Module 6
The Neuroscience of Technology and Adolescent Brain Function
In module 5 you have learned about the management of crisis intervention in the classroom. That is when preventative or de-escalatory strategies have not worked, and a student is in crisis that requires extra resources and expert management to effectively diffuse the crisis. We encouraged teachers to apply emergency practices as per the school policies and we provided extra strategies to diminish the worst effects of the crisis. We explained what is happening in the brain when an adolescent is in crisis and the process of the neural activity to restore equilibrium.
In this module we are examining what happens to the adolescent brain when exposed to technology. The neuroscience of the impact on adolescent brains of a digitalised world they inhabit is both current and ongoing particularly with the encroaching use of Artificial intelligence in education.
Screen Time for Adolescence
Balancing Technology Use for Healthy Development
When we think about screen time for adolescents, we all know that it can be the bane of parents and teachers lives, or it can be a liberation from the tedium of classroom blackboards and whiteboards. If you look at the images on the right, we can see that technology has a wide range of favourable features that embrace, networking, socialising (albeit predominantly online and with its own moral and ethical issues) learning and gaming. We have mentioned before that increasingly gaming can become a meeting point in classrooms that is both collaborative and problem solving however, gaming is also increasingly known to be addictive (Zemestani et al., 2023). We will address each of these features separately in this module.
Siegel (2015) suggests that technology is an inevitable and integral part of adolescents' lives, with both a positive and negative influence that requires balanced use and access with other activities, to maintain good brain health. Medina (2018) suggests this balance can be maintained if used alongside mindfulness training. So, what is actually happening in the adolescent brain when they are using technology. The negative impacts known through current research
Gaming / Potential Addiction
Image via Onur Binay, Unsplash
Networking
Image via Surface, Unsplash
Learning
Image via Annie Spratt, Unsplash
Digital Overuse, Brain Development, and Impulse Control
Socialising
Image via Ben Collins, Unsplash
There is evidence to suggest that the increasing hours of technology use may have a number of health impacts for example, eye diseases causing myopia or blindness, excessive weight gain from lack of exercise, sleep disorders, heightened anxiety, poor social skills and impaired relationships and an increase in depressive illnesses (Ding et al., 2024). There is also a direct link made between the increasing use of social networking as a means of ensuring maladaptive and apparently non-threatening interaction, for those who find normative social interaction challenging for example, neurodiverse adolescents. These conditions impair learning and exacerbate behavioural dysfunction. While digital disorders are still being researched there is at least one disorder identified in the DSMV identified as Internet Gaming disorder (IGD) as a “sub-type of Internet Addiction Disorder (IAD…… affecting impulse control”(Dresp-Langley, 2020, p. 3247).
You will remember that adolescents are impulsive, pleasure seekers and risk takers. Impulse control is part of this and is something that matures with the development of the prefrontal cortex. Poor impulse control can be related to many things for example, frequent drug or alcohol use, and in the case of digital engagement, can reflect the individual has an addiction problem that is now considered to be “a worldwide health issue” (Ding et al., 2024, p. 1).
The impact on the brain from digital use has been suggested in studies using technology for example functional magnetic resonance imaging (fMRI) Electroencephalogram (EEG) and Event related potential (ERP) (similar to an EEG only using stimuli to individual receiving ERP to assess brain changes). These have identified poor inhibition control and over activity of reward circuitry in the brain. In addition changes have occurred in volume of gray matter, reduced thickness in the orbitofrontal cortex (OFC). The OFC plays a crucial role in the social brain, cognition and self-regulation which excessive digital use has been known to affect (Ding et al., 2024). These are just some of the changes identified in recent neuroscience.
Positive Effects of Technology on Adolescent Brain Function
According to Drigas et al. (2023) digital technologies are already underpinning school environments and as we move toward greater Artificial Intelligence (AI) use these may provide the fulcrum to schools in the 21st century. As recently as 2024 Artificial intelligence (AI) was used to accurately assess and diagnose Autism (Pan & Foroughi, 2024) (Neely et al., 2023). So what does this mean and how will we know whether the positive elements of technology based classrooms will affect brain structure and function in adolescents in a correspondingly positive way? We don’t know the full ramifications at this point in the history of digital technology in classrooms. What we do know is that technology is here to stay and in Education it has some very positive effects for example, using social media to link students across geographical locations and the development of digital use competently and safely (Dennen et al., 2020). In addition, the use of technology to improve adolescent self image and the development of mentalisation in terms of self perception and perception of others (Demaria et al., 2024).
Image via Brooke Cagle, Unsplash
Behaviour Management and Technology-AI
Wearables
Early sensory detection
Computer monitoring
Personalized Program Development
Collaborative Care Models
Improved knowledge and understanding between teachers and students.
Increasingly “wearables” (wearable technology devices that collect data for example, fit bits, physical conditions of an individual) are facilitating the use of technology to develop personalised programs in medical treatment (Pan & Foroughi, 2024).
