial." JMIR mHealth and uHealth 9, no. 7 (July 14, 2021): e21837. http://dx.doi.org/10.2196/21837.
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Background Most mental health disorders are first experienced in childhood. The rising rates of mental health difficulties in children highlight the need for innovative approaches to supporting children and preventing these difficulties. School-based digital interventions that address shared risk factors and symptoms, such as emotion dysregulation, present exciting opportunities to enhance mental health support for children on a larger scale. Objective This study investigates the use of a new app-based intervention designed to support children’s emotion regulation in schools. The aim is to optimize the usability, acceptability, and utility of the app and explore its scope for implementation with the target user in the school context. Methods As part of an interdisciplinary development framework, the app is being evaluated in a 3-month trial across 4 primary schools. In total, 144 children (aged 10-12 years) took part and accessed the intervention app in the classroom or at home. Outcomes regarding usability, acceptability, and implementation opportunities were assessed through digital user data, self-report questionnaires (132/144, 91.6%), and semistructured interviews with children (19/144, 13.2%) and teachers (6/8, 75%). Results The app usage data showed that 30% (128/426) of the users were returning users. Self-report data indicated that 40.1% (53/132) of the children had not used the app, whereas 57.5% (76/132) had used it once or more. Of the children who had used the app, 67% (51/76) reported that the app was helpful. Interviews with children and teachers suggested positive experiences with the app and that it helped them to calm down and relax. Children reported that they perceived the app as acceptable, usable, and helpful. In terms of the intervention’s usability, most features functioned well; however, certain technical issues were reported, which may have led to reduced engagement levels. Teachers not only reported overall positive experiences but also discussed access difficulties and reported a lack of content as one of the main barriers to implementing the app. Having a web-based app significantly enhanced accessibility across devices and settings and provided teachers with more opportunities to use it. We identified the need for new, activating app features in addition to the existing, primarily relaxing ones. The findings indicated that it is possible to use and evaluate an app intervention in the school context and that the app could help enhance children’s emotion regulation. We discuss areas for improvement regarding the app, study design, and future implementation strategies. Conclusions We share important insights with regard to the development, implementation, and evaluation of a new app for supporting children’s emotion regulation in schools. Our results demonstrate that mental health apps represent a promising means to facilitate effective mental health service provision in and outside of the school context. Important lessons learned are shared to support other researchers and clinicians on similar journeys.
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Theofanopoulou, Nikki, Katherine Isbister, Julian Edbrooke-Childs, and Petr Slovák. "A Smart Toy Intervention to Promote Emotion Regulation in Middle Childhood: Feasibility Study." JMIR Mental Health 6, no. 8 (August 5, 2019): e14029. http://dx.doi.org/10.2196/14029.
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Background A common challenge with existing psycho-social prevention interventions for children is the lack of effective, engaging, and scalable delivery mechanisms, especially beyond in-person therapeutic or school-based contexts. Although digital technology has the potential to address these issues, existing research on technology-enabled interventions for families remains limited. This paper focuses on emotion regulation (ER) as an example of a core protective factor that is commonly targeted by prevention interventions. Objective The aim of this pilot study was to provide an initial validation of the logic model and feasibility of in situ deployment for a new technology-enabled intervention, designed to support children’s in-the-moment ER efforts. The novelty of the proposed approach relies on delivering the intervention through an interactive object (a smart toy) sent home with the child, without any prior training necessary for either the child or their carer. This study examined (1) engagement and acceptability of the toy in the homes during 1-week deployments, and (2) qualitative indicators of ER effects, as reported by parents and children. Results Across all families, parents and children reported that the smart toy was incorporated into the children’s ER practices and engaged with naturally in moments the children wanted to relax or calm down. Data suggested that the children interacted with the toy throughout the deployment, found the experience enjoyable, and all requested to keep the toy longer. Children’s emotional connection to the toy appears to have driven this strong engagement. Parents reported satisfaction with and acceptability of the toy. Conclusions This is the first known study on the use of technology-enabled intervention delivery to support ER in situ. The strong engagement, incorporation into children’s ER practices, and qualitative indications of effects are promising. Further efficacy research is needed to extend these indicative data by examining the psychological efficacy of the proposed intervention. More broadly, our findings argue for the potential of a technology-enabled shift in how future prevention interventions are designed and delivered: empowering children and parents through child-led, situated interventions, where participants learn through actionable support directly within family life, as opposed to didactic in-person workshops and a subsequent skills application.
