Problematic Technology Research Articles

Highly Accurate Technique for CO-OFDM Channel Estimation Technique Using Extreme Learning Machine (ELM)

In wireless systems, channel estimation is considered a problematic technology, due to the fact of the difference in time between wireless channels and the noise effect. Orthogonal frequency-division multiplexing (OFDM) is a promising candidate for future optical communications and has received wide concern. The article proposed a Coherent Optical (CO) orthogonal frequency division multiplexing (OFDM) scheme, which gives a scalable and flexible solution for increasing the transmission rate, being extremely robust to chromatic dispersion as well as polarization mode dispersion. Nevertheless, both coherent detection and OFDM are prone to phase noise due to the phase mismatch between the laser oscillators at the transmitter and receiver sides and the relatively long OFDM symbol duration compared to that of single carrier communications. An Extreme Learning Machine (ELM) with Pilot Assisted Equalization (PEM) is proposed for compensation of impairments caused by fibre nonlinearity in coherent optical communication systems. Channel estimation using ELM and the value of distortion is sent to the OSTBC receiving end based on the distortion information the data is decoded and pilot data is removed. FFT is applied to the data and QPSK demodulation is done in the data to get its original form. In addition, the article utilized a free-space optical communication system of multi-input multi-output orthogonal frequency division multiplexing (MIMO-OFDM) with a modified receiver structure. Simulation reveals that the proposed model exhibits significant BER (0.0112) performance and provides better spectral efficiency as compared with conventional systems and less computational complexity. This suggested that the proposed method shows better performance by using the CO-OFDM-FSO-MIMO-ELM-based channel estimation technique for high-speed data communication networks in real-time scenarios respectively.

Leisure time activities in adolescents predict problematic technology use.

The problematic use of technology of children and adolescents is becoming a growing problem. Research has shown that excessive technology use predicts a variety of psychological and physical health problems. The aim of this study was to analyze the role of leisure time activities (structured and unstructured) in adolescents as a predictor of problematic technology use. Participants were 7723 adolescents, of which 55% were girls, from four Spanish-speaking countries (Chile, Spain, Mexico, and Peru) between the ages of 13 and 18years. The evaluation instrument applied was the YOURLIFE project self-report questionnaire. Two executive functions were measured: goal setting and inhibitory control. Using structural equation modeling, findings indicated that structured leisure time activities predicted less PTU, whereas unstructured activities predicted more PTU, MLχ2 (69, N = 7723) = 806.60; CFI = 0.929, RMSEA = 0.042, and the model had good predictive capacity for PTU (R2 = 0.46). Structured and unstructured activities also showed indirect effects on PTU through executive functions. As adolescents spent more time in unstructured leisure activities, poorer goal setting, inhibitory control skills, and more PTU were found. The opposite was true for structured leisure time activities. Implications of structured leisure activities to develop executive functioning and to prevent PTU for adolescents are discussed.

Classes of problematic smartphone use and information and communication technology (ICT) self-efficacy

The role of information and communication technology (ICT) in adolescent development is considered a double-edged sword because it can both meet the needs of adolescents and cause potential damage to them. Previous studies primarily relied on variable-centered approaches and failed to reveal the heterogeneity among groups concerning problematic technology use and ICT literacy. This study employed a person-centered approach to identify distinct subgroups and examined their associations with smartphone use content types. Using a longitudinal design, we investigated 1275 Chinese adolescents (Mage = 14.22 years, SD = 1.23) twice in two years. Latent class analysis and regression mixture model were implemented. Six classes were identified. Less use of entertainment and more use of information-seeking and learning types of smartphone content a year earlier were predictors of well-adjusted group membership. The heterogeneity of ICT use among adolescents found in this study emphasizes the importance of personalized policy advice.

The role of life satisfaction in the association between problematic technology use and anxiety in children and adolescents during the COVID-19 pandemic.

The main aim of this study is to explore problematic technology use among adolescents (Internet, video games, mobiles, and television) and its association with anxiety symptoms. Furthermore, we also analysed the possible moderating role of life satisfaction in this relationship during the COVID-19 pandemic in Spain. A cross-sectional survey of 4025 children and adolescents (52% females and 48% males) between 12 and 18 years old was carried out to explore problematic technology use and its correlation with anxiety and life satisfaction after pandemic lockdown. Four multivariate regressions containing the independent variable (problematic technology use), the moderator (life satisfaction), and their interaction were entered to predict the outcome (anxiety). The moderated models were examined using SPSS PROCESS macro software (Model 1). Analyses showed significant positive correlations with anxiety and negative correlations with life satisfaction regarding problematic technology use (mobile phone, television, and internet). Both gender and age had a significant direct effect on anxiety (showing that women and older participants had the greatest anxiety). In the moderation analysis, when life satisfaction was higher, the presence of anxiety symptoms depended to a greater extent on the problematic use of technology. Our results confirm that problematic technology use is related to higher levels of anxiety in adolescents, with differences by age and gender. The results also showed that life satisfaction mediated the relationship between technology abuse and anxiety, such that when life satisfaction was higher, the presence of anxiety symptoms was more dependent on problematic technology use. These findings have implications for health and education professionals.