There are now sensors that can tune in to an individual’s behaviour to detect subtle brain and body changes that could signal effective management of behaviour before it reaches crisis point, for example, picks up heart rate, breathing and arousal. This data can be fed back to a computer in addition to the individual wearing the device. Early detection AI powered tools are detecting early signs of mental health problems in individuals that may contribute to personalized plans for example, to prevent suicidality. This is also being identified through algorithms that check social media use (Neely et al., 2023).
You might say to yourself that these are very futuristic options however, there are suggestions by Neuropsychiatrists that “collaborative care models” (Nelson Chauhan & K Vaidya, 2024, p. 274) can be developed that may include teachers in addition to other medical practitioners
You have just completed module 5 about crisis intervention. Imagine what these devices could do to improve management of challenging classroom situations.
Virtual Reality in the Classroom to Reduce Stress
We commence with the understanding that along with an increasing emphasis on a digitalised education environment the 21st century is known to have induced greater levels of stress in young people particularly those born between 1997 and 2012 (Ma et al., 2018). That said, technology is here to stay and there are positive technological tools that can be applied in the classroom for the benefit of students and teachers alike. So, in understanding both positive and negative impacts of technology in adolescents lives how can we make sure that the choices of technology are going to cause minimal harm and provide greater opportunity to learn? We start with a definition of stress.
Stress is identified as a psychological and physiological response to threats of harm and includes “biological components….and…nervous and hormonal responses to stimuli” (Xu J et al., 2024, p. 2). In other words, Stress has a body mind and brain affect that needs to be considered for optimal interaction in the classroom.
Image via Vinicius "amnx" Amano, Unsplash
There is evidence based research to show that Virtual Reality (VR) utilising mindfulness strategies improves mood, relieves stress and increases self awareness in adolescents. In particular with neurodiverse adolescents where the virtual environment minimizes real social encounters in a safe space where they can adequately explore how to make social connections that are effective and healthy (Zhang et al., 2022). VR is identified as a three dimensional environment that simulates reality allowing users to explore and interact with their surroundings in a way that minimises harm and guarantees a safe space (Xu J et al., 2024). Reduction of heart rate amongst other indicators, reflects a return to equilibrium in the Parasympathetic Nervous System (PNS), from states of stress. Research has found that there is significance in settings in VR activities noting that time spent in simulated environments about nature had an exponential effect on reduction of stress as for example, in reduction in heart rate. These simulated natural environments were particularly useful for students with limited access to natural environments and of course in the classroom environment it is not always possible to go out for a walk in nature. There is an obvious question here and that is, How practical and how time and cost effective is it to utilize VR in the classroom to reduce stress in students.
Training Teachers and Neurodiverse Students
Neurodiverse students for example, those with ADHD experience difficulties in many areas including behaviourally for example, self regulation, poor attention span and impulsivity and oppositional behaviour. While VR has been used predominantly for assessment purposes with ADHD, what has been demonstrated is that changes identified from the use of VR can be translated into the classroom to improve learning, self regulation and short term memory.
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VR has also been a medium for collaborative learning between students and teachers creating less stigmatisation for those students who are less self-regulated. Engagement in this way can facilitate development of metacognitive skills for example, empathy. Avatars as teachers have also been known to provide cues that improve performance with tasks when students are unable to concentrate effectively to pick up cues from the classroom environment becauses of distractions in the room. VR utilizing social environments and social interaction have been known to improve social connection for ADHD students (Adabla et al., 2021). Increasingly pre-service teachers are exposed to simulated classroom training that facilitates management of disruptive behaviours without the stress of a real classroom environment. For example Immersive augmented classrooms (Musaddaq et al., 2025) and Interactive Virtual training for pre service teachers (IVT-T) (Delamarre et al., 2021).
Video: DEEP VR
Engadget. 'Deep VR: A VR game that's good for you'. YouTube, 2016. https://youtu.be/7T_iQsOseAg?si=KlFgFruq6VWh3OKX
Image via stem.T4L, Unsplash
The Biofeedback VR game DEEP has been successfully used to reduce brain states of anxiety and subsequent disruptive behaviours. This is particularly successful with neurodiverse students with ASD and ADHD. DEEP is a game that “explores an underwater fantasy world “ (Bossenbroek et al., 2020, p. 2)using breathing to measure arousal reactivity (for example, rapid breathing and heart rate increase). Students wear a stretch belt just below the diaphragm and this allows measurement of states of arousal. Students learn exercises of diaphramatic breathing (which allows a return to equilibrium states similar to deep abdominal breathing). Students receive “feedback about their breathing through visual cues” (p. 2. ) and this facilitates self awareness about techniques to help them calm themselves. Visual cues include water animals and plants lighting up in synch with their breathing.
