Universitat Internacional de Catalunya

Technology and Psychology

Technology and Psychology
6
15809
4
First semester
op
ELECTIVE
ELECTIVE
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Dr. PORRAS GARCIA, Bruno Oriol - bporras@uic.es

Introduction

The course Psychology and Technology focuses on digital mental health and cyberpsychology, using an innovative, practical, and evidence-based approach.

This course will delve into the application of emerging technologies and social media in the field of mental health, such as computerized assessment, ecological momentary assessment, virtual, mixed, and augmented reality, telepsychology, serious games, and artificial intelligence. We will explore their empirical evidence, impact, new opportunities, and challenges in psychological prevention, assessment, and treatment. At a time when communication technologies, signal processing, and machine learning are rapidly advancing, it is essential that, as future psychologists, we are competent in effectively using these tools to enhance the quality of our profession.

Throughout the course, we will foster the development of critical thinking regarding new technologies. Students will strengthen their ability to select and apply digital mental health interventions based on scientific evidence in their future clinical practice. In addition, the course will emphasize the importance of developing skills in applied research in digital mental health, in order to actively contribute to the generation of rigorous and relevant knowledge that informs clinical and preventive practices.

This course represents a commitment to academic exploration and technological innovation in the field of Psychology.

Pre-course requirements

There are no prerequisites, but it is advisable to have taken History of Psychology, Introduction to Psychopathology, Psychological Intervention in Children, Adolescents and Adults, and Methodology Applied to Psychology.

Objectives

General

The general objective of the course is to promote the acquisition of knowledge and practical skills at the intersection of psychology and technology, while fostering a comprehensive understanding of digital mental health. The course aims to deepen students' knowledge and use of emerging technologies, as well as their evidence-based application and the development of applied research in this field.

Specific

  • Acquire knowledge and scientific information about current theoretical models related to digital mental health.

  • Deepen specific knowledge of various emerging technologies, including computerized assessment, telepsychology, ecological momentary assessment, virtual, mixed, and augmented reality, serious games, artificial intelligence, and robotics. And their evidence-based application in different areas of mental health.

  • Design and develop innovative strategies to address challenges related to the prevention, assessment, and treatment of mental health problems.

  • Promote a critical mindset regarding health and the new models of care based on technological innovation, and learn to apply them ethically within the field of psychology.

  • Design and develop an applied research project in the field of digital mental health and cyberpsychology, integrating a critical review of existing evidence and the proposal of an application or research line based on emerging technologies.

Learning outcomes of the subject

    • Understand the theoretical origins of digital mental health and cyberpsychology.

    • Explore the importance of digital identity and social media in population mental health.

    • Learn about interventions delivered through telepsychology and the challenges of digital consultation.

    • Understand, apply, and adapt different types of ecological momentary assessment as tools for digital psychological evaluation in clinical, assistive, and/or educational contexts.

    • Learn about serious games and apply gamification paradigms in various areas of psychology.

    • Deepen knowledge about the use of immersive virtual reality in the treatment of psychological disorders, psychosocial problems, neuropsychology, and health psychology.

    • Explore the applications of robotics in psychological and psychoeducational interventions, as well as its potential in assistive settings.

    • Adapt new technologies to the field of psychology, taking into account factors such as the digital divide to ensure equitable access to digital mental health.

    • Understand the theoretical and practical foundations of artificial intelligence, along with its ethical and legal implications in the field of health.

    • Promote a critical attitude toward psychological care models based on technological innovation, and learn to apply them ethically and responsibly across different areas of psychology.

    • Design and develop a brief applied research project in the field of digital mental health and cyberpsychology.

Syllabus

1. Introduction to Cyberpsychology and Digital Mental Health

  • Conceptual framework and theoretical foundations.
  • Historical evolution and current state of the discipline.

2. Social Media and Digital Identity

  • Psychosocial impact of social media.
  • Digital identity, self-esteem, and psychological well-being.
  • Risks and opportunities for mental health (Debate I).

3. Digital Assessment in Mental Health

  • Digital assessment in mental health.
  • Ecological Momentary Assessment (EMA).
  • Types and applications of EMA.
  • Advantages and limitations in clinical and educational contexts.
  • Design and implementation of EMA protocols.
  • Ecological Momentary Intervention.

4. Serious Games and Gamification

  • Foundations of gamification applied to psychology.
  • Design of interventions based on serious games.
  • Applications in mental health, education, and health promotion.

5. Virtual Reality, Augmented Reality, and Eye-Tracking Technology

  • Application in clinical and health psychology Part I & II.
  • Examples of therapeutic and exposure scenarios.
  • Hands-on experience I (Virtual Reality in the context of anxiety disorders).

6. Virtual Reality and Its Application in Neurodevelopmental Disorders

  • Use in ADHD, ASD, and other conditions.
  • Adaptation and design of scenarios for children and adolescents.
  • Hands-on experience II (Virtual Reality and cognitive training).

7. Virtual Reality and Its Application in Neuropsychology

  • Cognitive assessment and rehabilitation using VR.
  • CST VISIT: Use cases of immersive Virtual Reality at the Terrassa Health Consortium.

