Enhancing the SHAD platform: Exploring the Emotional Influence of Telegram-supported supplementary tasks on Learners’ Happiness, Technostress, Autonomy, Growth mindfulness, and Resilience

SHAD is a commonly utilized technological platform for educational purposes among children and adolescents in Iran. Yet, the ways to enrich it to enhance users’ psychological well-being have remained underexplored. This experimental study aimed to investigate the impacts of incorporating supportive tasks through the Telegram app into the SHAD platform on the happiness, technostress, autonomy, growth mindfulness, and resilience of ۸۷ male intermediate English language learners aged ۱۷ to ۱۹ years over an academic semester. The participants were randomly assigned to an experimental group (EG) comprising ۴۴ students and a control group (CG) consisting of ۴۳ students who underwent pretest and posttest assessments. While the CG received standard online instruction via the SHAD platform, the EG received additional supportive tasks through the Telegram app alongside the standard instruction. A MANOVA analysis demonstrated that integrating Telegram as a supplementary tool within the SHAD platform significantly enhanced learners’ psychological well-being, increasing happiness, autonomy, growth mindfulness, and resilience while reducing technostress. These findings underscore the potential of integrating complementary technological tools to alleviate the negative repercussions, such as technostress, associated with educational technology and enhance positive psychological outcomes for learners. The implications of this study can guide the development and implementation of future educational technology initiatives, fostering a more supportive and empowering learning environment for students.

کلیدواژه ها:

Autonomy ، Growth mindfulness ، Resilience ، SHAD application ، Technostress