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The App Generation: How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World
Abstract
This book is an exploration of the power of apps to shape young people for better or for worse. No one has failed to notice that the current generation of youth is deeply, some would say totally, involved with digital media. The authors, both developmental psychologists, name today's young people the "app generation", and in this book they explore what it means to be "app-dependent" versus "app-enabled" and how life for this generation differs from life before the digital era. They are concerned with three vital areas of adolescent life: identity, intimacy, and imagination. Through innovative research, including interviews of young people, focus groups of those who work with them, and a unique comparison of youthful artistic productions before and after the digital revolution, the authors uncover the drawbacks of apps: they may foreclose a sense of identity, encourage superficial relations with others, and stunt creative imagination. On the other hand, the benefits of apps are equally striking: they can promote a strong sense of identity, allow deep relationships, and stimulate creativity. The challenge is to venture beyond the ways that apps are designed to be used, they conclude, and they suggest how the power of apps can be a springboard to greater creativity and higher aspirations. -- Provided by publisher.
... The subscale also measures the use of LLMs as a means of mitigating social isolation. This reflects users' perceptions that interactions with the LLM help them feel less alone, a phenomenon linked to the social surrogacy hypothesis which proposed that technological interactions can partially substitute for human social contacts [92]. The idea that LLMs add to one's social life further extends this concept, assessing the integration of LLM into an individual's sense of social connectedness [93]. ...
There is growing interest in understanding how people interact with large language models (LLMs) and whether such models elicit dependency or even addictive behaviour. Validated tools to assess the extent to which individuals may become dependent on LLMs are scarce and primarily build on classic behavioral addiction symptoms, adapted to the context of LLM use. We view this as a conceptual limitation, as the LLM-human relationship is more nuanced and warrants a fresh and distinct perspective. To address this gap, we developed and validated a new 12-item questionnaire to measure LLM dependency, referred to as LLM-D12. The scale was based on the authors' prior theoretical work, with items developed accordingly and responses collected from 526 participants in the UK. Exploratory and confirmatory factor analyses, performed on separate halves of the total sample using a split-sample approach, supported a two-factor structure: Instrumental Dependency (six items) and Relationship Dependency (six items). Instrumental Dependency reflects the extent to which individuals rely on LLMs to support or collaborate in decision-making and cognitive tasks. Relationship Dependency captures the tendency to perceive LLMs as socially meaningful, sentient, or companion-like entities. The two-factor structure demonstrated excellent internal consistency and clear discriminant validity. External validation confirmed both the conceptual foundation and the distinction between the two subscales. The psychometric properties and structure of our LLM-D12 scale were interpreted in light of the emerging view that dependency on LLMs does not necessarily indicate dysfunction but may still reflect reliance levels that could become problematic in certain contexts.
... The unrealistic expectation of being accessible 24/7 due to technology can also negatively impact mental health. To combat digital burnout, consider strategies such as not responding to messages immediately, leaving work devices at work, reducing the number of online accounts and social media platforms, and being selective about news consumption [27]. ...
The digital age has revolutionized communication, information access, and social interaction, but it has also introduced new mental health challenges. The pervasive use of social media, constant connectivity, and the pressure to maintain an online presence contribute to increased levels of anxiety, depression, and loneliness. Future Facts: Unveiling Mental Health Issues in the Digital Age explores these emerging issues and the complexities of addressing mental health in a digitally dominated world. Research indicates that excessive screen time and social media use can negatively impact self-esteem, body image, and sleep patterns, particularly among adolescents. Cyberbullying and online harassment exacerbate these effects, leading to severe emotional distress. Moreover, the digital age has blurred the boundaries between work and personal life, contributing to burnout and stress. Conversely, digital platforms offer new opportunities for mental health support through teletherapy, mental health apps, and online communities that provide peer support and resources. Understanding the dual impact of digital technology is crucial for developing effective interventions and policies to mitigate negative effects while leveraging positive aspects. Future mental health strategies must incorporate digital literacy, promote healthy online habits, and ensure equitable access to digital mental health resources. Addressing these issues is essential for fostering a balanced relationship with technology and safeguarding mental well-being in the digital era.
