We Are Happy + Respected
UNICEF Canada defines this domain of wellbeing as feeling satisfied with life, valued and respected, confident, balanced across life’s dimensions, purposeful, and able to cope with stress. It also recognizes times when youth may feel sadness or hopelessness. Our research asks: How do young people themselves define personal wellbeing and digital wellbeing? And how happy are they with the role and impact of digital technology on their overall sense of wellbeing?
Watch Digital Portraits
Hear directly from Canadian Gen Z youth in these short videos. Filmed 2024–2025.
Happy & Respected is 1 of 9 wellbeing dimensions.
See all 9
to choose from 28 videos
1 of 9 Wellbeing Dimensions — See all 9
Research Snapshot: We are Happy and Respected
by: Dr. James Stinson
Digital transformation affects both what young people need to live well and how they feel about their lives. The OECD notes that the digital age creates new opportunities and risks for wellbeing, including how trust, privacy, and digital literacy shape subjective experiences (Hatem & Ker, 2021).
Happiness and life satisfaction are widely recognised as key indicators of subjective wellbeing, and are now used alongside objective indicators to track societal progress.
The OECD well-being framework stresses that objective conditions (income, housing, education) must be combined with subjective evaluations of life satisfaction and emotional states to give a full picture of how people experience their lives (OECD, 2019; Hatem & Ker, 2021).
Subjective well-being encompasses hedonic experiences (positive or negative affect/feeling), evaluative judgments (overall life satisfaction) and eudaimonic dimensions (sense of purpose and meaning), all of which can be influenced by digital technologies (Hatem & Ker, 2021; Ong, Dowthwaite, Perez Vallejos, Rawsthorne, & Long, 2021).
The Current State of Youth Well-Being in Canada
UNICEF’s Canadian Index of Child and Youth Well-Being shows that Canada performs in the middle of wealthy nations, with relatively strong outcomes on material well-being but weaker performance on mental health and life satisfaction (UNICEF Canada, 2019). Life satisfaction among Canadian adolescents declines from early to mid-adolescence, with disparities by income, geography, disability status and Indigeneity (Burton, Daley, & Phipps, 2015; Greenwood & de Leeuw, 2012; Savage, McConnell, Emerson, & Llewellyn, 2020). UNICEF Canada’s Report Card 19 finds that Canada now ranks 19th out of 36 countries regarding the overall wellbeing of children, and Canada’s performance falls behind most of its peer countries in most aspects of children’s lives.
Among six indicators of child well-being, Canada only ranks in the top 12 countries in one: academic skills (6th place). Canada ranks close to the bottom in three of six indicators: adolescent suicide (33rd), child mortality (25th) and social skills (28th). In terms of overall life satisfaction, Canada ranks 13th of 36 countries. However, children’s life satisfaction (how they rate their lives overall) in Canada declined from 79 per cent to 76 per cent since 2018. Bullying is a major contributor to low life satisfaction, and 22 per cent of Canada’s children report being bullied frequently, ranking 26th of 40 countries (UNICEF Canada 2025).
Indicators developed by Statistics Canada to move “beyond GDP” reflect a similar emphasis on quality of life and subjective well-being (Sanmartin et al., 2021). The HBSC international report shows that Canadian adolescents report life satisfaction scores close to the European average but higher rates of stress and lower mental health than many peers (Cosma et al., 2021). These findings frame the digital environment as both a potential support and a source of risk for subjective well-being.
Positive Impacts: Digital Technologies on Happiness and Life Satisfaction
Digital technologies can support subjective well-being when used to foster social connection, creativity and access to supportive resources. Canadian youth describe online platforms as vital for maintaining friendships and support networks, particularly during pandemic restrictions (Boothroyd, Chou, Black, & Liu, 2024; Riazi et al., 2023). When online interactions are perceived as meaningful and reciprocal, they contribute to “digital flourishing”—positive perceptions of digital social interactions associated with higher happiness and satisfaction (Janicke-Bowles et al., 2023).
Digital media allow adolescents to explore identity and express themselves, which can strengthen belonging and self-esteem. Manago and Vaughn (2015) argue that social media can amplify feelings of belongingness and peer affirmation, which may raise subjective well-being. Beniwal (2020) highlights that gaming can provide enjoyment, creativity and problem-solving skills that enhance positive affect, while Mihajlović, Djevojić and Stanković (2023) find moderate digital engagement is associated with higher life satisfaction when balanced with offline activities.
