Ecological Momentary Assessment Data
FIND TEXT - Ecological momentary assessment (EMA) involves repeated sampling of subjects' current behaviors and experiences in real time, in subjects' natural environments. EMA aims to minimize recall bias, maximize ecological validity, and allow study of microprocesses that influence behavior in real-world contexts.
The Circumplex Theory of Affect
Data that informs behavioural patterns over time
HIJO provides ‘Ecological Momentary Assessment’ data which is immediate, fast and secure. HIJO is the only technology currently using this and AI analytics to overlay key environmental data around movement, mood, social interaction, light and temperature
Mood – Sharing how you feel with somebody, or something, is a big deal. Being able to do so discreetly and with confidence that you are being heard means a lot. HiJo is that physical bridge between wellbeing and the digital world that won’t judge the student and will ensure both early intervention for those students at risk and for those who seek to be challenged more.
Movement – Movement, or lack of, is intrinsically linked to mood. Research shows us that regular passive to moderate movement has a positive impact on mood. The more sedentary we are the more likely we are to feel tired leading to possible boredom and confusion in class. HiJo will occasionally prompt the student to move and incentivise them with positive feedback.
Temperature – What happens to you when you sit near a window in summer or close to the air conditioner? There are a number of variations to temperature in a classroom and HiJo can identify what works best for the individual. During our pilots temperature was found to be significantly related to most of the mood buttons however it was unrelated to children pressing the ‘anxious’ button.
Light – We all know that lighting is a critical piece of the engagement puzzle. How we as individuals respond to too much or too little light is very much a personal thing. Each HiJo device reads light specific to where the student is working at that time. Overlay this data with mood inputs and we start to understand optimum learning environment for the student. For example, from the pilots children pressed the ‘Teachers Assist’ input more often when the light was brighter.
Socialisation – Who we work with, or get caught working with, can have a significant impact on the learning experience. Inputting mood whilst in this situation can tell a compelling story for that child. HiJo’s ability to ID other devices in its proximity can then inform us on any negative patterns developing around social interactions. Some dynamics work and others not so much, over time these patterns can assist the teacher in managing these situations better.
WHAT ARE THE OUTCOMES OF THIS?
Statistics
We do not know who or how many of our youth are at risk and there is no systematic, valid tool available to teachers, parents, students or Governments, to address these issues.
What we do know is…
Children diagnosed with mental health conditions continue to escalate year on year and youth suicide rates are rising alarmingly around the world.
Trial Data
Use of HIJO among individual children
Child ID12 pressed the ‘anxious’ button 8 times, but also reported feeling happy 13 times. Whereas, Child ID11 pressed the ‘happy’ button 32 times, and the ‘bored’ button 24 times. Children ID12 reported feeling anxious, but they did not press the ‘sad’ button, yet Child ID11 was the opposite, not pressing the ‘anxious’ button at all, but pressing the ‘sad’ button 7 times. Child ID15 did not use the mood input buttons much at all, but used the teacher assist button more than any other child in the pilot study.
eg: Child ID12 who pressed the anxious button 8 times did so mostly around the lunch break. HiJo would be able to help the teacher identify this pattern & explore it further with the child. What is happening around the lunch break that this child is feeling anxious?
Number of times mood buttons were pressed over 4 week trial
Children were very engaged with the mood buttons, mostly in the morning, just before lunch & mid-afternoon
High Level Findings
TEACHER ASSISTANCE
Children who pressed the relaxed & happy buttons more often were more likely to ask their teacher for assistance.
TEMPERATURE
Temperature was significantly related to most of the mood buttons. However, temperature was unrelated to children pressing the ‘anxious’ button.
LIGHT AND AMBIENCE
Children pressed ‘teacher assist’ more often when the light was brighter. Light ambience score in the pilot was 382 ( with a standard deviation of 195), 300 lux is recommended for classrooms
MOOD
Happy and relaxed inputs were pressed the most