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Stubbs, R. James, Cristiana Duarte, António L. Palmeira, Falko F. Sniehotta, Graham Horgan, Sofus C. Larsen, Marta M. Marques, et al. "Evidence-Based Digital Tools for Weight Loss Maintenance: The NoHoW Project." Obesity Facts 14, no. 3 (2021): 320–33. http://dx.doi.org/10.1159/000515663.
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<b><i>Background:</i></b> Effective interventions and commercial programmes for weight loss (WL) are widely available, but most people regain weight. Few effective WL maintenance (WLM) solutions exist. The most promising evidence-based behaviour change techniques for WLM are self-monitoring, goal setting, action planning and control, building self-efficacy, and techniques that promote autonomous motivation (e.g., provide choice). Stress management and emotion regulation techniques show potential for prevention of relapse and weight regain. Digital technologies (including networked-wireless tracking technologies, online tools and smartphone apps, multimedia resources, and internet-based support) offer attractive tools for teaching and supporting long-term behaviour change techniques. However, many digital offerings for weight management tend not to include evidence-based content and the evidence base is still limited. <b><i>The Project:</i></b> First, the project examined why, when, and how many European citizens make WL and WLM attempts and how successful they are. Second, the project employed the most up-to-date behavioural science research to develop a digital toolkit for WLM based on 2 key conditions, i.e., self-management (self-regulation and motivation) of behaviour and self-management of emotional responses for WLM. Then, the NoHoW trial tested the efficacy of this digital toolkit in adults who achieved clinically significant (≥5%) WL in the previous 12 months (initial BMI ≥25). The primary outcome was change in weight (kg) at 12 months from baseline. Secondary outcomes included biological, psychological, and behavioural moderators and mediators of long-term energy balance (EB) behaviours, and user experience, acceptability, and cost-effectiveness. <b><i>Impact:</i></b> The project will directly feed results from studies on European consumer behaviour, design and evaluation of digital toolkits self-management of EB behaviours into development of new products and services for WLM and digital health. The project has developed a framework and digital architecture for interventions in the context of EB tracking and will generate results that will help inform the next generation of personalised interventions for effective self-management of weight and health.
Dissertations / Theses on the topic "Digital emotion regulation"
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Lindmark, Rebecca. "Your thoughts matter. Smartphone use and cognitive strategies for emotion regulation." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185402.
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Regulating emotions is a vital part of everyday life. With the development of modern digital technology such as smartphones, research on emotion regulation has now entered a new era. Emerging questions include how and why different strategies for emotion regulation are being applied in the digital world, and what consequences this may have, when easily accessible tools for emotion regulation now are available at all times and places. This thesis presents a systematic review of current literature on cognitive strategies for emotion regulation in relation to smartphone use. A systematic search was done on PubMed, Scopus and Web of Science. 13 publications met the inclusion criterias. Identified cognitive strategies with significant correlations to smartphone use were blaming others, catastrophizing, cognitive reappraisal, mindfulness, positive reappraisal, rumination, self-blame, and emotional suppression. Findings indicate that engagement in specific cognitive strategies vary in both adaptivity and in correlation to different smartphone uses, implicating especially the adaptiveness of mindfulness in regard to problematic smartphone use. Limitations and implications for further research are discussed.Emotionsreglering är en viktig del av livet. Med utvecklingen av modern digital teknologi som exempelvis smartphones, har nu forskningen om emotionsreglering tagit ett steg in i en ny era. Nya frågor inkluderar hur och varför olika strategier för emotionsreglering appliceras i den digitala världen, och vilka konsekvenser detta kan få, när digitala medel för emotionsreglering nu är tillgängliga på alla tider och platser. Denna rapport presenterar en systematisk litteraturöversikt över kognitiva strategier för emotionsreglering kopplade till smartphoneanvändande. En systematisk sökning gjordes på PubMed, Scopus och Web of Science. 13 artiklar uppfyllde inklusionskriterierna. Kognitiva strategier med signifikant korrelation till smartphoneanvändande var grubbel, katastroftankar, skuldbeläggande av sig själv och andra, undertryckande av känslouttryck, kognitiv omvärdering och medveten närvaro. Fynden indikerar att användandet av specifika kognitiva strategier varierar i både adaptivitet och i korrelation till olika former av smartphoneanvändande, med indikationer om att framför allt medveten närvaro är en adaptiv strategi i kontexten av problematiskt smartphoneanvändande. Begränsningar och implikationer för framtida forskning diskuteras.
