I föreliggande litteraturöversikt behandlas bakomliggande fenomen till oreflekterat samt problematiskt smartphonebruk hos elever. Syftet med litteraturöversikten är att undersöka bakomliggande fenomen ur ett fenomenologiskt perspektiv och att synliggöra potentialen för ett fenomenologiskt förhållningssätt i bildundervisning. Forskningsfrågorna är: Vilka fenomen kan vara bakomliggande då eleven uppvisar svårighet till att lägga ifrån sig smartphonen under lektionstid? samt Hur skulle ett fenomenologiskt förhållningssätt kunna användas i bildundervisning?. Resultatet av litteraturöversikten redogör för de tre fenomenen fear of missing out, nomophobia och online identitet och hur dessa kopplas till den komplexa användningen av smartphones med effekter vilka kan påverka individens fysiska och mental hälsa. Vidare presenterar studien förslag till hur dessa fenomen kan hanteras inom en skolkontext samt förslag till inkludering av ett fenomenologiskt förhållningssätt i bildundervisning. Förslaget till fenomenologiskt förhållningssätt i bildundervisning är utvecklat från de metoder som använts i de undersökningar som granskats och bygger på en semistrukturerad uppgift där livsvärlden undersöks med hjälp av metaforer.

Denna studie har för avsikt att undersöka hur frånkoppling av sociala medier upplevs påverka vänskapsrelationer och kommunikationsmöjligheter. Studien genomförs med en kvalitativ forskningsansats med etnografi som metod. Vårt teoretiska ramverk innefattar nätverkssamhället, virtuella gemenskaper, social tillhörighet, ensamhet, ständig tillgänglighet samt frånkoppling. Studien utgår ifrån sju deltagare som under en veckas tid frånkopplar sig från sociala medier. Resultat bygger på empiri utifrån en förstudie i form av ett formulär för att kartlägga deltagarnas medievanor, en fältdagbok som skrivs dagligen under frånkopplade veckan samt kompletterande semistrukturerade intervjuer för att erhålla ett fylligare material. Studiens resultat pekar på mycket olika upplevelser av frånkoppling. Känslor som lättnad, befrielse, ensamhet och en rädsla av att gå miste om något är ett litet utdrag ur deltagarnas beskrivning av hur deras frånkoppling upplevs. Deltagarna anser inte att deras relationer påverkas av endast en veckas frånkoppling. Dock poängterar de att det hade fått påföljder om frånkopplingen gällde under en längre tidsperiod. / This study intends to investigate how disconnection from social media is perceived to affect relationships between friends and opportunities for communication. The study is conducted with a qualitative study approach with ethnography as a method. Our theoretical framework includes the network society, virtual communities, social belonging, loneliness, constant availability and disconnection. The study is based on seven participants who, during a week's time, disconnect from social media. Results are based on empirical data from a pilot study in the shape of a form for mapping the participants' media habits, followed by a field diary which is written daily during the disconnected week, and supplementary semi-structured interviews to obtain a fuller material. The study's results point to very different experiences of disconnection. Feelings such as relief, freedom, loneliness and a fear of missing out, are a small excerpt from the participants' description of how their disconnection is experienced. Participants do not believe that their relationships are affected by only one week of disconnection. However, they point out that the outcome had been affected differently if the disconnection applied for a longer period of time.