Broader international studies support these findings. Badri et al. (2023) show in Abu Dhabi that digitalisation, family life and health interact to shape happiness, underscoring that digital technologies can contribute positively to well-being when integrated with supportive contexts. Kaur (2021) similarly finds that internet usage correlates with higher happiness among adolescents when usage is purposeful and not excessive.
Online interventions can improve mental health and resilience. Lappalainen et al. (2025) show that brief online programs can raise life satisfaction, especially among youth with low baseline well-being. Canadian initiatives that co-design digital supports with youth demonstrate that participatory approaches strengthen engagement and perceived relevance (Kontak, MacRae, Stronach, Stymiest, & Kirk, 2025; Campbell & McWilliam, 2022).
For many adolescents, digital technologies mitigated some of the negative effects of COVID-19 restrictions by supporting continued communication, schooling and recreation (Gervais et al., 2023; Mitra, Waygood, & Fullan, 2021). Social media, messaging apps and online learning platforms provided channels to sustain friendships, access educational materials and engage in creative leisure activities during periods of isolation. These positive experiences illustrate how digital tools can act as lifelines, particularly for youth who might otherwise be socially isolated.
photo by: Viktor
Negative Impacts: Digital Technologies on Happiness and Life Satisfaction
Despite benefits, digital technologies also pose risks. Atwal and Browne (2024) report that high screen time correlates with increased depressive symptoms and reduced life satisfaction among Canadian youth. Margetson, Sampasa-Kanyinga, Hamilton and Chaput (2025) similarly find that problematic technology use in Ontario adolescents is linked to heightened psychological distress. Clayborne, Capaldi and Mehra (2025) show that passive consumption or compulsive checking are particularly harmful to positive mental health.
Social media intensifies social comparison and validation-seeking, undermining happiness. Adorjan and Ricciardelli (2021) document that Canadian teenagers often experience anxiety, fear of missing out and pressure to maintain an online persona. Vaingankar et al. (2022) also note that unmoderated social media use can reduce well-being unless balanced by supportive networks. Excessive screen time displaces protective activities such as sleep, physical activity and face-to-face socialising, which are key determinants of subjective well-being (Mitra et al., 2021; Gervais et al., 2023).
Compulsive or addictive digital behaviours erode autonomy and perceived control. Adorjan and Ricciardelli (2021) describe habitual scrolling as undermining emotional well-being, while Dowthwaite et al. (2023) show that distrust and vulnerability online heighten anxiety. Stoecklin et al. (2021) add that lockdowns magnified children’s sense of vulnerability and disrupted routines, highlighting the potential for digital overreliance to worsen stress.
These effects are not evenly distributed. Youth in rural, Indigenous or low-income communities face connectivity gaps and digital literacy barriers that limit access to positive digital experiences while exposing them to risks of exclusion (Burton et al., 2015; Kant et al., 2014; Toor et al., 2024). Youth with disabilities encounter poorly designed digital supports that exacerbate disparities in well-being outcomes (Savage et al., 2020). Suleman et al. (2020) argue that a
rights-centred approach to supporting children during COVID-19 is necessary to ensure equitable access to both offline and digital supports. Dimitrova (2025) further emphasises that improving physical health and survival is a prerequisite for realising the benefits of digital well-being initiatives.
Synthesis and Moderators
Evidence indicates that the relationship between digital engagement and well-being is nonlinear. Moderate, purposeful and socially meaningful use tends to enhance life satisfaction, while excessive or passive use undermines it (Dienlin & Johannes, 2020; Clayborne et al., 2025). Outcomes are shaped by perceptions of agency and autonomy; youth who feel in control of their online interactions report greater happiness (Janicke-Bowles et al., 2023), while experiences of compulsion or comparison correlate with lower satisfaction (Adorjan & Ricciardelli, 2021).
The pandemic intensified both positive and negative digital experiences, highlighting the importance of balanced digital habits and offline supports (Vaillancourt et al., 2021; Gervais et al., 2023). The OECD stresses that measuring these impacts systematically is essential for policy, because digital transformation influences both objective conditions and subjective well-being (Hatem & Ker, 2021). Tools like Rachmad’s (2009) early “Digital Well-Being” framework and Canada’s statistics initiatives (Sanmartin et al., 2021) highlight the need for integrated indicators. Gallitto, Ladouceur and Celebi (2021) further argue for establishing a national commissioner for children and youth to strengthen policy accountability for well-being, including digital aspects.