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FERNANDEZ, KIRSZMAN JAVIER. "INTERVENTI DIGITALI PER LA REGOLAZIONE EMOTIVA NEI DISTURBI EMOTIVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/100608.
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Questa tesi descrive una modalità parsimoniosa di organizzare l'ampia evidenza prodotta in questi ultimi anni nel campo della salute mentale digitale. A tal fine, viene presentato il framework DIU (D per diffusione, I per miglioramento e U per comprensione). Questo quadro teorico è applicato al campo specifico della regolazione delle emozioni (ER) per i disturbi emotivi. L’obbiettivo è quello di fornire una descrizione dell'attuale cambiamento della psicopatologia e evidenziare il ruolo della ER come meccanismo di cambiamento transdiagnostico e transteorico. A tal fine, viene fornita una revisione di tutti gli sviluppi esistenti in ciascuna delle categorie del quadro DIU. Ogni sezione propone nuovi risultati empirici che mostrano come le terapie digitali possano aiutare a migliorare l'ER nei disturbi emotivi. Per realizzare tali contributi empirici, sono stati utilizzati svariati disegni di ricerca e diverse soluzioni statistiche a seconda dei diversi contesti in cui gli studi sono stati condotti. Nel complesso, questa tesi stimola la discussione su alcuni degli attuali dibattiti nell’area della psicologia clinica e suggerisce risposte teoriche ed empiriche al fine di migliorare il campo.This dissertation describes a way of organising parsimoniously the ample existing evidence that has been produced along these years in the field of digital mental health. For that purpose the DIU framework is presented. That is, D for dissemination, I for improvement and U for understanding. This framework is applied to the specific field of emotion regulation in emotional disorders. In that sense, it presents a description of the current psychopathological transformation in order to outline the role of emotion regulation (ER) as a transdiagnostic and transtheorical mechanism of change. A review of all the existing developments in each of the categories of the DIU framework are described. Each section presents novel empirical results that show how digital interventions may serve to improve ER in emotional disorders. These empirical contributions used a variety of research designs and statistical solutions depending on the different contexts in which the studies were conducted. Overall, this dissertation boosts the discussion concerning some of the current debates in clinical psychology and suggests theoretical and empirical answers in order to improve the field.
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Bolt, Jeffrey M. "iPod, You-pod, We All Pod For Stress Relief:An Investigation of Mood-Management Through Digital Portable Music Players." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459350298.
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Azzola, Madeleine B. "Authentic Connectivity: A Pedagogue's Loving Responsibility." Thesis, 2014. http://hdl.handle.net/1807/65639.
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I learned to authentically connect by observing the pedagogues who mentored me. My lived experience with them inspired me to base my pedagogical approach on the constructs of community and engagement that youth dismantled by displaying increasing disengagement, which transferred into disaffected relationships.
This reflexive/narrative autoethnography investigates the problematic phenomenon affecting youth: the loss of authentic connectivity. I critically examine my professional journey with pre-digital, digital, and post-digital university students by analysing our common, cultural context, thereby interpreting my behaviour, thoughts, and experiences in relation to them. Hermeneutic phenomenology’s framework deepens the inquiry, as it involves a broader cultural, political, and social understanding to uncover deeper meaning in changing behaviours by reflecting on what is the lived experience of authentic connectivity for youth.
My comprehensive research evidences that youth’s technological addiction has influenced rapid brain evolution, and exploded their visual and multimodal skills. Neuroscience has broadly concluded that the new forms of learning technology offers are changing the way the brain processes information. I suggest that youth are experiencing a biological conflict, the brain’s rapid evolution overwhelming more slowly evolving physical responses, effectively interfering with the flow of affective information that requires hemispheric transfer.