Problematic Technology Use in University Students: Example of a Foundation University

This study, which focuses on the use of problematic technology in university students, focuses on the dimensions of the relationship university students establish with technology, and aims to reach a holistic and deep understanding of the negative and destructive effects and consequences of this relationship. The research designed in quantitative design is based on the relational screening model. Within the scope of the research, it was aimed to look at the technology usage habits of the participants. For this purpose; Personal Information Form, Technology Addiction Scale and Technological Addiction Scale were used. The sample of demographic information obtained from university students at a foundation university consists of 392 participants, 340 (86.7%) female and 52 (13.3%) male students. Participants' technology usage characteristics, time spent with technology, thoughts about the COVID-19 process and addiction levels were revealed within the scope of the findings. Considering that deprivation, difficulty in control, impaired functionality and social exclusion are indicators of problematic technology use, it is seen that the time spent on technological components and usage habits are predictors of problematic use. The results have been discussed in the light of the current literature.

Problematic Technology Use Scale for Young Children (PTUS-YC): Validity and Reliability Study

This study aimed to develop a measurement tool to identify preschool children’s problematic technology use levels and contribute to Turkish literature. The study group included in the exploratory factor analysis was composed of 357 voluntary children in the preschool period. The study group included in the confirmatory factor analysis, proximal validity analysis, item discrimination analysis, and reliability analysis was composed of a total of 402 parents. Exploratory factor analysis (EFA) was conducted to present the factor structure of PTUS-YC. Confirmatory factor analysis (CFA) was performed to test the model obtained with EFA. Item discrimination values obtained as a result of the independent sample t-test was investigated to determine the internal validity of the measurement tool. Furthermore, the correlation values between PTUS-YC items and the relevant factors and the complete measurement tool were calculated, and total item correlation was used to test whether each item served a common purpose. In addition, CR and AVE values were examined in the proximal validity analysis conducted for PTUS-YC. Reliability analysis for PTUS-YC was performed using Cronbach alpha internal consistency coefficient and McDonald's Omega coefficient methods. As a result of the exploratory factor analysis, a 4-factor structure that explained 60.392% of the total variance was obtained: continuity of use, resistance to control, effects on development and deprivation-escape. Based on the results, PTUS-YC was a valid and reliable measurement tool that can be used to determine preschool children's problematic technology use levels.

The relationship between adolescent emotion dysregulation and problematic technology use: Systematic review of the empirical literature.

Background and aimsWe aimed to systematically identify, evaluate and summarize the research on adolescent emotion dysregulation and problematic technology use. We critically appraise strengths and limitations and provide recommendations for future research.MethodsWe followed the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and conducted a systematic review of published original reports on adolescent emotion dysregulation and problematic technology use published until March 1, 2022. A thorough search preceded the selection of studies matching prespecified criteria. Strengths and limitations of selected studies, regarding design and reporting, were identified based on current best practices.Results39 studies met inclusion criteria. All of these studies provided on the relationship between adolescent emotion dysregulation and problematic technology use severity based on self-report data.DiscussionThere was a positive correlation between adolescent emotion dysregulation and the severity of problematic technology use. Beyond this, other variables (such as anxiety, depression, self-esteem, etc.) were also closely related to emotion dysregulation and problematic technology use. Such studies are of importance to better understand cause-effect relations regarding both variables.

A Future Coach-Teacher’s Pedagogical Model of Economic and Legal Responsibility Formation

