ArticleJMIR formative research2022
Digital Companion Choice to Support Teachers' Stress Self-management: Systematic Approach Through Taxonomy Creation.
Article in JMIR formative research, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Facilitators of and Barriers to Teachers' Engagement With Consumer Technologies for Stress Management: Qualitative Study.Journal of medical Internet research · 2024Article
- Evaluation of Chinese HIV Mobile Apps by Researchers and Patients With HIV: Quality Evaluation Study.JMIR mHealth and uHealth · 2024Article
- High School Teachers' Experiences of Consumer Technologies for Stress Management During the COVID-19 Pandemic: Qualitative Study.JMIR formative research · 2023Article
- Argument-based human-AI collaboration for supporting behavior change to improve health.Frontiers in artificial intelligence · 2023Article
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3 authors.
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Abstract
backgroundThere are thousands of digital companions designed for emotional well-being and stress, including websites, wearables, and smartphone apps. Although public evaluation frameworks and ratings exist, they do not facilitate digital companion choice based on contextual or individual information, such as occupation or personal management strategies.
objectiveThe aim of this study is to establish a process for creating a taxonomy to support systematic choice of digital companions for teachers' stress self-management.
methodsWe used a 4-step study design. In step 1, we identified the dimension of stress self-management and strategic classifications. In step 2, we identified the dimension of the digital techniques and conceptual descriptions. In step 3, we created 6 criteria for the inclusion of digital companions. In step 4, we used the taxonomy framework created by steps 1 and 2 and populated it with digital companions for stress self-management, as identified in step 3.
resultsFirst, in the dimension of stress self-management, we identified four classes of strategies: educational, physiological, cognitive, and social. Second, in the digital techniques dimension, we derived four conceptual descriptions for the digital companions' mechanisms of action: fostering reflection, suggesting treatment, peer-to-peer support, and entertainment. Third, we created six criteria for digital companion inclusion in the taxonomy: suitability, availability, evaluation, security, validity, and cost. Using the taxonomy framework and criteria, we populated it with digital companions for stress management ahead of presentation to teachers in a stress study workshop.
conclusionsThe elements of our approach can be generalized as principles for the creation of taxonomies for other occupations or conditions. Taxonomies such as this could be a valuable resource for individuals to understand which digital companion could be of help in their personal context.
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