... Given these challenges, it is essential to establish clear a code of conduct for online classrooms to ensure an effective learning environment. Such a code of conduct helps maintain a respectful atmosphere, encourage student discipline (Salmon, 2000), promote information security awareness (Gardner and Davis, 2013) and foster appropriate interactions with teachers and peers (Balida, 2023). Additionally, they support positive learning attitudes and minimize conflicts (Kamraju et al., 2024), while also helping students develop communication and collaboration skills (Kolm et al., 2022). ...
Background
In today's digital age, online education helps eliminate certain barriers faced by traditional education, however, it also presents challenges, including issues related to the culture of conduct among high school students in their relationships with instructors and peers. Therefore, developing Codes of Conduct in Online Classrooms is necessary to create a healthy, fair, and engaging learning environment.
Method
A procedure consisting of three stages is used, namely: (1) Item generation; (2) Theoretical analysis; and (3) Psychometric analysis. This study involved surveys of 923 participants, including 321 teachers and 602 students from high schools in Vietnam. One of the outcomes of this research is a dataset comprising six files related to the scale development process. From the collected data, we conducted analyses to explore the Codes of Conduct in Online Classrooms of Vietnamese High School Students using Exploratory Factor Analysis and Confirmatory Factor Analysis.
Results
The analysis results indicate that the Codes of Conduct in Online Classrooms of Vietnamese High School Students include four aspects: (1) Students' attitudes toward teachers and classmates; (2) Students' communication conduct toward teachers and classmates; (3) Students' conduct in using the camera; and (4) Dress Code, Sitting Posture and Learning Location Regulations.
Conclusion
The codes of conduct in online classrooms play a crucial role in creating a positive, effective, and culturally rich learning environment. This article partially contributes to establishing fundamental guidelines on the conduct of high school students in online classes, thus providing an important foundation for forming appropriate behavior between all stakeholders.
... Bu durum diğer iki kuşağa göre ön plana çıkmıştır. Ancak dijital iletişime büyük önem atfeden Z kuşağı, yeni sessiz kuşak olarak tanımlanmaktadır (Gardner and Davis, 2013). Bu ifade kuşağın teknoloji temelli hareket etmesinin olağan bir sonucu olarak da yorumlanabilir. ...
Bireylerin toplumsal alanda kendilerini ilgilendiren konularda katılımcı olmaları ve buna göre siyasal kurumları etkilemeleri siyasal katılım kanallarıyla gerçekleşmektedir. Siyasal katılımın kentsel alanda talep ve ihtiyaçların karşılanması ve buna göre kamusal politikaların oluşturulması amacına yönelik bir yapısı bulunmaktadır. Siyasal katılım, salt oy vermeden oluşmamakta ve çeşitli katılım kanallarıyla toplumsal alanda gerçekleşmektedir. Bu açıdan bireylerin tutum ve davranışlarının buna göre şekillendiği görülmektedir. Her yaş grubunun siyasal katılım tutum ve davranışları farklı olabilmektedir. Bu nedenle nüfus kuşaklarının kendilerine özgü değer kalıpları bulunmaktadır. Siyasal katılım olgusunun da buna göre gerçekleşmesi söz konusudur. Özelikle diğer kuşaklara göre teknoloji ile daha fazla iç içe olan Z kuşağı bireylerin siyasal katılım davranışları bu çerçevede incelenmeye değerdir. Bireylerin fiziksel mekân kavramını arka planda bırakan ve çevrimiçi iletişim olarak tanımlanan sosyal medya, Z kuşağının siyasal tutum ve davranışlarında önemli bir alandır. Araştırma, Z kuşağının sosyal medya ve siyasal katılım durumlarını belirleme amacına yöneliktir. Bu kapsamda, nicel araştırma yöntemi çerçevesinde veri toplama aracı olarak anket tekniği kullanılmış ve 551 Z kuşağı bireyinin bu kapsamda tutum ve davranışları analiz edilmiştir. Araştırma sonucunda Z kuşağı bireylerinin sosyal medya platformlarını yoğun bir şekilde kullandıkları ortaya çıkmıştır. Günlerinin önemli bir kısmını sosyal medyada geçiren bireylerin siyasal katılım boyutunda katılımcı bir tutuma sahip olmadıkları ve siyasal sisteme karşı çekingen davranış kalıplarına sahip olduğu tespit edilmiştir. Özellikle Z kuşağının siyasete karşı şüpheci bir yaklaşıma sahip olduğu ortaya çıkmıştır. Genç bireylerin siyasal sistem içinde daha fazla katılımcı olmalarına yönelik olarak çeşitli çalışmaların sonuç verici etkileri olabilecektir.