The article is devoted to the problem of a future coach-teacher’s economic and legal responsibility formation, which has acquired particular relevance in modern market conditions. It is noted that a graduate of a sports university should have comprehensive training, one of the directions of which is the formation of skills to solve issues of economic and legal interaction in the field of physical culture and sports. This, in turn, implies a high degree of personal responsibility and conviction in the implementation of professional activities, including economic, on a legal basis. The aim of the research is: to develop and substantiate a pedagogical model for students’ economic and legal responsibility formation. Methodology and methods. The research is based on the pedagogical aspect of responsibility; axiological and integrative-developmental approaches. Analysis, synthesis, systematization and generalization of psychological and pedagogical literature, modeling method were used as the main methods. Research results. A pedagogical model of the future coach-teacher economic and legal responsibility formation has been developed, the structural and functional elements of which are interrelated blocks: target, conceptual, substantive-procedural and performance-evaluation. Conclusion. Designed on the basis of the axiological and integrative-developmental approaches principles, the pedagogical model is aimed at forming a high level of students’ economic and legal responsibility. Its meaning-making element is the economic and legal values identified in the research. The effectiveness of the model is provided by pedagogical conditions, technological and methodological aspects of the implementation of which are revealed through a variety of forms, value-oriented and problematic educational technologies, interactive teaching methods contributing to the individualization of the educational process and increase the students’ motivation to achieve a high level of economic and legal responsibility.

Problematic Technology Use: The impact of personality and continued use

Modern software development depends on tools and techniques to represent implied information processing logic to the human engineer, relying chiefly on effortful human reasoning to best determine critical properties of the software system. Current conceptualization, visualization and contextualization of software in development amounts to a significant under-utilization of already limited development resources directed to optimization, prevention, and addressing fundamental security properties of the software system. As a step toward increasing such utilization as a basis for a global ecosystem of secure software, this work explores and evaluates an alternative representation of software source code for the sake of secure development, manifesting universal, critical properties of the system to enhance control of security factors while the bulk of the properties of the system are being determined and the costly skills of the developer are directed to the many aspects of the task.

The Self-perception of Text message Dependence Scale (STDS): A Brazilian-Portuguese validation and expansion of its psychometric properties.

Text messaging is the primary form of technology-mediated interpersonal contact and the most carried out activity on cell phones. Despite its advantages, text messaging is not exempt from risks. The present paper aimed to validate and expand the psychometric properties of the Self-perception of Text-message Dependency Scale (STDS) in a Brazilian sample of adult internet users. In this cross-sectional study, we recruited a convenience sample of Brazilian internet users aged 18 and over. A total of 1,642 (Mage = 38.6, SD = 13.5; 73% female) participants completed the STDS, the Mobile Phone Problem Usage Scale-27 (MPPUS), and the Problematic Internet Use Questionnaire – Short form – 9 questionnaires (PIUQ-SF-9). Multigroup confirmatory factor analysis showed measurement invariance for gender and age. Internal consistency was high when accessed by both McDonalds' Omega and Cronbach's alpha. Network Analysis provided insights into the core symptoms of problematic text messaging. Convergent validity of the STDS was demonstrated by the subscale’s correlation with MPPUS and PIUQ-SF-9. Due to its expanded psychometric properties and brevity, the STDS can be used in more comprehensive investigations about other excessive technology-related behaviors, such as problematic smartphone and internet use, allowing a better understanding of the mechanisms involved in problematic technology use.Supplementary InformationThe online version contains supplementary material available at 10.1007/s12144-022-02957-8.

Problematic Smartphone Use and Problematic Social Media Use: The Predictive Role of Self-Construal and the Mediating Effect of Fear Missing Out.

Problematic smartphone use (PSU) and problematic social media use (PSMU) are two interrelated constructs which have received significant research attention over the past decade. The present study investigated the relationship between self-construal (distinguished as independent and interdependent), PSU and PSMU with Fear of Missing Out (FoMO) as a mediating variable. The sample comprised 405 Italian students who completed standardized psychometric scales assessing the variables of the study. Bivariate correlations analysis showed that FoMO and independent self-construal was significantly and negatively associated. On the contrary, interdependent self-construal was significantly and positively associated with FoMO, PSU, and PSMU. Mediation analysis showed that FoMO mediated the relationship between self-construal and both PSMU and PSU, but at different levels. The results demonstrated that FoMO full mediated the relationships between interdependent self and PSU, whereas only partial mediation was found between interdependent self and PSMU. Therefore, taking these personality characteristics into account may help reduce dysfunctional behaviour associated with problematic technology use and promote psychological well-being among students. However, it is recommended that further studies replicate the proposed model by including other psychological constructs.

