How EdTech Companies Are Considering Digital Well-Being in Product Development
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| Publicat a: | European Conference on e-Learning (Oct 2025), p. 330-338 |
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| Altres autors: | , , |
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Academic Conferences International Limited
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 045 | 2 | |b d20251001 |b d20251031 | |
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| 100 | 1 | |a Pesonen, Minna | |
| 245 | 1 | |a How EdTech Companies Are Considering Digital Well-Being in Product Development | |
| 260 | |b Academic Conferences International Limited |c Oct 2025 | ||
| 513 | |a Conference Proceedings | ||
| 520 | 3 | |a Digital well-being has become an essential factor in daily life, also in education. Over the years, digital tools have supported learning processes, but as these tools gain prominence, the focus has expanded beyond innovation to include their impact on well-being. Research emphasizes that digital well-being should be integral to the design of digital learning environments. With the potential benefits and drawbacks of digital tools in mind, it is vital to understand how these tools can be designed to foster a positive learning experience without compromising one's well-being. Digital well-being means a balanced interaction with technology, optimizing benefits while minimizing harm. It is too simplistic to equate digital wellbeing with screen time or addictive behaviour. Discussion should include understanding on how EdTech products can enhance social connections, enable flexible learning, and support well-being. In line with this, recent research underscores the need to define digital well-being clearly, to avoid confusion between positive and negative impacts of digital learning tools. In recent years, research on digital learning has emphasized the need to prioritize not only cognitive outcomes but also the holistic well-being of learners. The design of digital learning environments must carefully consider the cognitive load imposed on learners. As EdTech products shape how teachers and learners engage with digital education, the design choices made by companies can significantly influence learning experiences and well-being. This case study aims to explore how Finnish EdTech companies are incorporating digital well-being into their product development. Through a series of semistructured interviews with companies, we seek to understand how these companies integrate features that support learners' digital well-being, such as self-monitoring tools, gamified elements, and systems that encourage breaks or provide feedback. Moreover, we will examine how companies involve their end-users and educational institutions in the design process, and whether they utilize pedagogical and learning research expertise alongside technical development. The findings of this case study indicate that EdTech companies consider digital well-being primarily through pedagogically meaningful content, ease of use, and features that support personalised learning and self-regulation. Collaboration with educators, ethical data use, and efforts to align product design with learner's cognitive and emotional needs were also seen as essential to promoting digital well-being. Through a deeper understanding of these design processes, we aim to support the EdTech ecosystem to develop EdTech products that prioritize both educational effectiveness and well-being. | |
| 610 | 4 | |a Council of Europe Council of the European Union Organization for Economic Cooperation & Development | |
| 653 | |a Teaching | ||
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Product design | ||
| 653 | |a Cognitive load | ||
| 653 | |a Distance learning | ||
| 653 | |a Screen time | ||
| 653 | |a Teachers | ||
| 653 | |a Case studies | ||
| 653 | |a Product development | ||
| 653 | |a Learning | ||
| 653 | |a Councils | ||
| 653 | |a Education | ||
| 653 | |a Well being | ||
| 653 | |a Addictive behaviors | ||
| 653 | |a Educational Quality | ||
| 653 | |a Educational Opportunities | ||
| 653 | |a Data Use | ||
| 653 | |a Parent Caregiver Relationship | ||
| 653 | |a Independent Study | ||
| 653 | |a Environment | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Experience | ||
| 653 | |a Educational Technology | ||
| 653 | |a Student Experience | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Research Design | ||
| 653 | |a Blended Learning | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Individual Needs | ||
| 653 | |a Publish or Perish Issue | ||
| 700 | 1 | |a Pihlajamaa, Johanna | |
| 700 | 1 | |a Karjalainen, Janne | |
| 700 | 1 | |a Niemi, Esa | |
| 773 | 0 | |t European Conference on e-Learning |g (Oct 2025), p. 330-338 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3279070901/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3279070901/fulltext/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3279070901/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |