Teachers’ views about the impact of Learning Design Community platforms on Well-being

Abstract

Since their first advent, digital technologies have been connected to ethical questions and concerns about their impact on people’s lives and the well-being of individuals and communities. This case study belongs to a broader framework where we apply an iterative process guided by IEEE P7010-2020 standard for Well-being Impact Assessment to a set of data-driven educational technologies to evaluate their impacts on well-being by collecting subjective and objective data from creators and users. In this paper, we survey teachers from Saudi Arabia (n=68) to investigate their views about the impact of learning design community platforms supported by learning analytics on their well-being based on well-being indicators distributed to twelve domains. The participants identified several possible well-being impacts that are well-aligned with the creators’ views. Yet, the potential negative well-being impacts indicated by the studied tool’s creators were less likely to occur from the users’ perspective.