Explore the vast range of titles available.

Throws open the revolutionary possibilities of Digital twins in changing patient care, medical research, and health care operations.

Background: The fear of missing out (FoMO) on social media refers to the apprehension that online content and interactions from others are unseen and reacted to in a timely fashion. FoMO can become problematic, leading to anxiety, interrupted sleep, lack of concentration and dependence on social media to generate gratification. The literature has mainly focused on understanding the FoMO experience, factors contributing to it and its consequences. Method: In this paper, we build on previous research and develop a FoMO Reduction (FoMO-R) approach that embraces technical elements such as autoreply, filtering, status, education on how FoMO occurs and skills on how to deal with it; e.g., self-talk and checklists. We evaluate the method through focus groups and a diary study involving 30 participants who self-declared to experience FoMO regularly. Results: The results show that the method was accepted by the participants and helped them to manage their FoMO. They also show that a set of extra functionalities in social media design is needed so that users can manage FoMO more effectively. Conclusion: FoMO can be reduced through socio-technical approaches, joining both social and technical skills, and literacy on how social media are designed and how social interactions should happen on them.

Abstract Background and Hypothesis First-episode psychosis (FEP) often coincides with comorbidities that hinder recovery. Gaming disorder (GD) has emerged as a potential concern; however, data on its prevalence and clinical impact in FEP populations remain limited. We hypothesized that GD would be more prevalent among individuals with FEP than in the general population and associated with more severe psychotic symptoms and poorer functional outcomes. Study Design In this prospective cohort study, 284 consecutive patients aged 18-35 years admitted to an Early Intervention Service in Quebec, Canada, were assessed for GD using International Classification of Diseases-11 criteria, with up to 24 months follow-up. Psychotic symptoms and functioning were measured at baseline and at 6-month intervals using the Positive and Negative Syndrome Scale-6 items (PANSS-6) and the Social and Occupational Functioning Assessment Scale (SOFAS). Study Results Gaming disorder was present in 7.04% (95% CI: [4.35%, 10.67%]) of the sample, exceeding the 3.3% general population estimates. Among the 105 patients who reported gaming at least monthly, those with GD (n = 20) more often played Massively Multiplayer Online Role-Playing Games, while non-GD gamers (n = 85) preferred action-adventure games. GD was associated with significantly higher PANSS-6 scores (P = .04), driven by elevated negative symptoms (P = .04). SOFAS scores were consistently lower among individuals with GD, with effect sizes increasing over time. Conclusions Gaming disorder is a prevalent and clinically meaningful comorbidity in FEP, linked to greater negative symptom burden and functional impairment. These findings support the need for systematic GD screening in early psychosis services and highlight the importance of developing tailored interventions.

This study aims to examine the concept of digital well-being in detail from many different perspectives. Digital well-being is defined as an important result of modern life and refers to the balanced and conscious use of digital technologies to improve the overall quality of life of individuals. An in-depth examination of this concept will reveal its basic principles and its effects on both individual and societal levels. At the heart of digital well-being is the effective use of digital tools by individuals to improve their physical, mental and emotional health. Encouraging healthy digital habits plays a critical role in reducing the potential negative consequences of excessive technology use. In this respect, it can help prevent problems such as social isolation and digital addiction. As a result, a detailed understanding of digital well-being, which emphasizes the importance of approaching technology use consciously, and adopting its principles have a significant impact on enabling individuals and societies to live healthier and more satisfying lives. This approach is necessary to maximize the benefit from the transformative potential of digital technologies.

In recent years, several countries have introduced ‘right to disconnect’ laws to protect workers’ rest times, giving workers legal rights to disconnect from work-related communication outside normal working hours. This is a response to growing concerns for the digital wellbeing of workers, the state of hyperconnectivity created by today’s digital technologies, and how it can result in constant connectivity to work. The aim of this paper is to review the existing academic literature available on this topic, in order to identify key themes and potential research gaps relating to the right to disconnect and derive practical implications for managers needing to adopt this policy. Using the scoping review method and keywords ‘right to disconnect’, n = 9966 records were retrieved from the databases APA PsycNet, EBSCOhost, Emerald Insight, Gale, ProQuest Central, Scopus, and Web of Science, from which a final sample of n = 21 journal articles from n = 15 different countries were eligible for analysis. These articles were found to primarily span three academic disciplines: law, health, and business. Four key themes were highlighted—work–life balance, scope, governance, and health and wellbeing—as being critical factors for the successful implementation of the right to disconnect, as a sustainable digital wellbeing initiative for employees.

This study examined digital literacy gaps impacting the promotion of the 21 st century skills among students in higher education institutions in sub-Saharan Africa. As many institutions undergo technological transformations, understanding these gaps is crucial for equipping graduates with the required digital workforce skills. The review synthesized findings from 14 empirical studies published between 2016 and 2023 using content analysis through Atlas.ti software to identify patterns. Key findings revealed that 21 st century skills are insufficiently developed due to inadequate digital infrastructure and unprepared lecturers. Additionally, outdated or nonexistent ICT policies hinder the effective adoption of technology in teaching. The study calls for reforms in curricula to prioritize digital solutions and enhance professional development for educators. Improved digital literacy is vital for preparing students for the job market and fostering broader socio-economic development in sub-Saharan Africa. Future research should investigate long-term trends and evaluate the effectiveness of digital literacy initiatives across varied educational contexts.

