How does adolescents' engagement with digital selftracking technologies impact on wellbeing and changing biopedagogies?: An exploratory mixed methods

在一项研究中，确实检查了幼儿的性别差异，Shaefer，Ching，Breen和German（2016）探讨了Fitbit设备在美国“高度贫困”学校的11-12岁城市青少年中进行健身跟踪的可行性。作者发现，在使用可穿戴设备方面存在性别差异。他们发现，男性参与者报告使用该设备与同龄人竞争，而女性参与者则讨论使用该设备与同龄人合作，并且更频繁地在影响或情感方面使用该设备的感受体验。然而，这些模式还有待探讨在青少年population.AimsThe研究的目的是通过检查青少年的参与，解释和学习，通过数字自我跟踪数据的当前和不断变化的模式，以帮助填补这一空白的文献。在此过程中，将解决以下研究问题：1.青少年在日常生活中使用自我跟踪技术的频率如何？2.在青少年使用自我跟踪技术方面是否存在可观察到的模式（例如，根据性别、残疾、社会经济地位或国家背景的差异）？3.自我追踪行为与青少年的主观健康和幸福感负相关吗？4.青少年如何参与和解释自我跟踪数据？5.青少年如何调动和分享他们的自我跟踪数据（例如，与同龄人，父母，教育工作者，医疗保健专业人员）？6.青少年是否认为可穿戴技术已经改变或有能力改变正规教育环境内外围绕“健康”和“福祉”等问题的教学话语？

In one study that did examine gender differences in younger children, Shaefer, Ching, Breen, and German (2016) explored the feasibility of Fitbit devices for fitness tracking in 11-12-year-old urban youths from a "high poverty" school in the United States. The authors found gender-based differences in the use of wearable devices. They found that male participants reported using the device to compete with peers whilst female participants discussed using the device to work collaboratively with their peers and more frequentlyframed felt experiences of using the device in terms of affect or emotion. Nevertheless, these patterns are yet to be explored in the adolescent population.AimsThe purpose of this DPhil research is to help fill this gap in the literature by examining current and changing patterns of adolescents' engagement with, interpretation of and learning through digital self-tracking data. In doing so, the following research questionswill be addressed:1. With what frequency do adolescents use self-tracking technologies in their everyday lives?2. Are there observable patterns in adolescents' engagement with self-tracking technologies (e.g. differences according to gender, disability, socioeconomic status or national background)?3. Are self-tracking practices negatively associated with adolescents' subjective health and wellbeing?4. How do adolescents engage with and interpret self-tracked data?5. How do adolescents mobilise and share their self-tracked data (e.g. with peers, parents, educators, healthcare professionals)?6. Do adolescents perceive that wearable technologies have changed, or have the capacity to change, pedagogical discourses surrounding issues such as 'health' and 'wellbeing', both inside and outside of formal education settings?