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To navigate the increasingly complex digital world, adequate skills and knowledge of information technology are prerequisites. However, the varying cognitive abilities of students can affect their academic performance and seriously impact their mental health and well-being. Rapid developments in social media also add strain to the emotional health of individuals.
A growing number of primary and secondary schools are incorporating computer science and artificial intelligence (AI) literacy into their curricula. As a foundational element of AI literacy, computational thinking (CT) encompasses developing proficiency in core programming concepts and employing problem-solving skills to design and implement computational projects. However, the diversity of students’ unique characteristics leads to varying paces and approaches in cultivating CT skills, highlighting increasing concerns about the impact of cognitive differences on learning outcomes.
Some students experience greater difficulty than their peers with acquiring literacy and numeracy skills, or in understanding concepts, even with appropriate differentiation. This frustration over learning may take a toll on their mental health.
In the digital world, social media platforms influence many aspects of our daily lives. Many of us rely on them to stay connected and explore things of interest. Detailed analysis by Kepios shows that 5.22 billion people used social media around the world at the start of October 2024, equating to 63.8 percent of the total global population. However, there remains a lack of comprehensive understanding of the long-term consequences of social media use. Multiple studies have found a strong link between heavy social media usage and mental and emotional health issues, including an increased risk for depression, anxiety, and suicidal thoughts. Meanwhile, the diminished privacy rights of social media users have become a growing concern.
The impact of cognitive disparities on AI literacy and the right to privacy on social media platforms are the study focuses of two researchers at HKBU: Dr Tongxi Liu, Research Assistant Professor at the Academy of Wellness and Human Development, Department of Educational Studies, Faculty of Arts and Social Sciences; and Dr Yuner Zhu, Research Assistant Professor, Department of Interactive Media, School of Communication. In their ongoing research, they have adopted an interdisciplinary approach to conducting in-depth investigations and analyses to address these issues.
Gaylene Grumbles
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