... Namun, di balik segala manfaatnya, penggunaan gadget secara berlebihan dapat menimbulkan berbagai dampak negatif yang serius, terutama bagi generasi muda (Gardner dan Davis 2015). Beberapa dari dampak negatif penggunaan gadget diantaranya: (1) pengguna memiliki kecenderungan mudah menyerah; (2) pengguna memiliki kemampuan motorik yang kurang berkembang; (3) pengguna memiliki emosi yang meledak-ledak; (4) kurang memiliki keterampilan sosial; dan (5) ada kemungkinan anak tertampar konten berbau pornografi atau kriminalitas (Chusna 2017;Dewi dkk. ...
The widespread use of gadgets in the digital era has had positive and negative impacts on society, especially the younger generation. In Adultari Village, residents are concerned about the negative impacts of excessive use of gadgets. Therefore, this Community Service activity aims to increase digital awareness through socializing the impact of using gadgets in the digital era and managing reading corners as alternative activities that are more positive for the community. The methods used in this activity include observation, interviews, and identifying problems faced related to gadget use. The results of this activity include education and evaluation carried out through question and answer sessions during socialization with measurements based on audience understanding. It is hoped that with the reading corner, people, especially children and teenagers, can use gadgets wisely and utilize technology for more productive activities. This activity aims to form a generation that is more critical, knowledgeable and wise in facing challenges in the digital era.
... Na Educação 6.0, essas inteligências são potencializadas por tecnologias emergentes, permitindo uma aprendizagem personalizada. Gardner (2011) também discute o impacto da geração digital, destacando a adaptação do ensino às novas formas de interação e cognição trazidas pela tecnologia. A Educação 6.0 utiliza Inteligência Artificial e outras ferramentas para otimizar o desenvolvimento das múltiplas inteligências de cada estudante. ...
Este estudo explora a busca por currículos mais relacionados às realidades das comunidades escolares em situação de vulnerabilidade. O objetivo é a revisão dos currículos educacionais para um alinhamento com as realidades vividas na comunidade escolar onde o grupo focal foi desenvolvido. A metodologia aplicada foi o estudo de caso, utilizando capacitação docente interdisciplinar para alinhar as práticas educacionais às demandas contemporâneas, como inclusão e letramento. Os resultados indicam a criação de “esteiras educativas” que promovem a integração entre currículos, habilidades e competências, com impacto positivo na comunidade escolar, destacando-se como uma alternativa eficaz para modernizar a educação e promover a equidade.
... hierzu kritisch: Wampfler, 2018, S. 20-27;S. 37;Buckingham, 2006, S. 3-7), die App-Generation (Gardner & Davis, 2014) oder gar die Generation Facebook (Leistert & Röhle, 2011) (vgl. kritisch hierzu: Kübler, 201250-52 sowie ambivalent: Scholz, 2014, S. 16-19). ...
