High School Teachers' Experiences of Consumer Technologies for Stress Management During the COVID-19 Pandemic: Qualitative Study.

BACKGROUND: Stress in education is an adverse reaction that teachers have to excessive pressures or other types of demands placed on them. Consumer digital technologies are already being used by teachers for stress management, albeit not in a systematic way. Understanding teachers' experiences and the long-term use of technologies to support stress self-management in the educational context is essential for meaningful insight into the value, opportunity, and benefits of use. OBJECTIVE: The aim of this study was first to understand teachers' experiences of consumer technologies for stress management. They were chosen by teachers from a taxonomy tailored to their stress management. The second aim was to explore whether their experiences of use evolved over time as teachers transitioned from working at home during lockdown to working full time on school premises. METHODS: A longitudinal study intended for 6 weeks in the summer term (2020) was extended because of COVID-19 into the autumn term, lasting up to 27 weeks. Teachers chose to use a Withings smartwatch or the Wysa, Daylio, or Teacher Tapp apps. In total, 2 semistructured interviews and web-based surveys were conducted with 8 teachers in South London in the summer term, and 6 (75%) of them took part in a third interview in the autumn term. The interviews were analyzed by creating case studies and conducting cross-case analysis. RESULTS: The teachers described that the data captured or shared by the technology powerfully illustrated the physical and psychosocial toll of their work. This insight gave teachers permission to destress and self-care. The social-emotional confidence generated also led to empathy toward colleagues, and a virtuous cycle of knowledge, self-compassion, permission, and stress management action was demonstrated. Although the COVID-19 pandemic added a new source of stress, it also meant that teachers' stress management experiences could be contrasted between working from home and then back in school. More intentional self-care was demonstrated when back in school, sometimes without the need to refer to the data or technology. CONCLUSIONS: The findings of this study demonstrate that taking a situated approach to understand the real-world, existential significance and value of data generates contextually informed insights. Where a strategic personal choice of consumer technology is enabled for high school heads of year, the data generated are perceived as holistic, with personal and professional salience, and are motivational in the educational context. Technology adoption was aided by the pandemic conditions of home working, and this flexibility would otherwise need workplace facilitation. These findings add to the value proposition of technologies for individual stress management and workforce health outcomes pertinent to educators, policy makers, and designers.

Development and Acceptability of a Tablet-Based App to Support Men to Link to HIV Care: Mixed Methods Approach.

BACKGROUND: The poor engagement of men with HIV care is attributed to a number of factors: fear of stigma, masculine representations, concerns related to confidentiality, and the time commitment needed to visit public health clinics. Digital technologies are emerging as an approach to support the engagement of men with care. OBJECTIVE: This study aims to deliver a usable and engaging tablet-based app, called EPIC-HIV 2 (Empowering People through Informed Choices for HIV 2), to support men in making informed decisions about engaging with HIV care in rural KwaZulu Natal, South Africa. METHODS: We employed a mixed methods, iterative, and three-phased design that was guided by self-determination theory (SDT), a person-based approach, and human-computer interaction techniques. We reviewed related literature and conducted secondary analyses of existing data to identify barriers and facilitators to linkage to care and inform content development and design principles and used focus group discussions with members of the community advisory board and general community to evaluate a PowerPoint prototype of the app; used observations and guided questions with a convenience sample of potential users from the intervention community to iteratively test and refine a functioning interactive app; and conducted qualitative interviews and satisfaction surveys with actual users to evaluate acceptability. RESULTS: Phase 1 identified supply- and demand-side barriers to linkage to care. Specifically, clinics were feminized spaces unattractive to men with high social costs of attendance. Men did not feel vulnerable to HIV, preferred traditional medicine, and were afraid of the consequences of being HIV positive. Thus, the app needed to allow men to identify the long-term health benefits to themselves and their families of starting antiretroviral therapy early and remaining on it, and these benefits typically outweigh the social costs of attending and being seen at a clinic. SDT led to content design that emphasized long-term benefits but at the same time supported the need for autonomy, competence, and relatedness and informed decision making. Phase 2 indicated that we needed to use simpler text and more images to help users understand and navigate the app. Phase 3 indicated that the app was acceptable and likely to encourage men to link to care. CONCLUSIONS: We found that iteratively developing the app with potential users using local narratives ensured that EPIC-HIV 2 is usable, engaging, and acceptable. Although the app encouraged men to link to HIV care, it was insufficient as a stand-alone intervention for men in our sample to exercise their full autonomy to link to HIV care without other factors such as it being convenient to initiate treatment, individual experiences of HIV, and support. Combining tailored digital interventions with other interventions to address a range of barriers to HIV care, especially supply-side barriers, should be considered in the future to close the present linkage gap in the HIV treatment cascade.

Making time for mindfulness.

OBJECTIVE: Digital mental wellbeing interventions are increasingly being used by the general public as well as within clinical treatment. Among these, mindfulness and meditation programs delivered through mobile device applications are gaining popularity. However, little is known about how people use and experience such applications and what are the enabling factors and barriers to effective use. To address this gap, the study reported here sought to understand how users adopt and experience a popular mobile-based mindfulness intervention. METHODS: A qualitative semi-structured interview study was carried out with 16 participants aged 25-38 (M=32.5) using the commercially popular mindfulness application Headspace for 30-40days. All participants were employed and living in a large UK city. The study design and interview schedule were informed by an autoethnography carried out by the first author for thirty days before the main study began. Results were interpreted in terms of the Reasoned Action Approach to understand behaviour change. RESULTS: The core concern of users was fitting the application into their busy lives. Use was also influenced by patterns in daily routines, on-going reflections about the consequences of using the app, perceived self-efficacy, emotion and mood states, personal relationships and social norms. Enabling factors for use included positive attitudes towards mindfulness and use of the app, realistic expectations and positive social influences. Barriers to use were found to be busy lifestyles, lack of routine, strong negative emotions and negative perceptions of mindfulness. CONCLUSIONS: Mobile wellbeing interventions should be designed with consideration of people's beliefs, affective states and lifestyles, and should be flexible to meet the needs of different users. Designers should incorporate features in the design of applications that manage expectations about use and that support users to fit app use into a busy lifestyle. The Reasoned Action Approach was found to be a useful theory to inform future research and design of persuasive mental wellbeing technologies.