Background In Saudi Arabia, the rapid growth of digital media and smartphone use has raised concerns about problematic usage and its impacts on well-being, especially among young people. Research on stakeholder perspectives regarding intervention strategies remains limited. Objective This study aimed to gather insights from societal stakeholders, including youth, parents, policymakers, industry leaders, clinicians, educators, and digital media users, to inform culturally tailored interventions for digital well-being in Saudi Arabia. Methods A purposeful non-random sample of 92 participants representing different stakeholder groups was recruited to complete an online survey, answering questions about their experiences and perspectives on digital media use. Primary stakeholder group was assigned based on participant self-selection. We analyzed distributions of categorical variables related to media use time, reasons for use, impacts, self-regulation strategies, and perceived effectiveness of interventions (e.g., education programs, media campaigns, Internet use restrictions). Results Of the participants, 63.0% were male, and 46.7% were under 25 years old. Regular digital media users, individuals with problematic Internet use, and clinicians/health professionals comprised 26.1%, 18.5%, and 18.5% of respondents, respectively. Extensive screen time was common, with 47.8% reporting four or more hours of recreational digital use on weekdays and 56.6% on weekends. Participants reported both positive impacts (e.g., social connections, school/work performance) and negative impacts (e.g., sleep disruption, reduced physical activity) of digital media use. Efforts to regulate media use were reported by 72.8%, with strategies like deleting apps or digital detoxes. At least 50.0% of participants endorsed all proposed intervention approaches as likely effective for improving digital well-being, with educational programs for parents, school programs, and regulatory apps receiving over 75.0% support. Children and adolescents were seen as key target groups for these interventions. Conclusions Findings from this diverse stakeholder sample suggest that digital well-being interventions in Saudi Arabia should prioritize youth, focusing on education-based approaches and apps for media regulation. Incorporating these perspectives can lead to culturally relevant interventions addressing the unique challenges of digital media use in Saudi Arabia. The generalizability of the findings may be limited due to sample size and potential overrepresentation of certain stakeholder groups.

The aim of the study was to diagnose the level of digital hygiene among teachers in Poland. The study was also intended to reveal the factors (socio-demographic variables) that differentiate the level of attitudes and activities enabling the safe use of digital devices and the Internet. The research was conducted using the digital hygiene test and was carried out in the second half of 2023 in Poland (N = 736) in line with the need to strengthen the skills enabling the use of new technologies in a way that does not threaten digital health and safety. Based on the data collected, it was noted that (1) the surveyed teachers most often drew attention to not using the phone in a situation requiring attention, e.g., crossing a road or a track. In addition, very frequent behaviors included not accepting unknown people as friends, limited trust in links and content on the Internet, and conscious digital footprint actions; (2) the least frequent behaviors were the physical disinfection of smartphones, avoiding using phones before bedtime, and actively responding to negative content posted on the Internet; (3) individual digital hygiene activities are rarely correlated in a significant way, suggesting high internal differentiation; (4) having good ICT habits in one area does not guarantee the same in another area; (5) cluster analysis showed that 9% of teachers have a high level of digital hygiene in selected areas; (6) 44% of teachers have varying levels of digital hygiene, while 46.2% have medium or low levels of digital hygiene; (7) gender does not differentiate digital hygiene levels; and (8) workplace and school type is a factor in digital hygiene levels.

This article presents an exploration of conversational chatbots designed to alleviate loneliness among older adults. In addition to technical evaluation, it delves into effective communication between these systems and this demographic group, considering linguistic nuances, communicative preferences, and specific emotional needs. The intrinsic importance of chatbots as innovative solutions in combating loneliness is highlighted, emphasizing their ability to be understanding and empathetic allies, contributing to emotional well-being and socialization. The article explores how improved emotional well-being can positively impact the health and quality of life of older adults. The methodology, rooted in triangulation between a literature review and qualitative research through interviews and focus groups with older adults, provides a comprehensive insight into the findings. Ethical, technical, and design considerations such as privacy, autonomy, technology adaptation, and usability are also addressed. The article concludes with practical recommendations for developing user-friendly interfaces that encourage the active participation of older adults in chatbots. This holistic approach not only analyzes the technical effectiveness of chatbots in mitigating loneliness in older adults but delves into human, ethical, and practical aspects, enriching the understanding and implementation of these agents for social and emotional support.

Distractions are ubiquitous in today’s technology-saturated environments, an issue that significantly impacts learning contexts employing digital technologies and yields detrimental effects on learning. Digital self-control tools, which aim to assist users in their efforts to reduce digital distractions, are numerous and readily available. Despite several dedicated empirical studies focusing on specific tools, there remains a notable lack of information regarding their daily use and helpfulness. Furthermore, the sheer variety of these tools prompts questions about their universal helpfulness and the potential influence of individual differences. To address these issues, we surveyed a sample of higher-education students, totaling 273 individuals. These students reported on their media use, satisfaction with learning, and experiences with features of digital self-control tools. Our study’s findings indicate a discrepancy in the perception and awareness of these features; those deemed most helpful are among the least known, and conversely, common features are often perceived as unhelpful. Our research also uncovered a negative correlation between habitual media use and the use of less restrictive features. Another identified issue was constraints on the use of these tools for learning, as platforms often serve dual purposes for both education and entertainment. We delve into these practical problems and propose future research directions to further advance the understanding of digital self-control tools.