Über quantitative Fragestellungen traditioneller Mediennutzungsforschung hinausgehend, diskutiert der Band den Zusammenhang von Medienwandel, persönlichen Biografien und Generationen. Im Fokus stehen die individuellen Alltagserfahrungen und (mediatisierten) Lebenswelten der Menschen sowie die Frage nach generationsspezifischen Mediennutzungsweisen und medienpädagogischen Konsequenzen. Der Band umfasst sowohl empirische sowie theoretische Beiträge als auch biografische Zugänge in der medienpädagogischen Praxis. Er wendet sich an Forschende, Lehrende und Studierende der Medien- und Kommunikationswissenschaft, (Medien-)Pädagogik, Soziologie und Geschichte sowie an (medien)pädagogische Fachkräfte und an der Thematik interessierte Laien. Mit Beiträgen von Klaus Beck |Bianca Burgfeld-Meise | Lukas Dehmel | Sonja Ganguin | Johannes Gemkow | Bernward Hoffmann | Michaela Kramer | Dorothee M. Meister | Christian Oggolder | Ingrid Paus-Hasebrink | Anu Pöyskö | Wolfgang Reißmann | Caroline Roth-Ebner | Maria Schreiber | Christina Seeger | Christian Swertz
... The professors' main fears, expressed in informal conversations with higher education professors (mostly from the Faculty of Engineering of the University of Porto) and in bibliographic research, include the following: (i) quality of education, since machines alone do not guarantee the quality of teaching/learning and are not capable of replacing human interaction, students' socioemotional skills and deep understanding, tasks that can be carried out only by real professors (Gardner & Davis, 2014;Postman, 1993); (ii) progressive automation threatens to replace the jobs of professors and other education professionals (Seldon & Abidoye, 2018); (iii) ethics and privacy, as the proliferation of artificial intelligence raises concerns regarding students' access to sensitive information, as well as proper use in compliance with ethical principles; (iv) reliability versus bias resulting from the type and quality of data used to train computers, with high potential for the dissemination of inaccurate, incorrect or biased information; and (v) lack of personalization of teaching, since it is not possible to reproduce through machines the personalized attention to the student by the professor, which is a fundamental component of all educational processes (Carr, 2011;Selwyn, 2019;Turkle, 2012). ...
Given the very recent appearance and rapid dissemination of tools based on artificial intelligence (AI), particularly the ChatGPT application, and the inevitability of their installation in the lives of students and professors, this article proposes the creation of a new “transversal skills” curricular unit to be taught to students in the Engineering Programs at the Faculty of Engineering of the University of Porto. Given the “revolution” that these AI-based tools can represent, it is important to reflect on what they constitute, how they can support professors in their teaching tasks, how they can support students in acquiring and interrelating knowledge and developing their competences, and how they can shape assessment processes. This article begins by analyzing the characteristics, potential and limitations of AI and the importance of developing AI-related transversal skills in higher education, followed by examples of the application of AI-based tools in science, technology, engineering, and mathematics (STEM) courses. Finally, the design of an AI-based curricular unit is proposed, as well as a methodology for identifying, assessing and mitigating the effects of biases in AI applications in curricula. Despite this proposal is directly applicable to STEM courses, it can be easily adapted to other areas of study.
South Africa is well known for its rich cultural, ethnic, linguistic and ecological diversity, contributing significantly to its wealth of indigenous knowledge (IK). However, the country must integrate IK more effectively into its educational system. Many school teachers struggle with incorporating IK into curriculum themes, highlighting the need for a ‘pedagogical laboratory’ to teach IK effectively. Similarly, teacher education should rethink pedagogical orientation to enhance students’ competence in imparting scientific knowledge and assimilating IK systems into curricula. The affective domain of learning is often overlooked. Movements such as #ScienceMustFall, #RhodesMustFall, and #FeesMustFall have brought attention to the demand for ‘decolonisation’ and ‘transformation’ in South African higher education institutions. Through the lens of embodied, situated and distributive cognition (ESDC), it is critical to foreground students’ pre-existing knowledge, backgrounds and environments in the learning process. This chapter weaves ESDC into a conceptual framework to enhance Science, Technology, Engineering, Arts, Mathematics and Entrepreneurship (STEAME) education with ‘I’ representing innovation; ‘A’ embodying art, emphasising creativity and expression; and ‘E’ signifying entrepreneurship through engaging pedagogies for self-directed, holistic learning and affective development. It is underpinned by the personprocess- context model for self-directed learning, incorporating engaging pedagogies such as problem-based, cooperative and inquiry-based learning. The framework also emphasises IK and multiple intelligence to support self-directed learning and address the relevance of science in the 21st century.
