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  1. Viral social media challenges have erupted across multiple social media platforms. While social media users participate in prosocial challenges designed to support good causes, like the Ice Bucket Challenge, some challenges (e.g., Cinnamon Challenge) can also potentially be dangerous. To understand the influential factors, experiences, and reflections of young adults who participated in a viral social media challenge in the past, we conducted interviews with 30 college students (ages 18-27). We applied behavioral contagion theory as a qualitative lens to understand whether this theory could help explain the factors that contributed to their participation. We found that behavior contagion theorymore »was useful but not fully able to explain how and why young social media users engaged in viral challenges. Thematic analyses uncovered that overt social influence and intrinsic factors (i.e., social pressure, entertainment value, and attention-seeking) also played a key role in challenge participation. Additionally, we identified divergent patterns between prosocial and potentially risky social media challenges. Those who participated in prosocial challenges appeared to be more socially motivated as they saw more similarities between themselves and the individuals that they observed performing the challenges and were more likely to be directly encouraged by their friends to participate. In contrast, those who performed potentially risky challenges often did not see similarities with other challenge participants, nor did they receive direct encouragement from peers; yet, half of these participants said they would not have engaged in the challenge had they been more aware of the potential for physical harm. We consider the benefits and risks that viral social media challenges present for young adults with the intent of optimizing these interactions by mitigating risks, rather than discouraging them altogether.« less
    Free, publicly-accessible full text available April 30, 2023
  2. Background: Online challenges, phenomena that are very familiar to adolescents and young adults who spend large portions of time on social media, range from minimally harmful behaviors intended to support philanthropic endeavors to significantly harmful behaviors that may culminate in injury or death. Objective: This study investigated the beliefs that lead adolescents and young adults to participate in these activities by analyzing the Amyotrophic Lateral Sclerosis (ALS) Ice Bucket Challenge (IBC) to represent the former and the Cinnamon Challenge (CC), the latter. Methods: We conducted a retrospective quantitative study with a total of 471 participants between the ages of 13more »and 35 who either had participated in the ALS IBC or the CC or had never participated in any online challenge. We used binomial logistic regression models to classify those who participated in ALS IBC or CC versus those who didn’t with the beliefs from the Integrated Behavioral Model (IBM) as predictors. Results: Our findings showed that both CC and ALS IBC participants had significantly greater positive emotional responses, value for the outcomes of the challenge, and expectation of the public to participate in the challenge in comparison to individuals who never participated in any challenge. In addition, only CC participants perceived positive public opinion about the challenge and perceived the challenge to be easy with no harmful consequences, in comparison to individuals who never participated in any challenge. Conclusions: The constructs that contribute to the spread of online challenge vary based on the level of self-harm involved in it and its purpose. We recommend that intervention efforts be tailored to address the beliefs associated with different types of online challenges.« less
  3. Critical for the early diagnosis of genetic disorders, a Family Health History (FHx) can be collected in several ways including electronic FHx tools, which aid easy editing and sharing by linking with other information management portals. The user acceptance of such systems is critical, especially among older adults experiencing motor and cognitive issues. This study investigated two types of FHx interfaces, standard and Virtual Conversational Agent (VCA), using 30 young (between 18 and 30) and 24 older participants (over 60). Workload, usability and performance data were collected. Even though participants required less time to complete three of five tasks onmore »the standard interface, the VCA interface performed better in terms of subjective workload and usability. Additionally, 67% of the older adults preferred the VCA interface since it provided context-based guidance during the data collection process. The results from this study have implications for the use of virtual assistants in FHx and other areas of data collection.« less