[pt] Levando em consideração as modificações causadas pelas tecnologias digitais nos processos de ensino-aprendizagem, esta dissertação tem como objetivo investigar se há relação do transtorno da nomofobia com as estratégias de aprendizagem e a crença de autoeficácia no processo de aprendizagem de estudantes universitários. Como principais referenciais teóricos, temos: King, Nardi, Cardoso, Yildirim e Correia para fundamentar a teoria da Nomofobia. Para falar de estratégias de aprendizagem e crenças de autoeficácia, partimos de uma perspectiva sociocognitiva, mais especificamente, da Teoria Social Cognitiva de Albert Bandura e de autores que a usam como referência como base teórica (Zimmerman, Polydoro e Boruchovitch). Esta investigação utilizou método misto e a produção dos dados foi feita em dois estudos. No primeiro estudo enviamos um formulário on-line com uma ficha de caracterização, a Escala de Autoeficácia na Formação Superior, o fator 1 da Escala de Estratégias de Aprendizagem para estudantes universitários e o questionário Nomophobia Questionnaire em sua versão adaptada. Participaram do primeiro estudo 257 universitários. Para o segundo estudo, foram realizadas entrevistas semiestruturadas individuais com cinco estudantes selecionados da base da primeira fase. Os resultados apontam para uma correlação positiva entre a incapacidade de comunicação e a autoeficácia em ações e na formação superior e o escore total da Escala de Autoeficácia na Formação Superior (AEFS). Houve também correlação negativa entre todos os fatores de autoeficácia e o escore total do questionário de nomofobia com a dimensão de estratégias de autorregulação cognitivas e metacognitivas da Escala de Estratégias de Aprendizagem. Os dados produzidos podem contribuir para a compreensão da relação das tecnologias digitais com o processo de aprendizagem. Do mesmo modo, auxiliam no entendimento sobre a percepção que os estudantes têm sobre a sua capacidade de executar tarefas acadêmicas fazendo uso dessas tecnologias e como as empregam nas estratégias cognitivas e metacognitivas. Consideramos que, de modo geral, esta pesquisa pode contribuir para a conscientização dos efeitos negativos do uso dependente do celular e contribuir para que os estudantes desenvolvam estratégias de aprendizagem autorreguladas. Nesse sentido, acreditamos que o desenvolvimento da autorregulação e o uso das estratégias de aprendizagem autorreguladas, bem como, o incentivo do uso consciente das tecnologias digitais, podem contribuir para a prevenção do efeito deletério dos comportamentos nomofóbicos no processo de aprendizagem. / [en] Taking into account the changes caused by digital technologies in the teaching-learning processes, this dissertation aims to investigate whether there is a relationship between nomophobia disorder and learning strategies and the belief in self-efficacy in the learning process of university students. As main theoretical references, we have: King, Nardi, Cardoso, Yildirim and Correia to support the theory of Nomophobia. To talk about learning strategies and self-efficacy beliefs, we start from a socio-cognitive perspective, more specifically, Albert Bandura s Social Cognitive Theory and authors who use it as a reference as a theoretical basis (Zimmerman, Polydoro and Boruchovitch). This investigation used a mixed method and data production was carried out in two stages. In the first stage, we launched an online form with a characterization sheet, the Self-Efficacy Scale in Higher Education, factor 1 of the Learning Strategies Scale for university students and the Nomophobia Questionnaire in its adapted version. 257 university students participated in the first stage. For the second stage, individual semi-structured interviews were carried out with five students selected from the base of the first stage. The results point to a positive correlation between the inability to communicate and self-efficacy in actions and in higher education and the total score of the Self-Efficacy Scale in Higher Education. There was also a negative correlation between all self-efficacy factors and the total score on the nomophobia questionnaire with the cognitive and metacognitive self-regulation strategies dimension of the Learning Strategies Scale. The data produced can contribute to understanding the relationship between digital technologies and the learning process. Likewise, they help to understand the perception that students have about their ability to perform academic tasks using these technologies and how they use them in cognitive and metacognitive strategies. We believe that, in general, this research can contribute to the awareness of the negative effects of dependent cell phone use and help students to develop self-regulated learning strategies. In this sense, we believe that the development of self-regulation and the use of self-regulated learning strategies, as well as encouraging the conscious use of digital technologies, can contribute to preventing the deleterious effect of nomophobic behaviors on the learning process.

The proliferation of big data and the algorithms that utilize it have revolutionized the way in which individuals make decisions, interact, and live. This dissertation presents a structured analysis of behavioral ramifications of artificial intelligence (AI) and big data in contemporary society. It offers three distinct but interrelated explorations. The first chapter investigates consumer reactions to digital privacy risks under the General Data Protection Regulation (GDPR), an encompassing regulatory act in the European Union aimed at enhancing consumer privacy controls. This work highlights how consumer behavior varies substantially between high- and low-risk privacy settings. These findings challenge existing notions surrounding privacy control efficacy and suggest a more complex consumer risk assessment process. The second study shifts to an investigation of historical obstacles to consumer adherence to expert advice, specifically betrayal aversion, in financial contexts. Betrayal aversion, a well-studied phenomenon in economics literature, is defined as the strong dislike for the violation of trust norms implicit in a relationship between two parties. Through a complex simulation, it contrasts human and algorithmic financial advisors, revealing a significant decrease in betrayal aversion when human experts are replaced by algorithms. This shift indicates a transformative change in the dynamics of AI-mediated environments. The third chapter addresses nomophobia – the fear of being without one's mobile device – in the workplace, quantifying its stress-related effects and impacts on productivity. This investigation not only provides empirical evidence of nomophobia's real-world implications but also underscores the growing interdependence between technology and mental health. Overall, the dissertation integrates interdisciplinary theoretical frameworks and robust empirical methods to delineate the profound and often nuanced implications of the AI-data nexus on human behavior, underscoring the need for a deeper understanding of our relationship with evolving technological landscapes. / Doctor of Philosophy / The massive amounts of data collected online and the smart technologies that use this data often affect the way we make decisions, interact with others, and go about our daily lives. This dissertation explores that relationship, investigating how artificial intelligence (AI) and big data are changing behavior in today's society. In my first study, I examine how individuals respond to high and low risks of sharing their personal information online, specifically under the General Data Protection Regulation (GDPR), a new regulation meant to protect online privacy in the European Union. Surprisingly, the results show that changes enacted by GDPR, such as default choices that automatically select the more privacy-preserving choice, are more effective in settings in which the risk to one's privacy is low. This implies the process in which people decide when and with whom to share information online is more complex than previously thought. In my second study, I shift focus to examine how people follow advice from experts, especially in financial decision contexts. I look specifically at betrayal aversion, a common trend studied in economics, that highlights individuals' unwillingness to trust someone when they fear they might be betrayed. I examine if betrayal aversion changes when human experts are replaced by algorithms. Interestingly, individuals displayed no betrayal aversion when given a financial investment algorithm, showing that non-human experts may have certain benefits for consumers over their human counterparts. Finally, I study a modern phenomenon called 'nomophobia' – the fear of being without your mobile phone – and how it affects people at work. I find that this fear can significantly increase stress, especially as phone-battery level levels decrease. This leads to a reduction in productivity, highlighting how deeply technology is intertwined with our mental health. Overall, this work utilizes a mix of theories and detailed analyses to show the complex and often subtle ways AI and big data are influencing our actions and thoughts. It emphasizes the importance of understanding our relationship with technology as it continues to evolve rapidly.