Equity considerations are central. Access to high-quality digital infrastructure, culturally responsive content and participatory program design are prerequisites for ensuring that digital technologies support, rather than erode, subjective well-being (UNICEF Canada, 2025; Toor et al., 2024). Policies that integrate digital literacy, online safety and healthy usage guidelines with broader supports for physical activity, sleep and mental health can help mitigate risks while amplifying benefits.
Conclusion
Digital technologies exert profound and ambivalent effects on the happiness and life satisfaction of Canadian youth in the post-COVID era. They provide vital channels for social connection, self-expression and resilience but also introduce risks of social comparison, overuse and displacement of healthy offline behaviours. These effects are shaped by individual usage patterns, perceptions of control and structural inequalities in access.
Policy and practice can enhance the positive potential of digital technologies by encouraging balanced and intentional use focused on meaningful and supportive activities, promoting digital literacy and agency, ensuring equitable access to infrastructure and culturally appropriate content, and integrating offline well-being strategies such as physical activity, sleep and in-person socialising. Involving youth in co-designing digital supports ensures relevance and responsiveness. As the OECD emphasises, better measurement of digital transformation’s impacts on subjective well-being is essential for guiding inclusive and effective policy (Hatem & Ker, 2021).
How to Cite this Text: Stinson, J. (2025). We Are Happy and Respected. In Digital Wellbeing Hub. Young Lives Research Lab. https://www.digitalwellbeinghub.ca/we-are-happy-and-respected — Funded by the Government of Canada.
Resources
*
Resources *
Digital Well-being: Tech Use & Adolescent Mental Health
Statistics Canada
Canadian data linking social, messaging, and gaming use with mental health, sleep, and cybervictimization.
Read the Report
Young Canadians in a Wireless World: Life Online
MediaSmarts
Canada’s flagship study on youth & tech—wellbeing, unplugging, and experiences online.
Read the Report
Digital Well-Being of Canadian Families
MediaSmarts
What supports healthy family tech habits and balance.
Read the Report
Children’s Wellbeing in a Digital World — Index
Internet Matters
Annual index tracking how online experiences shape wellbeing.
See Report
Teens, Social Media & Mental Health (2025)
Pew Research Center
Fresh data on teen experiences and perceived impacts of social media.
Read Now
APA Health Advisory: Social Media in Adolescence
American Psychological Association
Evidence-informed recommendations to minimize risks and maximize benefits.
Download PDF
Exposure to Harmful Online Content (Canada)
Statistics Canada
Who encounters harmful content and how often.
See Findings
How’s Life in the Digital Age
OECD
Synthesis of research on 39 digital impacts on wellbeing.
Read the Report
Research Database
Digital Futures for Children
Free database of good-quality research on children’s digital lives.
Explore Now
Digital and Privacy Rights: Resources for Children, Youth, Educators, & Parents
Information and Privacy Commissioner of Ontario
Resources for advancing digital rights, and preparing to be safe and responsible digital citizens.
Explore
Teen Digital Well-Being Guide
Susan Crown Exchange
Three youth-tested activities to build healthier digital habits.
Get the Guide
Children’s Rights in the Digital Age – In Our Own Words
5Rights Foundation
Youth-friendly version of the UN General Comment No. 25.
Read Now
Your Rights Online
Digital Futures for Children
Youth-friendly site about rights, safety, and fun online.
Explore
Report Harmful Content
UK Safer Internet Centre
How to report or remove abuse/disrespect across platforms.
Use the Tool
NeedHelpNow.ca
Canadian Centre for Child Protection
Steps to take if an intimate image of a minor is shared online.
Get Support
How Technology Can Be Part of a Happy Life
Greater Good Science Center
Science-based tips for tech that supports happiness.
Read Article
Why Going Offline Might Save Us
Science of Happiness (GGSC)
What we gain by unplugging and reconnecting IRL.
Listen Now
Healthy Relationship with Technology
Greater Good Science Center
Curated, evidence-based tips and activities.
View Resources
BBC Bitesize: Happy & Healthy Online
BBC
Interactive lessons and games for younger audiences.
Explore
Smiling Mind
Smiling Mind
Free nonprofit mindfulness app with age-based programs for kids, teens, and adults.
Get App
Daylio
Daylio
Free journaling and mood tracking app to support self-reflection and wellbeing.
