摘要：The aim of the study was twofold: to describe self-reported habits of ICT use in every-day life and to analyze feelings and behavior triggered by ICT and speech deprivation. The study was conducted on three randomly selected groups of students with different tasks: Without Speaking (W/S) group (n=10) spent a day without talking to anyone; Without Technology (W/T) group (n=13) spent a day without using any kind of ICT, while the third group was a control group (n=10) and had no restrictions. The participants’ task in all groups was to write a diary detailing their feelings, thoughts and behaviors related to their group’s conditions. Before the experiment, students reported their ICT related habits. Right after groups were assigned, they reported their task-related impressions. During the experiment, participants wrote diary records at three time-points. All participants used ICT on a daily basis, and most were online all the time. Dominant ICT activities were communication with friends and family, studying, followed by listening to music and watching films. Speech deprivation was a more difficult task compared to ICT deprivation, resulting in more drop-outs and more negative emotions. However, participants in W/S expected the task to be difficult, and some of them actually reported positive experiences, but for others it was a very difficult, lonesome and terrifying experience. About half of the students in W/T claimed that the task was more difficult than they had expected, and some of them realized that they are dysfunctional without technology, and probably addicted to it.
其他摘要：The aim of the study was twofold: to describe self-reported habits of ICT use in every-day life and to analyze feelings and behavior triggered by ICT and speech deprivation. The study was conducted on three randomly selected groups of students with different tasks: Without Speaking (W/S) group (n=10) spent a day without talking to anyone; Without Technology (W/T) group (n=13) spent a day without using any kind of ICT, while the third group was a control group (n=10) and had no restrictions. The participants’ task in all groups was to write a diary detailing their feelings, thoughts and behaviors related to their group’s conditions. Before the experiment, students reported their ICT related habits. Right after groups were assigned, they reported their task-related impressions. During the experiment, participants wrote diary records at three time-points. All participants used ICT on a daily basis, and most were online all the time. Dominant ICT activities were communication with friends and family, studying, followed by listening to music and watching films. Speech deprivation was a more difficult task compared to ICT deprivation, resulting in more drop-outs and more negative emotions. However, participants in W/S expected the task to be difficult, and some of them actually reported positive experiences, but for others it was a very difficult, lonesome and terrifying experience. About half of the students in W/T claimed that the task was more difficult than they had expected, and some of them realized that they are dysfunctional without technology, and probably addicted to it.
关键词：ICT; communication deprivation; face-to-face
communication; Internet addiction; field experiment; diary record; content
analysis
