Dr Hamed Taherdoost, Associate Professor and Chair of Research and Scholarly Activities Committee at University Canada West, explains the impact of interactive digital media platforms on the lives of many Canadians today
The COVID-19 pandemic has damaged mental health in Canada. Stress, anxiety, and depression have all increased in Canada due to the pandemic. (1, 2) To develop effective mental health policies and treatments, it is crucial to understand how Canadians have dealt with the pandemic.
Research on Canadians’ social media activity during the pandemic revealed that many expressed concern over both the government’s reaction and their safety. (1) Studying how the pandemic has changed modifiable risk factors for chronic diseases like food, physical exercise, and substance use has substantial implications for long-term population health.
Recent advances in interactive digital media platforms have changed how consumers consume and interact with material. (3) Multimedia, interactivity, and networking provide individualized and immersive experiences on these platforms. They give people agency and control by letting them actively contribute to content. Interactive digital media systems offer real-time user interaction, including online games, VR apps, and social media networks. These platforms’ public and individual characters have blurred content generation and consumption, empowering people to participate in media.
The influence on social interaction
Wikis, blogs, and intranets are being utilized in enterprises to organize training and share knowledge. TikTok is crucial for political campaigns looking to reach new audiences through digital advocacy. (4) Internet availability and usage vary by country and location, and affluence drives digital inequality. Low- and middle-income countries utilize social media less, and those most disadvantaged may experience challenges due to access, reading, and electronic health literacy. (5) Despite these problems, social media platforms allow companies to engage with customers, increase brand awareness, influence consumer views, get feedback, and establish brand loyalty.
Psychological effects
Social media and smartphones have impacted the mental health of many Canadians, especially teenagers. Overuse of these platforms has been associated with substantial psychological distress in Ontario students, rising from 10.9% in 2013 to 16.8% in 2017. (6) Social media use can cause isolation, insomnia, and academic failure. Digital media improves social connection, identity creation, and information and support. Experts propose purposeful screen use, good parental modeling, and educated screen time and behavior monitoring to encourage healthy screen use. (7)
Educational perspectives
Interactive digital media platforms like video games and VR devices have changed many Canadians’ educational perspectives and lifestyles. These technologies have been found to boost student engagement, learning outcomes, and critical thinking and problem-solving. As these interactive technologies grow, Canadian educators are researching methods to incorporate them into the curriculum to offer more immersive and individualized learning experiences.
Health and wellness considerations
Canadians are increasingly using interactive digital media like video games and VR devices. These technologies can boost cognitive performance, social connections, and physical exercise (8) but can create health and wellness concerns. VR immersion can also cause motion sickness, eye strain, and other discomforts. (7)
Looking ahead: Impact of video games and VR devices
The impact of video games and VR devices on Canadians’ lives shows they are both enjoyable and concerning. These technologies affect people in many ways, from entertainment and education to addiction and content impact. This exploration shows that video games and VR devices provide many Canadians with entertainment, socialization, and educational opportunities. However, they also raise concerns about psychological effects, addiction, and health issues like motion sickness and eye strain.
Even as screen usage and the risk of health issues increase, these platforms have altered how Canadians participate socially, think about education, and approach their health and wellness. More research, education, and sensible regulation are needed to weigh the advantages and disadvantages of interactive digital media to promote responsible use, safeguard Canadians’ health, and safeguard their well-being.
References
- Abebe, R.G., S. Bakombo, and A.T. Konkle, Understanding the Response of Canadians to the COVID-19 Pandemic Using the Kübler-Ross Model: Twitter Data Analysis. International Journal of Environmental Research and Public Health, 2023. 20(4): p. 3197.
- Courdi, C., et al., How level of understanding and type of used sources relate to adherence to COVID-19 public health measures in Canada. Scientific Reports, 2023. 13(1): p. 13065.
- Liu, Y., and H. Ma. Analysis of the application of interactive media based on network in education. In Proceedings of the 2019 International Conference on Artificial Intelligence and Computer Science. 2019.
- Moir, A., The Use of TikTok for political campaigning in Canada: The case of jagmeet Singh. Social Media+ Society, 2023. 9(1): p. 20563051231157604.
- Welch, V., et al., Protocol: interactive social media interventions for health behaviour change, health outcomes, and health equity in the adult population. Campbell Systematic Reviews, 2018. 14(1): p. 1.
- Cook, S., et al., Increases in serious psychological distress among Ontario students between 2013 and 2017: assessing the impact of time spent on social media. The Canadian Journal of Psychiatry, 2021. 66(8): p. 747-756.
- Canadian Paediatric Society, D.H.T.F., Ottawa, Ontario, Digital media: Promoting healthy screen use in school-aged children and adolescents. Paediatrics & Child Health, 2019. 24(6): p. 402-408.
- Shen, N., et al., Canadian perspectives of digital mental health supports: Findings from a national survey conducted during the COVID-19 pandemic. Digital Health, 2022. 8: p. 20552076221102253.
