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

在一项确实研究了年龄较小儿童的性别差异的研究中，Shaefer、Ching、Breen和德国人(2016)探索了Fitbit设备在美国一所“高度贫困”学校的11-12岁城市青年中用于健身跟踪的可行性。研究人员发现，可穿戴设备的使用存在性别差异。他们发现，男性参与者报告使用该设备与同龄人竞争，而女性参与者讨论使用该设备与同龄人合作，并更频繁地从情感或情感方面框定使用该设备的感觉体验。然而，这些模式在青少年人群中仍有待探索。目的DPhil研究的目的是通过考察青少年参与、解释和通过数字自我跟踪数据学习的当前和变化模式，帮助填补文献中的这一空白。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是多少？2.青少年对自我跟踪技术的参与是否有可观察到的模式(例如，性别、残疾、社会经济地位或国家背景的差异)？3.自我跟踪实践是否与青少年的主观健康和幸福感负相关？4.青少年如何参与和解释自我跟踪数据？5.青少年如何动员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了，或者有能力改变正规教育环境内外围绕“健康”和“幸福”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?