research question: how digital innovations affect the digital wellbeing and mental health of
students in the Saint Luke’s HSM community.
Innovation drawbacks in the st luke’s community
Technology and digital innovations have become a major part of teenagers’ daily
lives. Students use phones, social media, online platforms, and artificial intelligence
every day for communication, entertainment, and education. While these innovations
can improve learning and connection, they may also affect students’ digital wellbeing
and mental health by increasing stress, distraction, anxiety, and dependence on
[Link] are going to explain how digital innovations affect the digital
wellbeing and mental health of students in the Saint Luke’s HSM community.
In “The Anxious Generation”, Jonathan Haidt explains how the growth of
smartphones and social media has changed adolescent life and contributed to
problems such as anxiety, stress, loneliness, and reduced social interaction. The
book argues that constant exposure to screens and online pressure can negatively
affect teenagers’ mental health and development. Students also experience a digital
environment where technology is part of both school and personal life. Humanity
invented apps designed to keep people scrolling forever and then acted surprised
when teenagers became stressed.
To investigate this topic, we will use secondary research to identify relevant topics,
theories, and existing studies that can support, refute, or provide context for the
findings obtained through our primary research. By reviewing reliable academic
sources, articles, and published research, we will compare our results with existing
evidence, allowing us to evaluate whether our findings are consistent with previous
studies or reveal different perspectives. This process will help strengthen the validity
of our conclusions and provide a deeper understanding of the topic being
investigated.
To investigate this topic, primary research will be conducted within Saint Luke's
HSM using surveys with secondary school students. Surveys will be used to collect
quantitative data, such as the number of hours students spend online, how often
they use social media, and how technology affects their stress, sleep, concentration,
and social relationships. The survey will also include questions about students’
opinions on digital wellbeing and whether they believe technology has a positive or
negative impact on their mental health. This method will allow the collection of clear
data that can later be analyzed through percentages and graphs.
State of the art
Jonathan Haidt first brought up this big problem when he published the book “The
Anxious Generation”. This generated so many other people talking about it, like in
the movie “The social dilemma” and so many people to do studies and show the
drawbacks of it.
Innovations in technology strongly relate to the arguments and themes found in “The
Anxious Generation” of Jonathan Haidt. The book explains how the rapid growth of
smartphones, social media, and digital communication has changed childhood and
teenage development. Jonathan Haidt argues that modern innovations have created
a “phone-based childhood,” where teenagers spend less time interacting in real life
and more time online. This increase in screen time is connected to higher levels of
anxiety, loneliness, stress, and sleep problems among young people that is named
the great [Link] main theme of the book is that unhealthy and excessive use
of social media can negatively affect mental health and social development.
Humanity really created apps that fight for human attention every second and then
acted surprised when teenagers became anxious, distracted, and emotionally
exhausted.
Jonathan Haidt explains that many social media platforms are designed to take
advantage of the brain's reward system by providing frequent and unpredictable
rewards, such as likes, comments, notifications, and new content. These rewards
trigger the release of dopamine, a neurotransmitter associated with motivation and
pleasure, encouraging users to continue checking their devices. Because the
rewards are not given at predictable times, users are more likely to repeatedly return
to the platform in anticipation of receiving positive feedback. According to Haidt, this
design creates a "hooked" system that keeps people engaged for long periods,
making it difficult to stop using social media and contributing to excessive screen
time, especially among adolescents.
In the book, it explains the role of the new innovations in the business model that
appeared after 2010 with the arrival of advertising in the surge of suffering. That
generates competition for the customer’s attention, so that users see as many ads
as possible and companies make more money.
There are several social media innovations that encourage people to check their
phones more often. These features make users feel curious about what they might
be missing, so they keep opening the app throughout the day.