8. Artificial Intelligence and Machine Learning Paradigms

  • Basic concepts of AI and machine learning.
  • Applications in assessment, prediction, and intervention in mental health.
  • Ethical and legal aspects of AI use in psychology (Debate II).

9. Robotics and Psychology

  • Applications of robotics in assistive, educational, and therapeutic contexts.
  • Interventions with social robots.
  • Ethical challenges and social acceptance.

10. Applied Research Project in Digital Mental Health and Cyberpsychology
Development and supervision of a practical project by the student:

  • a. Introduction: critical theoretical review on a topic related to digital mental health.
  • b. Objectives and hypotheses: clearly defined and justified.
  • c. Methodology: study design, participants, instruments, and procedure.
  • d. Results: data collection, analysis, and presentation (simulated or real, as appropriate).
  • e. Discussion: critical analysis, clinical or psychoeducational implications, limitations, and future directions.
  • f. Scientific presentation: preparation and delivery of findings in academic poster format and oral presentation to the group.

Teaching and learning activities

In person



Teaching methodologies

  • Theoretical class (TC)
  • Autonomous Learning (AL)
  • Individual Work (IT)
  • Group work (TG)
  • Debate and Discussion (D&D)
  • Role Playing Techniques (RPT)

Training Activities

  • Master Class (MC)
  • Case Studies (CS)
  • Critical Reading (LC)
  • Autonomous work of study and exercises (TA)
  • Resolution of exercises and problems (REP)

Evaluation systems and criteria

In person



First call

Final exam (60% of the final grade):

  • Part I: Multiple-choice exam (60%). 60 questions with four answer options and will be corrected following the same criteria as the PIR exam. Each correct question will add one point, each failed question will subtract 0.33 and blank questions will neither add nor subtract.

Theoretical-practical activities (40% of the final grade):

  • Applied research work in the field of psychology and technology -- 3 points

  • In-classroom practical activities of each module -> 1 point.

The evaluation will always respect the general rules established in the Degree. To pass the course it is necessary to pass the final exam. Students who demonstrate learning difficulties will have 15 minutes more for each hour of exam (second call). The evaluation test is identical to that of the rest of their classmates. The way of expressing oneself and writing is also evaluated.

In the case that a student must repeat the course, he/she will be required to take the continuous evaluation.

Second call

Final exam (60% of the final grade):

  • Part I: Multiple-choice exam (60%). 60 questions with four answer options and will be corrected following the same criteria as the PIR exam. Each correct question will add one point, each failed question will subtract 0.33 and blank questions will neither add nor subtract.

Theoretical-practical activities (40% of the final grade):

  • Applied research work in the field of psychology and technology -- 3 points.

  • In-classroom practical activities of each module -> 1 point.



Bibliography and resources

Books

  • Ramos del Río, B., & Martí Noguera, J. J. (2022). Experiencias en ciberpsicología: hacia una nueva era de la psicología. UNAM, FES Zaragoza. ISBN: 978-607-30-5647-2.
  • Attrill-Smith, A., Fullwood, C., Keep, M., & Kuss, D. J. (2019). Oxford Handbook of Cyberpsychology. Oxford: Oxford University Press.

 Articles

-        Baños, R. M., Herrero, R., & Vara, M. D. (2022). What is the current and future status of digital mental health interventions? The Spanish Journal of Psychology, 25. e5. Doi:10.1017/SJP.2022.2

-        Fleming TM, Bavin L, Stasiak K, et al. Serious Games and Gamification for Mental Health: Current Status and Promising Directions. Front Psychiatry. 2017;7:215. Published 2017 Jan 10. doi:10.3389/fpsyt.2016.00215

-         Valmaggia LR, Latif L, Kempton MJ, Rus-Calafell M. Virtual reality in the psychological treatment for mental health problems: An systematic review of recent evidence. Psychiatry Res. 2016;236:189-195. doi:10.1016/j.psychres.2016.01.015

-        Riva, G., Wiederhold, B. K., & Mantovani, F. (2021). Neuroscience of virtual reality: From virtual exposure to embodied medicine. Cyberpsychology, Behavior, and Social Networking, 22(1), 82-96.

-        Porras-Garcia B, Ferrer-Garcia M, Serrano-Troncoso E, et al. AN-VR-BE. A Randomized Controlled Trial for Reducing Fear of Gaining Weight and Other Eating Disorder Symptoms in Anorexia Nervosa through Virtual Reality-Based Body Exposure. J Clin Med. 2021;10(4):682. doi:10.3390/jcm10040682

-        Kerr‐Gaffney, J., Harrison, A., & Tchanturia, K. (2019). Eye‐tracking research in eating disorders: A systematic review. International Journal of Eating Disorders, 52(1), 3-27.

-       Porras-Garcia, B., Rojas-Rincón, J., Adams, A., Garolera, M., & Chang, R. (2024). Immersive Virtual Reality Cognitive Training for Improving Cognition and Depressive Symptoms Among Older Adults. Current Evidence and Future Recommendations. A Systematic Review. Cyberpsychology, behavior and social networking, 27(10), 692–703. https://doi.org/10.1089/cyber.2024.0090

 Otros Recursos (PDFs)

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 16/01/2026 A10 12:00h
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