Adverse childhood experiences and problematic technology use: The mediating role of satisfaction with life

Adverse childhood experiences and problematic technology use: The mediating role of satisfaction with life

An overview of sensors in Autonomous Vehicles

Autonomous driving is a rapidly developing technology that is also a source of debate. People believe that autonomous vehicles will provide a better future by increasing road safety, lowering infrastructure expenses, and improving mobility for children, the old, and the disabled. On the other hand, many individuals are concerned about incidences of automotive hacking, the likelihood of fatal crashes, and the loss of driving-related professions. Autonomous driving is, without a question, a complex and problematic technology for many people. To better comprehend how safe self-driving cars are, it’s necessary to first understand how they function, as well as what kind of sensors autonomous vehicles use to determine where they should travel and recognize things on the road in order to avoid automobile accidents. Data collected by the sensors exhibit heterogeneous and multimodal characteristics, which are further fused to frame effective decision rules. Thus sensors play a major role in decision making activity of Autonomous Vehicles (AVs). In order to acquire more information related to the sensors, this paper analyses and summarizes different types of AV sensors based on their mandatory attributes. This analysis helps the readers to understand the contribution of the sensors towards decision-making in AVs and also summarizes the data types collected by different sensors. The summarized inferences will be an eye-opener to most of the budding researchers and students in the field of AVs to select the appropriate sensor based on their needs for their research. The study also gives brief information regarding the specifications of different categories of sensors manufactured by leading vendors in the market.

Digital Intervention for Problematic Smartphone Use.

Smartphones have become the primary devices for accessing the online world. The potential for smartphone use to become problematic has come into increasing focus. Students and young adults have been shown to use their smartphones at high rates and may be at risk for problematic use. There is limited research evaluating interventions for problematic smartphone use. The present research aimed to develop and evaluate a digital intervention for problematic smartphone use in a student population. A mixed-method case series design was used. The participants were 10 students with mild–moderate dependency on the online world (measured via a self-report questionnaire). An intervention comprising goal setting, personalised feedback, mindfulness, and behavioural suggestions was delivered via a smartphone application. Time spent on smartphones was measured objectively through the same application. Changes in problematic technology use, wellbeing, mindfulness, and sleep were also evaluated. The findings indicate that the intervention resulted in a reduction in self-reported problematic smartphone use, but not screen time. The findings also indicate that over the course of participation, there was a positive influence on wellbeing, online dependency, mindfulness, and sleep. However, the mechanisms of change could not be determined. The study provides preliminary evidence that a light-touch, smartphone-delivered package is an acceptable and effective intervention for students wishing to better manage their problematic smartphone use.

Rethinking (Dis)engagement in human-computer interaction

User engagement has become a much-cited construct in human-computer interaction (HCI) design and evaluation research and practice. Constructed as a positive and desirable outcome of users' interactions, more frequent and longer interactions are considered evidence of engagement. Disengagement, when discussed, is considered a best avoided outcome of technology use or a solution to problematic technology use. In the case of the former, disengagement may signal usability issues or user disinterest, while the latter emphasizes that some engaging interactions can result in negative consequences (e.g., addiction) for end-users. In this paper, we draw upon examples from HCI research and digital tools to present a more nuanced understanding of the symbiotic relationship between engagement and disengagement in order to propose a new definition and novel ways to model disengagement. Further, we challenge generalizations that dichotomize engagement (positive, continuous, accompanied by high interactivity and beneficial to end-users) and disengagement (negative, stopping use or detrimental use) and invite readers to interpret engagement in the context of desirability with respect to users' goals and perceived agency. We concluded with implications that invite the reader to make space for disengagement and move beyond usage data in the evaluation of engagement. This paper is a call to step away from the practice of engagement-for-engagement's sake, and to reflect on whether and when engagement is meaningful and desirable for end users.

The Roles of Primary Emotional Systems and Need Satisfaction in Problematic Internet and Smartphone Use: A Network Perspective.

Problematic Internet and smartphone use (PIU and PSU, respectively) have received significant attention over the past years. In the current work, we studied the associations between PIU and PSU, primary emotional systems, and need satisfaction. The effective sample comprised 399 people who responded to scales measuring these variables. Bivariate correlation analysis showed that both PSU and PIU were positively associated with negative primary emotion traits (FEAR, ANGER, SADNESS) as well as lower scores on most of the need satisfaction factors. Network analysis showed that while PIU and PSU have a strong association with each other, in general, there were not many significant correlations between PSU, PIU, and other variables in the network. The associations being present were rather weak. Network analysis showed that PSU was positively associated with FEAR, ANGER, PLAY primary emotional systems. Both PSU and PIU had a negative association with safety and security and physiological needs satisfaction. Moreover, PSU had a positive link with belongingness need satisfaction, while higher PIU was associated with lower esteem and self-actualization need satisfaction. Addressing those unmet needs may be helpful in reducing problematic technology use, but further research testing this would be necessary.