First, the like button encourages users to return because it provides unpredictable
social rewards. After posting something, people often check the app to see if they
have received more likes. Since the amount and timing of likes are unpredictable,
users are motivated to keep coming back for new feedback. (The Dark Pattern
Psychology of Social Media., 2026)
Next, the retweet button allows posts to spread quickly and reach more people. As a
post receives new reposts, likes, and comments, users often return to the app to
check its activity and engagement, encouraging frequent visits. (Roney Emanuel
Zambrano Bravo., 2024, 2025)
Another important innovation is infinite scroll, which keeps users engaged by
continuously loading new content without a stopping point. Because there is always
something else to see, users often spend more time on the app and return frequently
for fresh content. (Create Ape., 2026)
Another feature is algorithmic feeds, which show personalized content based on
each user's interests and activity. Since the content is constantly changing and
tailored to the user, people are encouraged to open the app repeatedly to discover
something new. ([Link]., 2026)
Finally, push notifications bring users back to an app by alerting them about likes,
comments, reposts, or new content. These personalized and unexpected
notifications create a feeling that users might miss something important, encouraging
them to check the app frequently throughout the day. (Create Ape., 2026)
According to the World Health Organization (WHO), problematic social media use
among adolescents increased from 7% in 2018 to 11% in 2022, and excessive
technology use can negatively affect sleep, concentration, emotional well-being, and
academic performance. Studies also show that spending many hours on social
media is associated with higher levels of anxiety, depression, low self-esteem, and
poorer sleep quality (Svensson et al., 2024; Scott et al., 2023). Overall, research
suggests that while social media can provide social support, excessive use may
have negative effects on adolescents' mental health.
According to (Dekker et al., 2025). A recent study found direct evidence that
recommendation algorithms increase the amount of time people spend on social
media. Researchers asked 88 TikTok users to use the platform with its usual
personalized algorithm for one week and a less personalized version for another
week. The results showed that when the algorithm stopped tailoring content to users'
interests, both the frequency of daily use and the total time spent on the app
decreased significantly. Participants also reported feeling more in control of their
social media use, although they enjoyed the experience less. The researchers
concluded that algorithmic personalization plays an important role in keeping users
engaged and encouraging longer periods of use on social media .
The innovations are causing so much effects in the humand brain. For example,the
phenomenon known as Phantom Vibration Syndrome. It occurs when people believe
that their phone has vibrated or received a notification when, in reality, no notification
has occurred. According to Rosenberger (2015), this effect is related to the habitual
use of smartphones and the constant expectation of receiving messages or alerts.
As individuals become accustomed to checking their devices frequently, the brain
may misinterpret ordinary physical sensations as phone vibrations. This
demonstrates how digital technologies can influence perception and behavior,
creating psychological responses even when the technology itself is inactive.
Notifications are designed to capture users’ attention and encourage them to return
to social media platforms. Research by Liu and Marciano (2024) found that
notifications are associated with increased phone activations and more frequent
interactions with social media applications. By continuously alerting users to new
messages, likes, comments, or content updates, notifications create repeated
opportunities for engagement. As a result, users are more likely to spend additional
time on these platforms, making notifications an important factor in maintaining
social media use and online participation.
PRIMARY
As we get so many articles that name so many reasons we decided to check how it
affects the st luke’s community by searching quantitative data in surveys and
qualitative data in interviews.
The first innovation we analyzed was the like button. To better understand whether
students interact with social media through likes, we asked if they use the like button.
The results showed that 83.3% of students use this feature, indicating that it is a very
common part of teenagers’ daily social media use. One positive aspect is that likes
help students interact with content and show support to friends or creators. However,
a possible drawback is that they can also make people depend on online approval.
This supports our state of the art because we found that the like button is one of the
digital innovations created to increase interaction and keep users engaged with
social media.
The interviews explored this topic further by asking students whether they usually
check how many likes their posts receive. Most students did not show a strong
dependence on likes. One 13 y.o. student said she does not usually check them, two
12 y.o. students said it did not apply, and one 14 y.o. student said she does not post
anything. These responses mostly refute our state of the art because these students
did not seem strongly affected by likes.
Another question focused on whether students care about the number of likes their
posts receive. The findings showed that 33.3% of students care about how many
likes their posts get on social media. This indicates that likes can affect how some
students feel about their own posts. One positive aspect is that likes can make
students feel supported or appreciated. On the other hand, caring too much about
likes can create pressure, insecurity, and dependence on online validation. This
supports our state of the art because we found that social media can affect
teenagers’ self-esteem and mental wellbeing.
Similarly, the interviews examined whether students feel happy when a post receives
many likes. The responses suggested that likes are not very important for these
students. One 13 y.o. student answered no, while the others said it did not apply
because they do not post content. This partly refutes our state of the art because
these students did not associate likes with happiness.
Another aspect we examined was whether students check social media just to see if
someone interacted with their content. The survey revealed that 40.5% of students
check social media to see if someone liked, commented on, or shared their video or
post. This suggests that online reactions are important for many students. A benefit
of this is that interactions can help students feel connected and supported by others.
