The term well-being in technology-enhanced learning: a systematic literature review

Abstract

Well-being as a concept has a wide spectrum, easily gaining an interdisciplinary quality more often than not. Its concurrent use in education is more prominent now, gaining relevance due to the discussions surrounding the ethical guidelines for the design of digital technologies and Artificial Intelligence (AI). This paper presents a systematic literature review aiming to explore the gray area that is the use of the word “well-being”. The objective is to look further into the uses of the word, its formulated expressions, conceptualizations and areas of impact that are specifically focused and linked to Technology-Enhanced Learning (TEL). We find that the word “well-being” comes in various shapes and forms, sometimes accompanied by supporting expressions (e.g. emotional well-being, mental well-being) and other times used alone to address the state of wellness of a person. The results provided in this paper focus on the specific dimensions of well-being impact in TEL and are mainly classified by the identified contexts of use.