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Accepted for/Published in: JMIR Formative Research

Date Submitted: Jul 22, 2021
Open Peer Review Period: Jul 22, 2021 - Sep 16, 2021
Date Accepted: Nov 2, 2021
(closed for review but you can still tweet)

The final, peer-reviewed published version of this preprint can be found here:

Digital Companion Choice to Support Teachers’ Stress Self-management: Systematic Approach Through Taxonomy Creation

Manning JB, Blandford A, Edbrooke-Childs J, Marshall P

Digital Companion Choice to Support Teachers’ Stress Self-management: Systematic Approach Through Taxonomy Creation

JMIR Form Res 2022;6(2):e32312

DOI: 10.2196/32312

PMID: 35171106

PMCID: 8892277

Digital Companion Choice to Support Teachers’ Stress Self-Management: A systematic approach through taxonomy creation

  • Julia Bland Manning; 
  • Ann Blandford; 
  • Julian Edbrooke-Childs; 
  • Paul Marshall

ABSTRACT

Background:

There are thousands of digital companions (DC) designed for emotional wellbeing and stress, including interactive websites, wearables and smartphone apps. Although public evaluation frameworks and ratings exist, they do not facilitate DC choice based on contextual or individual information such as occupation or personal management strategies.

Objective:

The aim of this study was to establish a process of creating a taxonomy to support systematic choice of DCs for teachers’ stress self-management.

Methods:

We employed a 4-step study design. In step 1, we identified the dimension of stress self-management and strategic classifications. In step 2 we identified the dimension of digital techniques and conceptual descriptions. In step 3 we created six criteria for inclusion of DCs. In step 4 we used the taxonomy framework created by steps 1 and 2 and populated it with DCs for stress self-management as identified in step 3.

Results:

First, in the dimension of stress self-management we identified 4 classes of strategies: educational, physiological, cognitive and social. Second, in the digital techniques dimension we derived 4 conceptual descriptions of DCs’ mechanisms of action: fostering reflection, suggesting treatment, peer-to-peer support and entertainment. Third, we created 6 criteria for DC inclusion in the taxonomy: suitability, availability, evaluation, security, validity and cost. Using the taxonomy framework and criteria, we populated it with DCs for stress management ahead of presentation to teachers in a stress study workshop.

Conclusions:

We believe elements of our approach will generalise as principles for the creation of taxonomies for other occupations or conditions. Taxonomies such as this could be a valuable resource for individuals understanding what DC could be of help in their personal context.


 Citation

Please cite as:

Manning JB, Blandford A, Edbrooke-Childs J, Marshall P

Digital Companion Choice to Support Teachers’ Stress Self-management: Systematic Approach Through Taxonomy Creation

JMIR Form Res 2022;6(2):e32312

DOI: 10.2196/32312

PMID: 35171106

PMCID: 8892277

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