However, constantly checking for likes, comments, or shares may create anxiety and
dependence on social approval. This supports our state of the art because it shows
how social media platforms use interactions to encourage users to return to the app.
The final question related to the like button explored whether students delete posts
that do not receive enough likes. The results showed that 21.4% of students have
deleted a post because it did not receive enough likes, suggesting that likes can
influence students' confidence and online decisions. Likewise, the interviews asked
whether students had ever felt they were not good enough because their videos did
not receive enough interactions. Most answered no or said it did not apply. This
partly refutes our state of the art, although some students may not experience this
pressure because they rarely post content.
The next innovation we examined was the share or retweet button. To examine how
active students are when sharing content, we asked how many videos they share
per day. The results showed that 14.3% of students share more than 15 videos daily,
indicating that some teenagers are highly active on social media and frequently send
content to others. One positive aspect is that sharing videos can help teenagers
communicate, laugh, and stay connected with their friends. However, a possible
drawback is that sharing large amounts of content may reflect a high dependence on
social media and increase the time students spend online. This supports our state of
the art because it shows how these innovations encourage constant participation
and engagement.
The following innovation analyzed was algorithmic feeds. To understand what type of
content keeps students engaged, we asked what topics usually appear in their
algorithms. The results showed that the topics were very varied, with music (28.6%),
food (23.8%), entertainment (19%), and fashion and beauty (14.3%) being the most
common. This indicates that algorithms adapt to each student's interests. One
positive aspect is that this makes social media more entertaining and personalized.
However, a possible drawback is that personalized algorithms can keep students
scrolling for longer because they continuously recommend content users enjoy. This
supports our state of the art because algorithmic feeds are designed to capture
attention.
Another question explored whether students compare themselves to others while
watching videos. The findings revealed that one third of the students compare
themselves to others while using social media. This supports our state of the art
because social comparison is one of the negative effects associated with social
media use.
The interviews explored this topic further by asking students if they ever think they
are not enough because of social media stereotypes. Most students answered no,
although one 13 y.o. student answered "sometimes." This partly refutes our state of
the art, but it also suggests that algorithmic content and online stereotypes can affect
some teenagers differently depending on the individual.
The last innovation explored was push notifications. To understand students'
opinions about notifications, we included a question about whether they like
receiving social media notifications. The results showed that 31% of students enjoy
receiving these alerts, indicating that notifications are appreciated by some users.
One positive aspect is that notifications help students stay updated and connected.
However, they can also interrupt concentration and encourage users to return to the
app more often. This partly supports our state of the art.
The interviews explored this feature further by asking students if they feel curious
when they receive a notification but cannot check it right away. Most students
answered yes. One 13 y.o. student said notifications make her feel curious, one 12
y.o. student explained that he waits until finishing his homework or studying, and one
14 y.o. student said she wants to know if the notification is important. These
responses support our state of the art because they show that notifications
successfully capture users' attention.
Another question examined whether students click instantly when a social media
notification pops up. The findings revealed that 81% do not click on notifications
immediately. This partly refutes our state of the art because most students reported
that they do not react as soon as they receive a notification.
The interviews also explored whether notifications make students use their phones
more often. The responses were mixed: two students answered yes, while the other
two answered no. This suggests that notifications influence some students' behavior
more than others.
To examine whether notifications are part of students' daily routines, we asked if they
check them before going to sleep or after waking up. The results showed that 59.5%
do. This indicates that notifications have become part of many students' everyday
habits. However, checking notifications at these times may reduce sleep quality and
increase stress, supporting our state of the art.
The survey also explored whether students had ever experienced Phantom Vibration
Syndrome by asking if they had thought they received a notification when there was
actually none. The findings revealed that 42.9% of students had experienced this. In
addition, the interviews examined whether students feel sad or upset when they do
not receive notifications during the day. Most students answered no, although one
student responded "maybe." These findings suggest that notifications can influence
users' expectations and behavior, although their emotional impact varies from person
to person.
Finally, the questionnaire explored how often students use their phones and whether
they have developed automatic habits related to smartphone use. The results
showed that 11.9% of students spend five hours or more on social media each day,
while 78.6% check their phones even without receiving a notification. This behavior
supports the Hooked Model because emotions such as boredom, curiosity, or
anxiety encourage users to check their phones repeatedly. During the interviews,
students were also asked whether they had experienced anxiety, excessive worry,
depression, low mood, or physical pain. While two students answered no, one
student reported back pain and feeling depressed, and another answered "anxiety
maybe." These findings support our state of the art because they show that some
students experience emotional or physical effects associated with frequent
smartphone use, although the impact is different for each individual.