  4. The Blue Whale Challenge (BWC) is an online viral game ” that allegedly encourages youth and young adults towards self harming behaviors that could eventually lead to suicide. The BWC can be situated within a larger phenomenon of viral online self harm challenges, which may be propagated through both social media and news sources. Research has established that suicide is a global public health issue that is known to be influenced by media reporting. Violation of safe messaging guidelines has be en shown to increase imitative suicides, particularly in youth and young adults. Given the confirmed effects of news mediamore »reporting, we analyzed 150 digital newspaper articles reporting on the BWC to assess whether they adhered to suicide prevention safe messaging guidelines. Overall, 81% of the articles violated at least one contagion related guideline, most commonly normalizing suicide, discussing means of suicide, and sensationalizing. Even though the majority (91%) of the articles adhered to at least o ne health promotion guideline, such as emphasizing prevention, the articles did not follow these guidelines on a deep and comprehensive level. Through thematic analysis, we also found evidence of potential misinformation in reporting, where the articles un equivocally attributed many suicides to the BWC with little or no evidence. Additionally, articles often stated an individual s reason for participating in the challenge without interviewing the individual or those close to the individual, another aspect o f potential misinformation due to lack of evidence. A contribution of the current study is the synthesis of safe messaging guidelines that can be used in future research. This study contributes to the understanding of news reporting practices regarding sui cide and self-harm in regard to the BWC and similar online challenges. We discuss how sensationalized news media reports on the BWC could unintentionally propagate suicide contagion effects that normalize self harming behaviors among youth. We then examine implications for practice and policy, such using automated approaches to aid reporters in adhering to safe messaging guidelines.« less
  5. Background: Research suggests that direct exposure to suicidal behavior and acts of self-harm through social media may increase suicidality through imitation and modeling, with adolescents representing a particularly vulnerable population. One example of viral self-harming behavior that could potentially be propagated through social media is the Blue Whale Challenge (BWC). Objective: We investigate how people portray BWC on social media and the potential harm this may pose to vulnerable populations. Methods: We first used a grounded approach coding 60 publicly posted YouTube videos, 1112 comments on those videos, and 150 Twitter posts that explicitly referenced BWC. We deductively coded themore »YouTube videos based on the Suicide Prevention Resource Center (SPRC) Messaging guidelines. Results: Overall, 83.33%, 28.33%, and 68.67% of the YouTube videos, comments, and Twitter posts were trying to raise awareness and discourage participation in BWC. Yet, about 37% of the videos violated six or more of the SPRC messaging guidelines. Conclusions: These posts might have the problematic effect of normalizing BWC through repeated exposure, modeling, and reinforcement of self-harming and suicidal behavior, especially among vulnerable adolescents. Greater efforts are needed to educate social media users and content generators on safe messaging guidelines and factors that encourage versus discourage contagion effects.« less
  6. Introduction Social media has created opportunities for children to gather social support online (Blackwell et al., 2016; Gonzales, 2017; Jackson, Bailey, & Foucault Welles, 2018; Khasawneh, Rogers, Bertrand, Madathil, & Gramopadhye, 2019; Ponathil, Agnisarman, Khasawneh, Narasimha, & Madathil, 2017). However, social media also has the potential to expose children and adolescents to undesirable behaviors. Research showed that social media can be used to harass, discriminate (Fritz & Gonzales, 2018), dox (Wood, Rose, & Thompson, 2018), and socially disenfranchise children (Page, Wisniewski, Knijnenburg, & Namara, 2018). Other research proposes that social media use might be correlated to the significant increase inmore »suicide rates and depressive symptoms among children and adolescents in the past ten years (Mitchell, Wells, Priebe, & Ybarra, 2014). Evidence based research suggests that suicidal and unwanted behaviors can be promulgated through social contagion effects, which model, normalize, and reinforce self-harming behavior (Hilton, 2017). These harmful behaviors and social contagion effects may occur more frequently through repetitive exposure and modelling via social media, especially when such content goes “viral” (Hilton, 2017). One example of viral self-harming behavior that has generated significant media attention is the Blue Whale Challenge (BWC). The hearsay about this challenge is that individuals at all ages are persuaded to participate in self-harm and eventually kill themselves (Mukhra, Baryah, Krishan, & Kanchan, 2017). Research is needed specifically concerning BWC ethical concerns, the effects the game may have on teenagers, and potential governmental interventions. To address this gap in the literature, the current study uses qualitative and content analysis research techniques to illustrate the risk of self-harm and suicide contagion through the portrayal of BWC on YouTube and Twitter Posts. The purpose of this study is to analyze the portrayal of BWC on YouTube and Twitter in order to identify the themes that are presented on YouTube and Twitter posts that share and discuss BWC. In addition, we want to explore to what extent are YouTube videos compliant with safe and effective suicide messaging guidelines proposed by the Suicide Prevention Resource Center (SPRC). Method Two social media websites were used to gather the data: 60 videos and 1,112 comments from YouTube and 150 posts from Twitter. The common themes of the YouTube videos, comments on those videos, and the Twitter posts were identified using grounded, thematic content analysis on the collected data (Padgett, 2001). Three codebooks were built, one for each type of data. The data for each site were analyzed, and the common themes were identified. A deductive coding analysis was conducted on the YouTube videos based