Chapter 1

THE EFFECT OF TECHNOLOGY INTERVENTIONS ON ANXIETY AND
DEPRESSION AMONG STUDENTS
In Partial Fulfillment
Of the Requirements for the subject
Practical Research I
By
JANET V. BORRES
MAY 2024
CHAPTER 1
The Problem
Introduction
Anxiety and depression in children and young people are common (Merikangas et al.
2009). Significant mental health issues that impact many students globally are anxiety and
depression. The most common mental health conditions in children and adolescents,
according to the World Health Organization (WHO), are anxiety and depression, which affect
10–20% of them. Students' general wellbeing, social interactions, and academic achievement
may all suffer as a result of these circumstances.
Technology is an integral part of our daily lives. We use it at work, at home and when
we work from home. Gone are the days of shutting down a desktop computer and simply
stepping away. However, balancing the need for connection and the negative effects of
excessive screen time can be challenging. The use of technology has been linked to a range of
mental health issues, including anxiety, depression and sleep disorders. The constant barrage
of notifications and the pressure to stay connected can lead us to feel overwhelmed and
burned out. However, technology can also have positive effects on mental health. It can
provide a sense of community and social support, particularly for those who may not have
access to it otherwise. Teletherapy has been an important resource for individuals seeking
mental health support during the pandemic, and has allowed for greater access to mental
health services in rural areas.
With so many chances for mental health intervention, technology has become an
essential element of students' life in recent years. Technological interventions, including
wearables, online platforms, smartphone apps, and virtual reality programs, have drawn
interest as possible means of assisting students in reducing symptoms of anxiety and
depression. The goal of these interventions is to offer a wide range of pupils individualized,
affordable, and easily available mental health support. This has led to interest in the use of
information and communications technology (e-mental health) to increase capacity to support
and improve the mental health of children and young people (Riper et al. 2010; Boydell et al.
2014; Ebert et al. 2015; Hollis et al. 2017).
Statements of the Problem
This study tries to answer the following questions:
1. What are the common technology interventions that aids anxiety and depression
among students?
2. How does technology interventions aids anxiety and depression?
3. What are the outcomes of technology interventions helps overcome anxiety and
depression on students?
Scope and Delimitation of the Study
This study's objective is to investigate how technology interventions affect students' anxiety
and depression. It seeks to offer a thorough synopsis of the body of knowledge and research
in this field. The study will look at different technological treatments that have been used to
treat students' feelings of anxiety and depression, including wearable technology, internet
platforms, smartphone applications, and virtual reality programs.
Significance of the Study
The following are the significance of the study:
For the students Using this knowledge, interventions that support technology use in a
healthier way can be developed, which will ultimately benefit the students' mental health.
Provided with this knowledge, students can enhance their self-regulation abilities and make
well-informed decisions regarding their technology usage, resulting in an overall
improvement in their well-being, in addition to increased awareness and self-regulation.
Furthermore, the research can help identify and provide guidance for the creation of
technology-based support networks for students who are experiencing anxiety and
depression. To increase the resources available to kids in need, this might involve digital
mental health tools, online resources, or mobile applications. All of these are intended to
offer easily accessible and efficient support.
For the Environment, Reduced environmental impact, technology-based therapies can
provide treatment and support options other than standard methods, such as internet-based
therapy or digitized self-help resources.
For the Future Researchers, Basis for further research, Future research on the subject can
build upon the findings of this study. Building on these results, researchers can analyze
certain facets of technological interventions, examine long-term consequences, or investigate
the mechanisms that underlie the association between technology use, anxiety, and
depression. This can help us grasp the topic better and guide our future interventions.
For the Parents, Parents' knowledge and comprehension of the possible effects of
technology on their children's mental health may grow as a result of this study. It may explain
how technology use, anxiety, and depression are related, benefiting parents in identifying
their children's warning signs and symptoms of these mental health conditions.
For the Teachers, Research findings can be used by educators to create instructional
practices that support students' mental health and encourage responsible use of technology.
Instructors can create assignments and courses that promote responsible internet use, take
into account how technology may affect students' stress levels, and introduce digital health
programs into the classroom. Students may benefit from a more encouraging and well-
rounded learning environment as a result.
Definition of Terms
In this study, the term "technology interventions" refers to the deliberate use of
technology-based tools, programs, platforms, or applications with the specific aim of
addressing or reducing symptoms of depression and anxiety in students. Examples of such
interventions include virtual reality experiences, smartphone applications, online therapy
programs, digital mental health resources, and other technology-based approaches designed
to target anxiety and depression.
Anxiety is a psychological condition characterized by feelings of discomfort,

concern, and fear. Within the scope of this research, anxiety specifically refers to the overall
anxiety experienced by students, encompassing symptoms such as excessive worry,
restlessness, difficulty focusing, and physical indicators like an increased heart rate or
shortness of breath.
Depression is a mood disorder characterized by a range of physical and cognitive
symptoms, as well as persistent feelings of sadness and a loss of interest or pleasure. In this
study, depression is defined as the depressive symptoms encountered by students, including a
consistently low mood, decreased energy levels, changes in eating or sleeping patterns,
difficulties in concentration, and feelings of guilt or worthlessness.
The term "students" in this context refers to individuals who are currently enrolled in
educational institutions such as schools, colleges, or universities, and who are actively
pursuing academic studies. Students from diverse age groups, educational backgrounds, and
skill levels may be included in this category.

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THE EFFECT OF TECHNOLOGY INTERVENTIONS ON ANXIETY AND

DEPRESSION AMONG STUDENTS

Of the Requirements for the subject

This study tries to answer the following questions:

2. How does technology interventions aids anxiety and depression?

Scope and Delimitation of the Study

Significance of the Study

The following are the significance of the study:

Anxiety is a psychological condition characterized by feelings of discomfort,

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