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Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting
One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lack...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7286028/ https://www.ncbi.nlm.nih.gov/pubmed/32581935 http://dx.doi.org/10.3389/fpsyg.2020.01063 |
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author | Dekker, Izaak De Jong, Elisabeth M. Schippers, Michaéla C. De Bruijn-Smolders, Monique Alexiou, Andreas Giesbers, Bas |
author_facet | Dekker, Izaak De Jong, Elisabeth M. Schippers, Michaéla C. De Bruijn-Smolders, Monique Alexiou, Andreas Giesbers, Bas |
author_sort | Dekker, Izaak |
collection | PubMed |
description | One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lacking control and purpose while they are adjusting to tertiary education. Currently, universities are not designed to cater to all the personal needs and mental health problems of large numbers of students at the start of their studies. Within the literature aimed at preventing mental health problems among students (e.g., anxiety or depression), digital forms of therapy recently have been suggested as potentially scalable solutions to address these problems. Integrative psychological artificial intelligence (AI) in the form of a chatbot, for example, shows great potential as an evidence-based solution. At the same time, within the literature aimed at improving academic performance, the online life-crafting intervention in which students write about values and passions, goals, and goal-attainment plans has shown to improve the academic performance and retention rates of students. Because the life-crafting intervention is delivered through the curriculum and doesn’t bear the stigma that is associated with therapy, it can reach larger populations of students. But life-crafting lacks the means for follow-up or the interactiveness that online AI-guided therapy can offer. In this narrative review, we propose to integrate the current literature on chatbot interventions aimed at the mental health of students with research about a life-crafting intervention that uses an inclusive curriculum-wide approach. When a chatbot asks students to prioritize both academic as well as social and health-related goals and provides personalized follow-up coaching, this can prevent -often interrelated- academic and mental health problems. Right on-time delivery, and personalized follow-up questions enhance the effects of both -originally separated- intervention types. Research on this new combination of interventions should use design principles that increase user-friendliness and monitor the technology acceptance of its participants. |
format | Online Article Text |
id | pubmed-7286028 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-72860282020-06-23 Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting Dekker, Izaak De Jong, Elisabeth M. Schippers, Michaéla C. De Bruijn-Smolders, Monique Alexiou, Andreas Giesbers, Bas Front Psychol Psychology One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lacking control and purpose while they are adjusting to tertiary education. Currently, universities are not designed to cater to all the personal needs and mental health problems of large numbers of students at the start of their studies. Within the literature aimed at preventing mental health problems among students (e.g., anxiety or depression), digital forms of therapy recently have been suggested as potentially scalable solutions to address these problems. Integrative psychological artificial intelligence (AI) in the form of a chatbot, for example, shows great potential as an evidence-based solution. At the same time, within the literature aimed at improving academic performance, the online life-crafting intervention in which students write about values and passions, goals, and goal-attainment plans has shown to improve the academic performance and retention rates of students. Because the life-crafting intervention is delivered through the curriculum and doesn’t bear the stigma that is associated with therapy, it can reach larger populations of students. But life-crafting lacks the means for follow-up or the interactiveness that online AI-guided therapy can offer. In this narrative review, we propose to integrate the current literature on chatbot interventions aimed at the mental health of students with research about a life-crafting intervention that uses an inclusive curriculum-wide approach. When a chatbot asks students to prioritize both academic as well as social and health-related goals and provides personalized follow-up coaching, this can prevent -often interrelated- academic and mental health problems. Right on-time delivery, and personalized follow-up questions enhance the effects of both -originally separated- intervention types. Research on this new combination of interventions should use design principles that increase user-friendliness and monitor the technology acceptance of its participants. Frontiers Media S.A. 2020-06-03 /pmc/articles/PMC7286028/ /pubmed/32581935 http://dx.doi.org/10.3389/fpsyg.2020.01063 Text en Copyright © 2020 Dekker, De Jong, Schippers, De Bruijn-Smolders, Alexiou and Giesbers. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Dekker, Izaak De Jong, Elisabeth M. Schippers, Michaéla C. De Bruijn-Smolders, Monique Alexiou, Andreas Giesbers, Bas Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting |
title | Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting |
title_full | Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting |
title_fullStr | Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting |
title_full_unstemmed | Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting |
title_short | Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting |
title_sort | optimizing students’ mental health and academic performance: ai-enhanced life crafting |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7286028/ https://www.ncbi.nlm.nih.gov/pubmed/32581935 http://dx.doi.org/10.3389/fpsyg.2020.01063 |
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