Get App
Clear Fear
stem4
$2.99 in Canada: app offers strategies to manage anxiety, developed with youth input.
Get App
Combined Minds
stem4
$2.99 in Canada: gives guidance for friends and family supporting someone with mental health challenges.
Get App
Apart of Me
Apart of Me
Therapeutic game designed to help young people cope with grief and loss.
Get App
Embracing Life App
Embracing Life Initiative
Feel more positive/connected and reach out to support someone you’re worried about.
Get the App
Rights of the Child in the Digital Environment
United Nations – General Comment No. 25
Authoritative guidance on implementing children’s rights online.
Read Now
Digital Citizenship Curriculum
Common Sense Education
Free K–12 curriculum on balance, empathy, privacy and respect online.
Get Curriculum
Social Media Advice Hub
Internet Matters
Tips for families and schools to foster respect and kindness online.
Go to Hub
Dealing with Online Abuse / Negative Behaviour
eSafety Commissioner (Australia)
Practical support for LGBTIQ+ young people and the adults who help them.
Learn More
Be an Upstander
Canadian Museum for Human Rights
Interactive toolkit for responding to online hate and disrespect.
Visit Resource
Canada's State of the Youth Report
Government of Canada
Results and recommendations from consultations with 996 young people across Canada, including Health & Wellness.
Read the ReportExplore Resources By:
Research – Reports, articles, findings, background reading
For Youth – Interactive tools, guides, and activities designed for youth
Apps – Free apps developed by/with non-profits and researchers - designed for youth
Supporting Youth – Resources for educators, parents, policymakers, and practitioners
Complete the Survey!
Join the research conversation and see what others are saying (no email required).
View Live Results
Adorjan, M., & Ricciardelli, R. (2021). Smartphone and social media addiction: Exploring the perceptions and experiences of Canadian teenagers. Canadian Review of Sociology/Revue canadienne de sociologie, 58(1), 45–64. https://doi.org/10.1111/cars.12312
Atwal, S., & Browne, D. (2024). Screen time and mental health in Canadian youth: An examination of nationally representative data. Psychological Reports, 127(4), 1678–1704. https://doi.org/10.1177/00332941231234567
Photo by: Sydney Sinclair
Works Cited
Badri, M., Alkhaili, M., Aldhaheri, H., Yang, G., Albahar, M., & Alrashdi, A. (2023). The happiness in a digital world – The associations of health, family life, and digitalization perceived challenges-path model for Abu Dhabi. Journal of Social Science, 4(1), 167–183.
Beniwal, A. (2020). Digital gaming: A new way of programming happiness and creativity in youth. In Positive Sociology of Leisure: Contemporary Perspectives (pp. 259–277). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-37908-4_15
Boothroyd, S., Chou, F., Black, T., & Liu, S. (2024). Youth mental health in the digital age: Canadian youth perspectives on the relationship between digital technology and their mental health. Journal of Child and Adolescent Counseling, 10(2), 145–164. https://doi.org/10.1080/23727810.2023.2179905
Burton, P., Daley, A., & Phipps, S. (2015). The well-being of adolescents in Northern Canada. Child Indicators Research, 8(3), 717–745. https://doi.org/10.1007/s12187-014-9255-9
Campbell, S., & McWilliam, C. (2022). Centering children’s concerns and voices in policy: Reflections from a charitable organization’s initiatives in Canada. Canadian Journal of Children’s Rights/Revue canadienne des droits des enfants, 9(1). https://doi.org/10.22215/cjcr.v9i1.3333
Clayborne, Z. M., Capaldi, C. A., & Mehra, V. M. (2025). Associations between digital media use behaviours, screen time and positive mental health in youth: Results from the 2019 Canadian Health Survey on Children and Youth. BMC Public Health, 25(1), 2303. https://doi.org/10.1186/s12889-025-12345-7
Cosma, A., Abdrakhmanova, S., Taut, D., Schrijvers, K., Catunda, C., & Schnohr, C. (2021). A focus on adolescent mental health and well-being in Europe, central Asia and Canada. Health Behaviour in School-Aged Children International Report, 2022.
