This title slide presents "Right-to-Disconnect Policy Simulation: Evaluation for Reducing Technostress in High School Students." It credits Dr. Nandana Khare (Psychology Dept., Tech University) and Nalin Khare (undergraduate student, Tech University).

Right-to-Disconnect Policy Simulation

Evaluation for Reducing Technostress in High School Students

Dr. Nandana Khare Dept. of Psychology, Tech University nandana.khare@techu.edu

Nalin Khare Undergraduate Student, Tech University nalin.khare@techu.edu

High school students suffer technostress from constant notifications, harming their mental health and sleep quality. The Right-to-Disconnect (RtD) policy limits after-hours digital communications, with a simulation evaluating its impact on technostress reduction.

Introduction

• High school students face technostress from constant notifications
• Technostress harms mental health and sleep quality
• Right-to-Disconnect (RtD) policy limits after-hours digital communications
• Simulation evaluates RtD impact on technostress reduction

The Related Work slide notes that notifications elevate stress levels (Mark et al., 2016) while RtD policies reduce worker burnout (Eurofound, 2020). It highlights limited research on students, positioning the simulation as a key gap-filler (Kalshoven et al., 2022).

Related Work

• Notifications increase stress levels (Mark et al., 2016)
• RtD policies reduce worker burnout (Eurofound, 2020)
• Limited research on students; simulation fills gap (Kalshoven et al., 2022)

The "Problems" slide reports over 150 notifications per day, peaking in evenings, and a technostress index of 7.2/10 correlated with alerts. It also notes sleep regularity at 4.5/7 due to irregular patterns.

Problems

• 150+: Notifications/Day

High intensity peaks evenings

• 7.2/10: Technostress Index

Correlates with alerts

• 4.5/7: Sleep Regularity

Irregular patterns

The Methodology workflow simulates 1000 high school students through four phases: agent initialization with profiles, dynamic modeling of notifications and stress, and RtD policy enforcement banning alerts after 8PM. It concludes with a 30-day evaluation yielding metrics on technostress reduction and sleep improvement.

Methodology

{ "headers": [ "Phase", "Key Activities", "Outputs" ], "rows": [ [ "1. Agent Initialization", "Agent-based simulation of 1000 high school students with initial profiles (e.g., schedules, stress baselines)", "Simulated student population ready for interactions" ], [ "2. Dynamic Modeling", "Model incoming notifications, student responses, and stress accumulation mechanisms", "Daily behavioral and stress dynamics tracked" ], [ "3. RtD Policy Enforcement", "Implement Right-to-Disconnect: No notifications or alerts after 8PM", "Policy-constrained notification flows" ], [ "4. Evaluation", "Run 30-day simulation and compute metrics: Technostress index, sleep score", "Quantitative results on technostress reduction and sleep improvement" ] ] }

Source: Agent-Based Simulation Pipeline

The "Results" slide features graphs illustrating key improvements from the RtD policy. Notification intensity fell 45% (line graph), technostress index dropped 32% (bar chart), and sleep regularity rose 28% (scatter plot).

Results

!Image

• Notification intensity reduced by 45% with RtD policy (line graph).
• Technostress index decreased 32% in pre/post comparison (bar chart).
• Sleep regularity improved 28% across participants (scatter plot).

Source: Wikipedia

The simulation shows that the RtD policy significantly reduces technostress and improves sleep in students, boosting their well-being. It recommends school-wide adoption and future real-world trials.

Conclusion

• Simulation shows RtD policy significantly reduces technostress & improves sleep in students.

• Recommend school-wide adoption.
• Future: Real-world trials.

RtD boosts student well-being.

Source: A Simulation-Based Evaluation of Right-to-Disconnect Policy for Reducing Technostress in High School Students

This slide, titled "References," lists three key sources in bullet format. They include studies on email duration in workplaces (Mark et al., 2016), living and working during COVID-19 (Eurofound, 2020), and technostress in education (Kalshoven et al., 2022).

References

• G. Mark et al., "Email duration constants in the workplace," in Proc. CHI, 2016.
• Eurofound, "Living, working and COVID-19," Publications Office of the EU, 2020.
• K. Kalshoven et al., "Technostress in education," Comput. Human Behav., vol. 128, 2022.