Why do people become extremists? What makes people become so dismissive of opposing views? Why is political and cultural polarization so pervasive in America? Why do groups of teenagers, investors, and corporations take unnecessary risks? What leads groups to engage in such destructive acts as terrorism and ethic cleansing? In Going to Extremes, renowned legal scholar and best-selling author Cass Sunstein offers startling insights into why and when people gravitate toward extremism. Sunstein marshals an abundance of evidence that shows that when like-minded people talk to one another, they tend to become more extreme in their views than they were before. This point applies to such diverse groups as religious organizations, corporate boards, investment clubs, and White House officials. Sunstein introduces original research to show that when liberals are brought together to debate climate change, they end up more alarmed about climate change, while conservatives brought together to discuss same-sex unions become skeptical about same-sex unions. In courtrooms, radio stations, and chatrooms, enclaves of like-minded people are breeding ground for extreme movements. Sunstein shows that a good way to create an extremist group, or a cult of any kind, is to separate members from the rest of society, either physically or psychologically. This disturbing finding casts new light on the dangers that arise whenever people self-select into niche groups of the like-minded. Sunstein's findings help to explain such diverse phenomena as political outrage on the Internet, unanticipated "blockbusters" in the film and music industry, the success of the disability rights movement, ethnic conflict in Iraq and former Yugoslavia, and Islamic terrorism. Providing a wealth of real-world examples--sometimes entertaining, sometimes alarming-- Sunstein offers a fresh explanation of why partisanship has become so bitter and debate so rancorous in America and abroad--and of what concrete steps citizens and nations might take to halt the drift towards unjustified extremism.
Matthew Arnold's Culture and Anarchy (1869) is one of the most celebrated works of social criticism ever written. It has become an inescapable reference-point for all subsequent discussion of the relations between politics and culture, and it has exercised a profound influence both on conceptions of the distinctive nature of British society, and on ideas about education and the teaching of literature more generally. This edition establishes the authoritative text of this much-revised work, and places it alongside Arnold's three most important essays on political subjects - Democracy, Equality, and The Function of Criticism at the Present Time. The editor's substantial introduction situates these works in the context both of Arnold's life and other writings, and of nineteenth-century intellectual and political history. This edition also contains a chronology of Arnold's life, a bibliographical guide and full notes on the names, books, and historical events mentioned in the texts.
Today we find ourselves in possession of stupendous know-how, which we willingly place in the hands of the most highly skilled people. But avoidable failures are common, and the reason is simple: the volume and complexity of our knowledge has exceeded our ability to consistently deliver it - correctly, safely or efficiently. In this groundbreaking book, Atul Gawande makes a compelling argument for the checklist, which he believes to be the most promising method available in surmounting failure. Whether you're following a recipe, investing millions of dollars in a company or building a skyscraper, the checklist is an essential tool in virtually every area of our lives, and Gawande explains how breaking down complex, high pressure tasks into small steps can radically improve everything from airline safety to heart surgery survival rates. Fascinating and enlightening, The Checklist Manifesto shows how the simplest of ideas could transform how we operate in almost any field.
"Placing this phenomenon [hovercraft parenting] within a sociological context, Nelson explores the effects of this approach on both the children and the parents and why it is so persistently practiced by the professional middle class. Sociologists and academics will find much to glean here. The appendixes, outlining the technological choices of various populations, are both insightful and alarming."