The wild west of measurement: Exploring problematic technology use cut off scores and their relation to psychosocial and behavioural outcomes in adolescence

A plethora of research explores “problematic use” of technologies, but conceptualising what “problematic” refers to and how it is operationalized remains an ongoing issue. There is a lack of consistency in how cut-offs are used to distinguish “problematic” users and how this is then handled in subsequent analyses. We compared various scoring strategies common to “problematic” use research and how this impacted prevalence rates and impacts on psychosocial and behavioural variables amongst high school students. Adolescents (N = 446) completed measures of “problematic” use of smartphones, online gaming and social media, as well as self-esteem and problematic school behaviour. For each “problematic” technology use questionnaire, we divided the sample into high and low “problematic” technology use groups, using both a polythetic and a monothetic scoring method. Prevalence rates varied substantially based on the scoring method used, despite these techniques being rather interchangeable in the literature. Furthermore, logistic regressions indicated that overall, polythetic rather than monothetic methods elicited more observable differences between high and low “problematic” user groups. This suggests that consistency and consensus on scoring methods is paramount to ensure that researchers are adhering to standardised parameters.

Fear of missing out (FOMO): overview, theoretical underpinnings, and literature review on relations with severity of negative affectivity and problematic technology use.

This article discusses the fear of missing out (FOMO) on rewarding experiences, an important psychological construct in contemporary times. We present an overview of the FOMO construct and its operational definition and measurement. Then, we review recent empirical research on FOMO’s relationship with levels of online social engagement, problematic technology and internet communication use, negative affectivity, and sociodemographic variables. Additionally, we discuss theoretical conceptualizations regarding possible causes of FOMO and how FOMO may drive problematic internet technology use. Finally, we discuss future directions for the empirical study of FOMO.

How Do Cyber Victimization and Low Core Self-Evaluations Interrelate in Predicting Adolescent Problematic Technology Use?

Research has demonstrated that cyber victimization is consistently associated with higher problem behaviors such as problematic technology use. However, little research has examined specific individual dispositions that can serve as a buffer in the link between cyber victimization and higher problematic uses of technology (i.e., problematic Internet, smartphone, and social media), such as core self-evaluations (CSE). A convenience sample of 1211 high school students, 657 females, 554 males, aged 12 to 18 (mean age = 13.74) completed measures of cyber victimization, CSE, and different problematic technology-related behaviors. Results of correlational analysis revealed significant associations between cyber victimization and all problematic uses of technology. Our findings also suggested that high CSE weakened the relationship between cyber victimization and two of the three problematic uses of technology. Consistent with social compensation theory, cyber victimization was concurrently linked to different problematic uses of technology. Low CSE also strengthened the link between cyber victimization and problems use of smartphones and social media and also showed a marginally significant interaction with cyber victimization in predicting problematic Internet use. Implications of these preliminary findings are discussed and avenues for further research are offered.

Parents' Perspectives on Using Artificial Intelligence to Reduce Technology Interference During Early Childhood: Cross-sectional Online Survey.

BackgroundParents’ use of mobile technologies may interfere with important parent-child interactions that are critical to healthy child development. This phenomenon is known as technoference. However, little is known about the population-wide awareness of this problem and the acceptability of artificial intelligence (AI)–based tools that help with mitigating technoference.ObjectiveThis study aims to assess parents’ awareness of technoference and its harms, the acceptability of AI tools for mitigating technoference, and how each of these constructs vary across sociodemographic factors.MethodsWe administered a web-based survey to a nationally representative sample of parents of children aged ≤5 years. Parents’ perceptions that their own technology use had risen to potentially problematic levels in general, their perceptions of their own parenting technoference, and the degree to which they found AI tools for mitigating technoference acceptable were assessed by using adaptations of previously validated scales. Multiple regression and mediation analyses were used to assess the relationships between these scales and each of the 6 sociodemographic factors (parent age, sex, language, ethnicity, educational attainment, and family income).ResultsOf the 305 respondents, 280 provided data that met the established standards for analysis. Parents reported that a mean of 3.03 devices (SD 2.07) interfered daily in their interactions with their child. Almost two-thirds of the parents agreed with the statements “I am worried about the impact of my mobile electronic device use on my child” and “Using a computer-assisted coach while caring for my child would help me notice more quickly when my device use is interfering with my caregiving” (187/281, 66.5% and 184/282, 65.1%, respectively). Younger age, Hispanic ethnicity, and Spanish language spoken at home were associated with increased technoference awareness. Compared to parents’ perceived technoference and sociodemographic factors, parents’ perceptions of their own problematic technology use was the factor that was most associated with the acceptance of AI tools.ConclusionsParents reported high levels of mobile device use and technoference around their youngest children. Most parents across a wide sociodemographic spectrum, especially younger parents, found the use of AI tools to help mitigate technoference during parent-child daily interaction acceptable and useful.