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dc.contributor.authorKankaanranta, Marja
dc.contributor.authorMehtälä, Saana
dc.contributor.authorHankala, Mari
dc.contributor.authorMerjovaara, Olli
dc.contributor.authorRousi, Rebekah
dc.date.accessioned2020-12-14T07:10:25Z
dc.date.available2020-12-14T07:10:25Z
dc.date.issued2021
dc.identifier.citationKankaanranta, M., Mehtälä, S., Hankala, M., Merjovaara, O., & Rousi, R. (2021). Children’s conceptions of mental well-being and ideas for its promotion through digital environments. <i>International Journal of Child-Computer Interaction</i>, <i>27</i>, Article 100242. <a href="https://doi.org/10.1016/j.ijcci.2020.100242" target="_blank">https://doi.org/10.1016/j.ijcci.2020.100242</a>
dc.identifier.otherCONVID_47238089
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73135
dc.description.abstractThe aim of this study is to further understanding of children’s conceptions of mental well-being and their ideas for its digital promotion. The study is based on the need to provide children an opportunity to actively participate and share their understanding of mental well-being promotion with others in light of their understanding of what online environments and their design can afford for this promotion. The study was implemented as three subsequent workshops in primary school classrooms comprising four teachers and 79 children aged 9-11 years old. In the first two workshops, children reflected on mental well-being, digital environments they utilise and their possible connections to mental well-being. In the final workshop, children designed interaction designs and concepts for digital well-being promotion. Children broadly structured mental well-being through five main categories: individual factors, social interaction, healthy living, hobbies and creativity, and the absence of mental health problems. Children considered the effects of digital environments as factors that either promote or reduce mental well-being. The use of digital environments and various individual factors were experienced as contributing most to mental well-being. Whereas, children attributed the content of digital environments mainly as diminishing mental well-being. The children’s designs for digital environments raised similar issues to their reflections on the effects of the digital environments. These could be contrasted with design dimensions proposed by earlier research. In addition, the design sessions led children to highlight new factors, reinforcing the importance of children’s participatory interaction design. Children wanted to design environments that were safe in content and function and that did not include cyber-bullying. This study presents a combination of hands-on design research techniques through co-design and conceptual probing with children. It contributes an understanding of how children conceptualise and unite understandings of mental well-being to interaction design.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesInternational Journal of Child-Computer Interaction
dc.rightsCC BY-NC-ND 4.0
dc.subject.othermental health
dc.subject.othermental well-being
dc.subject.otherchild computer interaction
dc.subject.otherdesign
dc.subject.otherdigital environments
dc.titleChildren’s conceptions of mental well-being and ideas for its promotion through digital environments
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202012147084
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosInformaatioteknologian tiedekuntafi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosFaculty of Information Technologyen
dc.contributor.oppiaineSuomen kieli ja kirjallisuusfi
dc.contributor.oppiaineKognitiotiedefi
dc.contributor.oppiaineFinnish Language and Literatureen
dc.contributor.oppiaineCognitive Scienceen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2212-8689
dc.relation.volume27
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Elsevier B.V. All rights reserved.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber303582
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysomielenterveys
dc.subject.ysovirtuaaliympäristö
dc.subject.ysohenkinen hyvinvointi
dc.subject.ysoihmisen ja tietokoneen vuorovaikutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p1949
jyx.subject.urihttp://www.yso.fi/onto/yso/p24778
jyx.subject.urihttp://www.yso.fi/onto/yso/p1946
jyx.subject.urihttp://www.yso.fi/onto/yso/p38007
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.ijcci.2020.100242
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundinginformationThe study was implemented as part of Awareness, Prevention, and Early intervention of children’s mental health -project (APEX), which is funded by the Strategic Research Programme (Academy of Finland) .


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