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 ...
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.
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