Neither moving beyond the premise of intelligence as being predominantly brain-based, nor acknowledging the cooperative role our bodily intelligence plays, as the latter is embedded in our lived experience, the greater understanding of the whole of learning, and its ally, authentic connectivity, cannot be achieved. I submit that moving beyond the absoluteness of a purely scientific approach to the brain, and integrating both human and cognitive sciences are key in moving toward a more holistic, autonomous learning pedagogy, so to layer our understanding of the ‘person process’, that which includes whole thinking and whole being.
To counter the affective devolution, which is detrimental not only to learning, but to being a well-adjusted person, this paper proposes a foundational shift in teacher training curriculum design by suggesting tools that foster an observational pedagogy, which seeks to teach those navigational skills that support higher-level analytical processes that can counteract the excessive reactions that impede learning, and teaching.
Book chapters on the topic "Digital emotion regulation"
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Jiang, Mengqi, Martijn ten Bhömer, and Hai-Ning Liang. "Exploring the Design of Interactive Smart Textiles for Emotion Regulation." In HCI International 2020 – Late Breaking Papers: Digital Human Modeling and Ergonomics, Mobility and Intelligent Environments, 298–315. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59987-4_22.
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Fernandez-Álvarez, Javier, Amanda Díaz-García, Desirée Colombo, Cristina Botella, Pietro Cipresso, and Giuseppe Riva. "Digital Technologies for the Intervention of Emotion Regulation." In Reference Module in Neuroscience and Biobehavioral Psychology. Elsevier, 2022. http://dx.doi.org/10.1016/b978-0-12-818697-8.00033-9.
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"Identity Formation and Emotion Regulation in Digital Gaming." In Serious Games, 226–40. Routledge, 2009. http://dx.doi.org/10.4324/9780203891650-24.
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Gianesini, Giovanna, and Antonella Brighi. "Cyberbullying in the Era of Digital Relationships: The Unique Role of Resilience and Emotion Regulation on Adolescents’ Adjustment." In Technology and Youth: Growing Up in a Digital World, 1–46. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s1537-466120150000019001.
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Slaymaker, James. "“Just Being Transparent Baby”: Surveillance Culture, Digitization, and Self-regulation in Paul Schrader’s The Canyons." In ReFocus: The Films of Paul Schrader, 155–70. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474462037.003.0010.
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Paul Schrader’s micro-budget 2013 feature The Canyons was almost unanimously disparaged upon release, with critics pointing to its emotional detachment, flat digital aesthetic and lack of realistic characterization as its major flaws. This chapter rails against these criticisms and explores the complex aesthetic, socio-political, and moral purpose of Schrader’s film. The chapter argues that a theoretical approach to The Canyons as an expression of the post-humanist condition fostered by the influx of surveillance cameras and social media into the fabric of everyday life allows us to perceive of his work as a cultural tool that forces us to reflect upon our relationship with media images. A reading of the feature through the theoretical framework of Foucault's visual economy of self-regulation fills a gap within Schrader scholarship by arguing for an interpretative paradigm which investigates the symbiotic relation between alienation, narcissism and the mediatised nature of contemporary social experience at the centre of The Canyons, thus offering a substantial insight on the fragmentation and disintegration of affect and personhood within a digitized culture.
Conference papers on the topic "Digital emotion regulation"
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Kashani-Vahid, Leila, Marzieh Mohajeri, Hadi Moradi, and Atefeh Irani. "Effectiveness of Computer games of Emotion Regulation on Social skills of Children with Intellectual Disability." In 2018 2nd National and 1st International Digital Games Research Conference: Trends, Technologies, and Applications (DGRC). IEEE, 2018. http://dx.doi.org/10.1109/dgrc.2018.8712024.
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Meyer, Michael, and Susanne Robra-Bissantz. "Smile through the Mask: Emotion Measurement for Stationary Retail." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.15.