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Studien undersöker nomofobi, en förkortning av ‘no mobile phobia’, där individer upplever negativa känslor eller tankar då de finner sig utan sin mobiltelefon. Med mätinstrumentet Nomophobia Questionnaire (NMP-Q) som underlag utvecklades den svenska versionen NMP-Q-SE, som består av 19 påståenden. Explorativ faktoranalys visade att 64% av variansen i svaren förklarades av tre bakomliggande faktorer som namngavs; (1) att förlora tillgång till kommunikation, (2) att förlora tillhörighet och (3) att förlora tillgång till information och bekvämlighet med Cronbach’s α=.939, vilket gjorde instrumentet lämpligt för undersökning av nomofobi med hänsyn till validitet och reliabilitet. Statistisk analys av medelvärdet för de 220 deltagarna motsvarade en måttlig grad av nomofobi enligt klassificeringen, M=64.47, SD=24.267. Signifikanta skillnader mellan kön fanns i faktor 1, där kvinnor (M=30.75, SD=10.38) hade högre poäng än män (M=25.91, SD= 12.40), t(76.67)=2.573, p=0.012. Variansanalys visade att respondenter med högre utbildningsnivå (M=66.50, SD=23.59) uppvisade signifikant högre poäng än dem med lägre utbildningsnivå (M=57.89, SD=23.83) för totalpoäng samt faktor 2 och 3, p=0.02. Deltagarna med en högre daglig skärmtid uppvisade även signifikant högre totalpoäng NMP-Q-SE (M=70.28, SD=25.88) än de med lägre daglig användningstid av mobiltelefon (M=59.30, SD=21.41), t(218)=-3.439, p=0.01, vilket tyder på ett samband mellan ökad användningstid av mobiltelefon och försvårad nomofobi som bör undersökas vidare. / This study explores nomophobia, shortened for no mobile phobia, where an individual experiences negative thoughts or emotions in situations without limited or no access to their mobile phone. Based on the Nomophobia Questionnaire (NMP-Q), a Swedish version NMP- Q-SE was designed consisting of 19 items. Exploratory factor analysis identified three underlying factors of nomophobia explaining 64% of variance which were named; (1) losing access to communication. (2) losing connectedness and (3) losing access to information and convenience, with Cronbach's α=.939, thus proving the NMP-Q-SE an adequate instrument for exploring nomophobia with validity and reliability. Statistical analysis showed a mean NMP-Q-SE score for the 220 participants reflecting a moderate degree of nomophobia according to the classification, M=64.47, SD=24.267. Significant differences between sexes were found for factor 1, where women (M=30.75, SD=10.38) scored higher than men (M=25.91, SD= 12.40), t(76.67)=2.573, p=0.012. ANOVA results showed that participants with a higher level education (M=66.50, SD=23.59) scored significantly higher than their lower-level education counterparts (M=57.89, SD=23.83) in total scores and factors 2 and 3, p=0.02. There were significant differences in NMP-Q-SE total and factor scores between participants averaging a lower screen time (M=59.30, SD=21.41) and those higher (M=70.28, SD=25.88), t(218)=-3.439, p=0.01, indicating a relationship between extended phone usage time and more severe nomophobia which should be further examined.

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