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How can research on wellbeing inform

better EdTech?

Measuring wellbeing is a long-standing challenge for science. When developing health-related Edtech or interventions to improve wellbeing, designers and educational technologists should consider multiple complexities, including the challenges related to measuring wellbeing while conducting research.


Understanding the measurement techniques or tools available, and the context-specific needs of the measurement of wellbeing, will allow educational technologists to understand how to improve design and implementation. This will enable the development of more effective, research-informed EdTech.


The purpose of this paper is to help EdTech designers understand wellbeing and how to use different measurement strategies in an educational/digital technology context.

The summary of evidence available should help guide the design of research and technology. It will also encourage consideration of recommendations and critical factors that may affect measurements of wellbeing that are appropriate to the context.



Wellbeing, construct, psychology, social-emotional learning, attainment, developmental outcomes, children's wellbeing, internal wellbeing, external wellbeing, quality of life, affective, hedonic, eudemonic

About the Author: Santiago De Ossorno Garcia

Santi is an early career researcher who is the final stages of his PhD, which is being conducted at the Department of Evolutionary and Educational Psychology, Complutense University of Madrid. He holds a qualification in Psychology and postgraduate studies in psychological therapies and methodologies for behavioural, social and health sciences.


His research expertise is in Educational Policy, Psychometrics and Developmental Psychology with an emphasis on socio-metrics and advanced research methods for bullying prevention – resulting in an online screening test and toolkit to support teachers to recognise bullying traits in primary and secondary age children.

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