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The global pandemic caused by the coronavirus disease (COVID-19) changes the lives of many people all over the world. In the context of stationary retail, a strong change of customer behavior occurs as mandatory safety measures like wearing facemasks and distance regulations have come into place. The sales personnel’s ability to understand and react to customers’ emotions is critical for service interactions and the customers’ overall satisfaction. Unfortunately, facemasks make it difficult to recognize other’s emotions and may lead to misinterpretation and confusion. To address this problem, this paper proposes the design of self-assessment interfaces that offer the customer an easy way to enter their emotions. As part of a Design Science Research (DSR) project, we designed three interfaces and evaluated them over the course of a design cycle. The results indicate that it is possible to use self-assessment technology in stationary retail to measure customer emotions.
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Morimoto, Yota, and Beer van Geer. "Breathing Space: Biofeedback Sonification for Meditation in Autonomous Vehicles." In ICAD 2019: The 25th International Conference on Auditory Display. Newcastle upon Tyne, United Kingdom: Department of Computer and Information Sciences, Northumbria University, 2019. http://dx.doi.org/10.21785/icad2019.031.
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The collective, calmspaces, sets out to create spaces for relaxation and contemplation through traditional architectural approach combined with modern digital technology. The ongoing project of the collective, breathing space (ademruimte in Dutch), uses unobtrusive sensing technology to monitor one’s breathing, and through designed light and sonic guides, the project tries to enhance the breathing exercise beneficial to regulating one’s emotion. The paper illustrates the project and its relevance to and potential for in-vehicle development. We then discuss the details of our implementations, along with video documentations of the early prototype, and a recently completed installation work.
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Emelyanenkova, Anna Valerevena. "Diagnostics of Perceptive and Emotional Components of Psychological Readiness for Self-Regulation in Professional Activity." In Personal and Regulatory Resources in Achieving Educational and Professional Goals in the Digital Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.04.16.
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Ranieri, Jessica, Federica Guerra, and Dina Di Giacomo. "BUFFERING EFFECT FOR 2ND COVID-19 LOCKDOWN: THE ROLE OF ACADEMIC E-LEARNING ADOPTION AMONG GENERATION Z." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact025.
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"Background. The undergraduate community is composed of Generation Z members who constitute a social generation of digital natives who are technologically skilled. Their widespread exposure to technology accounts for their comfort with and strong knowledge of digital media. The government adoption of e-learning in academic education during the coronavirus disease (COVID-19) pandemic may be beneficial to such digitally skilled individuals. Some studies have underscored the e-learning adoption adverse psychological impact on the mental health of the younger generation. In fact, the findings underscore an increase in psychological distress, excessive fear of infection, pervasive anxiety, frustration and boredom, a high level of stress, and post-traumatic stress symptoms. We aimed to detect the protective factor for academic community during social restriction for pandemic in 2nd Italian lockdown analysing the adaptive behaviour of undergraduate in 3 field panels of academic education (life sciences, physical and engineer sciences, human and social sciences). We aimed to determine the psychological impact of prolonged e-learning on emotional regulation among undergraduate students. A secondary objective was to identify key components for preventive interventions targeted toward the academic community by investigating the buffering effect of e-learning in academic education on exposure to the pandemic. Methods. An online cross-sectional survey was conducted on 570 university students (aged 18–26 years) pursing degrees in life sciences, physical and engineering sciences, and social sciences in Italy. They were recruited using snowball sampling. We administered emotional (PDEQ, CSSQ, CAS), personality traits (BFI-10) and affinity for e-learning (AEQ) measures. Results. Our findings suggest that a majority of the university students developed peritraumatic dissociative experience and stress, but not dysfunctional coronavirus anxiety during the 2nd COVID-19 lockdown in Italy. Nevertheless, the present findings also highlight the fragility of younger Gen Z undergraduate students who are beginning their academic journey amid the COVID-19 pandemic. Further, coronavirus distress significantly predicted mental health through the mediating effect of personality traits and e-learning affinity. Conclusions. Therefore, health care professionals are encouraged to implement psychological support interventions that strengthen one’s ability to manage stressful situations and reinforce their status as a digital native. Consequently, they may realize the power of their personal strengths, which in turn may mitigate their stress and peritraumatic dissociative experience when they deal with challenges, enhance their competence, and enable them to adopt effective coping strategies."