REAL School BudapestWellbeing

Learning target 8.2

Digital Influence & Psychological Agency

Identify how digital products shape attention and behaviour, analyse personal effects, and justify reasoned responses to persuasive design systems.

T2Horizontal understanding
Conceptual understanding that integrates across contexts — how students reason and apply ideas. Assessed by the quality of the reasoning, not just recall.
BandsCFCompound LT

Six developmental bands

Each band shows what students Know, Understand, and Do at this learning target — from the youngest dragons through Grade 12. Headlines first; expand any band for the full content.

Band A
Not part of this LT

Content for this learning target begins at Band C. Earlier bands are covered elsewhere in the framework.

Band B
Not part of this LT

Content for this learning target begins at Band C. Earlier bands are covered elsewhere in the framework.

Band C
Fire Dragons
G5–6ages 10–12
Know

Persuasive design is a general term for features built into digital products deliberately to keep people using them or returning to them — not an accident, not a free service, but engineered for a business purpose.+3 more

Understand

Digital products are not neutral tools — they are environments designed to affect how I use my time, attention, and feelings, and noticing this is different from liking or disliking them.

Do

I can complete a rubric-assessed short written analysis of a chosen digital product in which I identify one specific persuasive-design feature using correct vocabulary, describe one reason (drawing on dopamine / reward / habit-loop mechanism) the design works on people, and explain one specific effect I have noticed on myself (time, mood, behaviour).

Band D
Metal + Light Dragons
G7–8ages 12–13
Know

Vocabulary load for design analysis: variable reward, intermittent reinforcement, novelty bias, social-validation feedback (likes, views, comments), push notifications, interruption cost, scroll friction, dark patterns.+3 more

Understand

Persuasive design isn't about individual willpower — it is about the environment acting on the person, and the most useful response is environmental rather than effortful.

Do

I can complete a rubric-assessed written analysis of a chosen digital product using the 'attention / emotion / behaviour' framework in which I identify at least two interacting persuasive-design features using correct vocabulary, analyse how each shapes attention, emotion, or behaviour in the product, and explain one specific effect I have noticed on my own thinking, mood, or time.

Band E
Stone Dragons
G9–10ages 14–16
Know

Recommendation algorithms are optimised for engagement metrics (time on platform, clicks, reactions, shares), not accuracy, wellbeing, or diversity of viewpoint.+4 more

Understand

A claim does not arrive in my feed by accident — the system that chose to show it has specific psychological and economic reasons to choose it, and those reasons are not the same as my interests.

Do

I can complete a rubric-assessed written evaluation of a chosen digital platform in which I evaluate how the platform algorithmically curates what I see (with evidence from my own observation or documentation), explain at least two specific psychological or economic incentives driving that design decision, and justify one specific change I will make to my use of the platform based on my analysis — including why that change addresses the mechanism, not just the symptom.

Band F
Sky Dragons
G11–12ages 16–18
Know

Research domains on digital wellbeing: Twenge and Haidt argue adolescent mental-health declines since ~2012 are substantially attributable to smartphone and social-media use; Orben, Przybylski, and others argue effect sizes are small, confounded, and the direction of causation is contested. Neither position is settled; both are published in peer-reviewed literature.+4 more

Understand

At the most sophisticated level of this capability, the relevant question is not whether these systems affect me but which specific effects I consent to, which I refuse, and where the line is for me — held with awareness that the research on their cumulative effects is still being established.

Do

I can complete a rubric-assessed written analysis that evaluates the cumulative effect of persuasive design across a sustained period on my attention, relationships, and identity — drawing on my own evidence, compares my analysis against at least two recognised pieces of research on digital wellbeing, including at least one that contests a claim I find sympathetic, and articulates a reasoned personal position specifying where I will and will not allow these systems to operate on me, acknowledging what the evidence supports strongly, weakly, and where it remains genuinely uncertain.

Bands A–C

Keyboard ← → advance one band.