on the nine SPRC safe and effective messaging guidelines (Suicide Prevention Resource Center, 2006). The analysis explored the number of videos that violated these guidelines and which guidelines were violated the most. The inter-rater reliabilities between the coders ranged from 0.61 – 0.81 based on Cohen’s kappa. Then the coders conducted consensus coding. Results & Findings Three common themes were identified among all the posts in the three social media platforms included in this study. The first theme included posts where social media users were trying to raise awareness and warning parents about this dangerous phenomenon in order to reduce the risk of any potential participation in BWC. This was the most common theme in the videos and posts. Additionally, the posts claimed that there are more than 100 people who have played BWC worldwide and provided detailed description of what each individual did while playing the game. These videos also described the tasks and different names of the game. Only few videos provided recommendations to teenagers who might be playing or thinking of playing the game and fewer videos mentioned that the provided statistics were not confirmed by reliable sources. The second theme included posts of people that either criticized the teenagers who participated in BWC or made fun of them for a couple of reasons: they agreed with the purpose of BWC of “cleaning the society of people with mental issues,” or they misunderstood why teenagers participate in these kind of challenges, such as thinking they mainly participate due to peer pressure or to “show off”. The last theme we identified was that most of these users tend to speak in detail about someone who already participated in BWC. These videos and posts provided information about their demographics and interviews with their parents or acquaintances, who also provide more details about the participant’s personal life. The evaluation of the videos based on the SPRC safe messaging guidelines showed that 37% of the YouTube videos met fewer than 3 of the 9 safe messaging guidelines. Around 50% of them met only 4 to 6 of the guidelines, while the remaining 13% met 7 or more of the guidelines. Discussion This study is the first to systematically investigate the quality, portrayal, and reach of BWC on social media. Based on our findings from the emerging themes and the evaluation of the SPRC safe messaging guidelines we suggest that these videos could contribute to the spread of these deadly challenges (or suicide in general since the game might be a hoax) instead of raising awareness. Our suggestion is parallel with similar studies conducted on the portrait of suicide in traditional media (Fekete & Macsai, 1990; Fekete & Schmidtke, 1995). Most posts on social media romanticized people who have died by following this challenge, and younger vulnerable teens may see the victims as role models, leading them to end their lives in the same way (Fekete & Schmidtke, 1995). The videos presented statistics about the number of suicides believed to be related to this challenge in a way that made suicide seem common (Cialdini, 2003). In addition, the videos presented extensive personal information about the people who have died by suicide while playing the BWC. These videos also provided detailed descriptions of the final task, including pictures of self-harm, material that may encourage vulnerable teens to consider ending their lives and provide them with methods on how to do so (Fekete & Macsai, 1990). On the other hand, these videos both failed to emphasize prevention by highlighting effective treatments for mental health problems and failed to encourage teenagers with mental health problems to seek help and providing information on where to find it. YouTube and Twitter are capable of influencing a large number of teenagers (Khasawneh, Ponathil, Firat Ozkan, & Chalil Madathil, 2018; Pater & Mynatt, 2017). We suggest that it is urgent to monitor social media posts related to BWC and similar self-harm challenges (e.g., the Momo Challenge). Additionally, the SPRC should properly educate social media users, particularly those with more influence (e.g., celebrities) on elements that boost negative contagion effects. While the veracity of these challenges is doubted by some, posting about the challenges in unsafe manners can contribute to contagion regardless of the challlenges’ true nature.« less
  7. Virtual reality offers vast possibilities to enhance the conventional approach for delivering engineering education. The introduction of virtual reality technology into teaching can improve the undergraduate mechanical engineering curriculum by supplementing the traditional learning experience with outside-the-classroom materials. The Center for Aviation and Automotive Technological Education using Virtual E-Schools (CA2VES), in collaboration with the Clemson University Center for Workforce Development (CUCWD), has developed a comprehensive virtual reality-based learning system. The available e-learning materials include eBooks, mini-video lectures, three-dimensional virtual reality technologies, and online assessments. Select VR-based materials were introduced to students in a sophomore level mechanical engineering laboratory course viamore »fourteen online course modules during a four-semester period. To evaluate the material, a comparison of student performance with and without the material, along with instructor feedback, was completed. Feedback from the instructor and the teaching assistant revealed that the material was effective in improving the laboratory safety and boosted student’s confidence in handling engineering tools.« less