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Stuart, Avelie; Katz, Dmitri; Stevenson, Clifford; Gooch, Daniel; Harkin, Lydia; Bennasar, Mohamed; Sanderson, Lisa; Liddle, Jacki; Bennaceur, Amel and Levine, Mark
(2022).
DOI: https://doi.org/10.1016/j.chbr.2022.100179
Abstract
The COVID-19 pandemic is worsening loneliness for many older people through the challenges it poses in engaging with their social worlds. Digital technology has been offered as a potential aid, however, many popular digital tools have not been designed to address the needs of older adults during times of limited contact. We propose that the Social Identity Model of Identity Change (SIMIC) could be a foundation for digital loneliness interventions. While SIMIC is a well-established approach for maintaining wellbeing during life transitions, it has not been rigorously applied to digital interventions. There are known challenges to integrating psychological theory in the design of digital technology to enable efficacy, technology acceptance, and continued use. The interdisciplinary field of Human Computer Interaction has a history of drawing on models originating from psychology to improve the design of digital technology and to design technologies in an appropriate manner. Drawing on key lessons from this literature, we consolidate research and design guidelines for multidisciplinary research applying psychological theory such as SIMIC to digital social interventions for loneliness.
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- Item ORO ID
- 82188
- Item Type
- Journal Item
- ISSN
- 2451-9588
- Project Funding Details
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Funded Project Name Project ID Funding Body Not Set EP/V027263/1 EPSRC SAUSE: Secure, Adaptive, Usable Software Engineering EP/R013144/1 (previous: EP/R005095/1) EPSRC (Engineering and Physical Sciences Research Council) Not Set SFI 13/RC/2094 Science Foundation Ireland Not Set SFI 16/SP/3804 Science Foundation Ireland Not Set CE140100041 Australian Research Council - Academic Unit or School
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Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM) - Copyright Holders
- © 2022 The Authors
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