Journal of Social Science Utilizing Technology

Technostress and Personnel Flourishing: A Longitudinal Study on the Impact of AI-Driven Monitoring on Psychological Well-being

Mukhlis Mukhlis — Wed, 25 Feb 2026 00:00:00 +0700

The rapid integration of artificial intelligence (AI)–driven monitoring systems in contemporary workplaces has transformed performance management practices and intensified digital supervision. While such systems promise efficiency and data-driven decision-making, concerns have emerged regarding their psychological consequences. Technostress theory suggests that continuous technological exposure may generate strain, yet limited longitudinal evidence exists on how AI-based monitoring influences personnel flourishing over time. This study aims to examine the dynamic relationship between AI-driven monitoring intensity, technostress dimensions, and psychological well-being using a longitudinal framework. A three-wave panel design was implemented with full-time employees working in organizations utilizing AI-based performance analytics. Data were collected at four-month intervals and analyzed using cross-lagged structural equation modeling to assess causal pathways and moderating effects. Measures included monitoring intensity, technostress dimensions, flourishing indicators, perceived organizational support, and digital literacy. Results indicate that AI-driven monitoring significantly predicts increased technostress, particularly techno-invasion and techno-overload, which subsequently reduce personnel flourishing across time. Technostress mediates the relationship between monitoring and well-being, while organizational support buffers negative effects. Partial adaptation was observed but did not fully restore flourishing levels. The findings underscore the importance of human-centered AI governance to sustain psychological well-being in digitally monitored workplaces.

Gamification in Higher Education: Enhancing Student Motivation and Cognitive Outcomes Through Game-Based Learning

Andres Villanueva, Catherine Li, Dodi Setiawan Riatmaja — Wed, 25 Feb 2026 00:00:00 +0700

The increasing demand for active, engaging, and meaningful learning in higher education has encouraged the adoption of innovative instructional strategies such as gamification. Traditional teaching approaches often struggle to sustain student motivation and to promote higher-order cognitive outcomes, particularly in digitally mediated learning environments. This study aims to examine the role of gamification in higher education by analyzing its effectiveness in enhancing student motivation and cognitive outcomes through game-based learning. A quantitative quasi-experimental research design was employed, involving undergraduate students divided into experimental and control groups. Data were collected using validated motivation questionnaires and cognitive achievement tests aligned with course learning objectives, and were analyzed using descriptive and inferential statistical techniques. The results demonstrate that students exposed to gamified learning environments show significantly higher levels of intrinsic motivation, engagement, and persistence compared to those in non-gamified settings. In addition, gamification was found to have a positive and significant effect on cognitive outcomes, particularly in comprehension, application, and problem-solving skills. These findings indicate that gamification contributes not only to affective engagement but also to meaningful cognitive development. In conclusion, the study confirms that well-designed gamification can function as an effective pedagogical approach in higher education, supporting both motivational and cognitive dimensions of learning when aligned with instructional goals.