Overall, our research highlights that many digital platforms are designed to keep
users engaged through features such as notifications, personalized content, and
endless scrolling. Because of this, it is important for teenagers to develop healthy
digital habits and use technology consciously. By understanding how these platforms
influence behavior and attention, adolescents can benefit from technology while
reducing its negative effects on their wellbeing.
OVERALL CONCLUSION
This study found that social media affects adolescents through multiple
interconnected mechanisms, including social comparison, algorithm-driven
engagement, notifications, and psychological dependence. Our findings were
strongly supported by previous research. The study by Verduyn et al. (2017)
confirmed that passive social media use encourages social comparison, which
lowers self-esteem and well-being, matching the negative experiences reported by
our participants. Likewise, Hunt et al. (2018) demonstrated that reducing social
media use significantly decreases loneliness and symptoms of depression,
reinforcing our conclusion that excessive use has measurable psychological
consequences. Montag et al. (2024), in Appnomics analysis reveals small or no
associations between social media app-specific usage and adolescent well-being,
showed that overall screen time alone is not the only factor affecting well-being;
instead, the way platforms are designed and used is equally important. This
supported our decision to investigate specific features such as recommendation
algorithms and personalized content rather than only measuring time spent online.
Furthermore, Rothberg et al. (2010) described Phantom Vibration Syndrome as a
consequence of frequent mobile phone use, providing evidence that constant
notifications create habitual checking behaviors, a pattern repeatedly mentioned in
our survey responses. Together, these sources demonstrate that the negative effects
observed in our research are consistent with established scientific evidence and
highlight that both platform design and user behavior contribute to the impact of
social media on adolescent mental health.
Overall, our research demonstrates that digital innovations have both positive and
negative effects on the students of the Saint Luke’s HSM community. While social
media and smartphones help teenagers communicate, learn, and stay connected,
many of their features—such as notifications, likes, personalized algorithms, and
infinite scrolling—are designed to capture users’ attention and encourage repeated
use. Our primary research supports many findings from the secondary research,
particularly that students have developed automatic habits, such as checking their
phones without notifications (78.6%) and using their devices before sleeping or
immediately after waking up (59.5%). However, our interviews also showed that not
every student is equally affected by these features, as many reported not feeling
emotionally dependent on likes or notifications.
In conclusion, the evidence suggests that the impact of digital innovations depends
largely on how they are used. Although these technologies provide important
educational and social benefits, excessive or unconscious use can contribute to
distraction, poor sleep, anxiety, social comparison, and dependence on
smartphones. Therefore, the main challenge is not to eliminate technology, but to
encourage responsible digital habits and critical awareness so that teenagers can
benefit from innovation while protecting their mental health and digital wellbeing.
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Consequences: Excessive use of smartphones, social media, and technology can
negatively affect teenagers’ mental health, especially when devices are used late at
night. The source explains that too much screen time may reduce sleep quality,
increase anxiety and stress, and lower concentration levels. It also mentions that
passive screen time, such as scrolling through social media for long periods, can be
harmful to emotional wellbeing.
Benefits: The source also explains that technology can have positive effects when it
is used responsibly. Digital tools can support learning, improve communication with
friends and family, and encourage creativity and productivity through active use
instead of passive consumption.
World Health Organization (WHO)
Consequences: The WHO reports that problematic social media use among
adolescents increased from 7% in 2018 to 11% in 2022. It explains that unhealthy
screen use may negatively affect emotional wellbeing, academic performance, and
social relationships, increasing stress and mental health problems among teenagers.
Benefits: The WHO also highlights that technology can improve communication,
provide social support, and give teenagers easier access to information and
education when digital platforms are used in a balanced and responsible way.
Humanity somehow created the greatest educational resource in history and also a
machine for watching strangers argue at midnight. A species committed to chaos
with admirable consistency.
Causes identified in the studies:
● Excessive time spent on social media and screens.
● Social comparison encouraged by online platforms.
● Exposure to cyberbullying and online harassment.
● Reinforcement of gender stereotypes.
● Time-wasting and overuse of digital devices.
Consequences identified in the studies:
● Low self-esteem.
● Anxiety and excessive worry.
● Depression and low mood.
● Head, neck, and shoulder pain.
● Lower trust in other people.
● Greater vulnerability to cyberbullying effects.