Warning – some students cannot cope with the head gear for VR as it may cause vertigo. These students may benefit more from DEEP for example: however, supervision with clinical experts and professional training are required for teachers to be able to use this equipment.
These are just some of the examples of long term positive impacts of using VR for behaviour management in the classroom. Schools will be aware that VR may be a financially costly use of technology; however, its role in future education appears inevitable. In addition, the long term successes in moderating behaviour, management of stress in students, improved learning and teacher self-efficacy, will far outweigh the financial costs to purchase such equipment.
Metaverse Technology: Challenges and Enlightenment
The term Metaverse is defined from meta (beyond) and verse (universe) and is described by Dionisio et al. (2013) as “virtual worlds…persistent online
computer-generated environments where multiple users in remote physical locations can interact in real time for the purpose of work or play” (p.1).
Challenges
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Post COVID 19 online education has become increasingly realistic and educators are contemplating a world where online classrooms are a reality however, there are challenges to imposing virtual worlds vs a vs in class reality.
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The cost and difficulty of technology development
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Ethical concerns – for example, cyberbullying, cyber addiction, metaverse exploitation practices. The merging of reality with hyper-reality that may exacerbate mental health conditions for example how to distinguish between the real world and the mirror world.
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Misogynistic influencers (See ABC IVIEW "Hijacking adolescence')
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Privacy and confidentiality breaches.
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Data privacy (Chen, 2024).
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Unrealised brain structural and functional changes.
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Gaming, internet and social media addiction
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The innate psychological changes that may occur as a result of the changing dynamic of human interaction, for example, the undermining of non-verbal communication cues.
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AI intrusion and lack of safety and confidentiality.
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A feeling of detachment from others in the classroom and infringement on interpersonal relationships.
It’s important to realise that fundamental ethical and safety challenges are yet to be fully understood and require government intervention legally to protect students and teachers in education.
Enlightenment
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Greater flexibility to collaborate in shared experiences
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Visual Mirroring of past histories and experiences
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Immersion in safe spaces to create self awareness and cognitive control
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Creating sustainable educational environments
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Creating fully interactive dialogues between individuals in different geographical spaces .
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Educational spaces matching technology change
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Experiential teaching and learning modelling that overcome limitations of time and space.
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Unlimited access to resources to facilitate learning on multiple levels.
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Immersive learning for the students is more creative and dynamic in that they can immerse themselves in cultures and histories and communicate with others from the past.
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Creation of online classrooms that are close to reality but more easily managed.
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Course creativity using multiple digital frameworks
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Development of personalized programming
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Customization of classrooms
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Management of stress triggers, prevention and de-escalation.
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Matching the needs to students with better informed teachers.
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Students setting learning pace (Chen, 2024)
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Potential brain mapping to accompany teacher understanding of student needs and to better manage their behaviour.
Module 6 Conclusion
Things to Remember about adolescence and digital influences:
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Digital technology is here to stay and is an integral part of adolescents' lives
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Digital technology in education is a given but with challenges for example, cost effectiveness, complexity of technology that is appropriate, privacy and confidentiality issues.
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Positive impacts from use of technology include for example, Virtual Reality for managing stress, personalised programming and collaborative learning for teachers and students.
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Negative impacts from technology include digital addiction, cyberbullying, metaverse exploitation, merging of reality with hyper-reality may exacerbate mental health conditions, and exploitative online social media influences.
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Undiscovered impacts of technology use on adolescent structural and functional brain changes.
REFERENCES
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Bossenbroek, R., Wols, A., Weerdmeester, J., Lichtwarck-Aschoff, A., Granic, I., & Marieke, M. J. W. v. R. (2020). Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study. JMIR Mental Health, 7(3). https://doi.org/https://doi.org/10.2196/16066
Chen, Z. (2024). Exploring the application scenarios and issues facing Metaverse technology in education. Interactive learning environments, 32(5), 1975-1987. https://doi.org/10.1080/10494820.2022.2133148
Delamarre, A., Shernoff, E., Buche, C., Frazier, S., Gabbard, J., & Lisetti, C. (2021). The Interactive Virtual Training for Teachers (IVT-T) to Practice Classroom Behavior Management. International Journal of Human-Computer Studies, 152, 102646. https://doi.org/10.1016/j.ijhcs.2021.102646
Demaria, F., Pontillo, M., Di Vincenzo, C., Bellantoni, D., Pretelli, I., & Vicari, S. (2024). Body, image, and digital technology in adolescence and contemporary youth culture. Frontiers in Psychology, 15, 1445098. https://doi.org/10.3389/fpsyg.2024.1445098
Dennen, V. P., Choi, H., & Word, K. (2020). Social media, teenagers, and the school context: a scoping review of research in education and related fields. Educational Technology, Research and Development, 68(4), 1635-1658. https://doi.org/https://doi.org/10.1007/s11423-020-09796-z
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