Learning objectives
At the end of the course the student should have acquired knowledge and skills related to the analysis of behaviors and psychosocial processes in digital societies. The student should also have developed:
1) the ability to understand and face, with independent judgment and a critical sense, the questions and challenges posed by digital societies (especially through discussion in class around socially relevant issues);
2) the ability to use and apply the knowledge deriving from social psychology to the role of psychologist in digital societies (especially through exercises and classroom simulations);
3) the ability to design targeted psychosocial interventions (especially through classroom reflection on how research results can be applied to reality and group work implemented with the supervision of the teacher);
4) the ability to communicate clearly and to critically discuss theoretical models, research, and practical applications related to the topics addressed during the course.
Prerequisites
Elements of social psychology.
English: ability to understand scientific articles.
Course unit content
The course will focus on the latest theoretical and research approaches in social psychology applied to digital media. We will analyze how
the new media can mediate, resignify and modify the cognitive and affective processes, the self-perception and other perception, the interpersonal and intergroup relationships, as well as social influence processes. The course is aimed of: a) to provide a psychosocial key to understanding human beings behaviors in relation to digital media, b) to provide useful tools to design psychological and psychosocial interventions that are able to face the new and complex challenges of digital societies.
Full programme
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Bibliography
G. Riva, T. Mancini (2023). Psicologia dei media digitali. Bologna: Il Mulino.
A book to be chosen from:
G. Riva (2018). Fake News. Bologna: Il Mulino.
M. Fasoli (2019). Il benessere digitale. Bologna. Il Mulino.
S. Triberti, L. Argenton (2013). Psicologia dei videogiochi. Milano: Apogeo.
E. Arielli, P. Bottazzini. Idee virali. Perchè i pensieri si diffondono. Bologna: Il Mulino.
Some chapters of the book: M.G. Pacilli, I. Giovanelli, F. Spaccatini, a cura di (2021). Psicologia sociale dei media digitali. Maggioli Editore.
Chapters or scientific articles to supplement the manuals will be provided in class.
Teaching methods
Lectures with spaces for interaction with students, seminars with experts, and individual study will be proposed in order to facilitate the acquisition of theoretical knowledge. To facilitate the development of competences, to encourage the acquisition of the ability to apply this knowledge, to enhance independent judgment and communication students will be involved a work groups finalized to built and present a research or intervention project on digital media and wellbeing.
Lectures will be held on-site in compliance with safety standards, provided that further instructions on the ongoing health emergency are not implemented. Supporting material will be available on the specific, student-reserved platform (Elly) and will include slide presentations, audio-video aids or links.
Assessment methods and criteria
The exam includes a written test, an oral exam.
A) a written exam consisting first of all of multiple choice questions. The writing is aimed at ascertaining the theoretical knowledge, it will be evaluated in thirtieths and will have a weight on the final evaluation evaluation of 30%. The student who does not get at least 18/30 cannot access the oral exam.
C) Through the oral examination (weight 70%), the following competences will be assessed the ability: a) to understand and deal with questions posed by postmodern society with autonomy and critical sense; b) to communicate clearly and to discuss critically the arguments addressed; c) to apply the skills learned to the reality and work of the psychologist.
The oral exam foresees at least three questions on different topics of the course, in which the following aspects will be evaluated: a) the knowledge , i.e., how much the student deals with the topics in detail; b) the expositive and argumentative competences, i.e., how precise is the language used to expose the concepts and how coherent and logical is the concatenation of the concepts presented; c) the degree of autonomy achieved and the critical competences acquired, i.e., how much the student is able to apply the concepts and theories learned to reality and how much he/she is able to reflect in a cyclical way on the questions posed.
The final grade will be given by the weighted average of the points obtained in each of the criteria indicated above.
Those who actively participate in the work group that will be presented in the classroom will have 1 extra point added to their final grade.
Other information
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2030 agenda goals for sustainable development
Good health and well-being
Reduced inequalities