Dienlin, T., & Johannes, N. (2020). The impact of digital technology use on adolescent well-being. Dialogues in Clinical Neuroscience, 22(2), 135–142. https://doi.org/10.31887/DCNS.2020.22.2/tdienlin
Dilmaghani, M. (2018). Sexual orientation, religiosity, and subjective wellbeing in Canada. Studies in Religion/Sciences Religieuses, 47(4), 540–565. https://doi.org/10.1177/0008429817725030
Dimitrova, V. (2025). Improving physical health and survival of children and youth in Canada. Dalhousie Medical Journal, 50(1), 19–22.
Dowthwaite, L., Perez Vallejos, E., Portillo, V., Patel, M., Zhao, J., & Creswick, H. (2023, July). An exploration of how trust online relates to psychological and subjective wellbeing. In Proceedings of the First International Symposium on Trustworthy Autonomous Systems (pp. 1–13). ACM. https://doi.org/10.1145/3600170.3600172
Gallitto, E., Ladouceur, P., & Celebi, S. (2021). Striving for social justice: The importance of establishing a national commissioner for children and youth in Canada. Canadian Journal of Children’s Rights/Revue canadienne des droits des enfants, 8(1), 112–130. https://doi.org/10.22215/cjcr.v8i1.3032
Gervais, C., Côté, I., Lampron-deSouza, S., Barrette, F., Tourigny, S., Pierce, T., & Lafantaisie, V. (2023). The COVID-19 pandemic and quality of life: Experiences contributing to and harming the well-being of Canadian children and adolescents. International Journal on Child Maltreatment: Research, Policy and Practice, 6(3), 453–475. https://doi.org/10.1007/s42448-023-00178-w
Greenwood, M. L., & de Leeuw, S. N. (2012). Social determinants of health and the future well-being of Aboriginal children in Canada. Paediatrics & Child Health, 17(7), 381–384. https://doi.org/10.1093/pch/17.7.381
Hatem, L., & Ker, D. (2021). Measuring well-being in the digital age (OECD Going Digital Toolkit Note No. 6). OECD. https://goingdigital.oecd.org/data/notes/No6_ToolkitNote_MeasuringWellbeing.pdf
Janicke-Bowles, S. H., Buckley, T. M., Rey, R., Wozniak, T., Meier, A., & Lomanowska, A. (2023). Digital flourishing: Conceptualizing and assessing positive perceptions of mediated social interactions. Journal of Happiness Studies, 24(3), 1013–1035. https://doi.org/10.1007/s10902-022-00553-y
Kant, S., Vertinsky, I., Zheng, B., & Smith, P. M. (2014). Multi-domain subjective wellbeing of two Canadian First Nations communities. World Development, 64, 140–157. https://doi.org/10.1016/j.worlddev.2014.05.031
Kaur, S. (2021). Internet usage and adolescents’ happiness. Research in Social Change, 13(1), 200–210.
Kontak, J. C., MacRae, C., Stronach, L., Stymiest, L., & Kirk, S. F. (2025). Engaging youth to promote their well-being: Methods and findings from a knowledge mobilization project in Nova Scotia, Canada. Research Involvement and Engagement, 11(1), 61. https://doi.org/10.1186/s40900-025-00456-y
Lappalainen, A. L., Keinonen, K., Lappalainen, P., Lappalainen, R., Kaipainen, K., Puolakanaho, A., & Kiuru, N. (2025). Promoting youth life satisfaction through a brief online intervention: Individual differences in initial well-being and intervention response. Child & Family Behavior Therapy, 47(3), 261–282. https://doi.org/10.1080/07317107.2025.1234567
Manago, A. M., & Vaughn, L. (2015). Social media, friendship, and happiness in the millennial generation. In Friendship and Happiness Across the Life-span and Cultures (pp. 187–206). Springer. https://doi.org/10.1007/978-94-017-9603-3_11
Margetson, L., Sampasa-Kanyinga, H., Hamilton, H. A., & Chaput, J. P. (2025). Problem technology use and psychological distress among adolescents in Ontario, Canada. Journal of Technology in Behavioral Science, 10(1), 159–168. https://doi.org/10.1007/s41347-024-00425-8
Mihajlović, I., Djevojić, C., & Stanković, M. (2023). Adolescent well-being and life satisfaction: Impact of digital technology usage. Business Systems Research, 14(2), 124–144. https://doi.org/10.2478/bsrj-2023-0010
Mitra, R., Waygood, E. O. D., & Fullan, J. (2021). Subjective well-being of Canadian children and youth during the COVID-19 pandemic: The role of the social and physical environment and healthy movement behaviours. Preventive Medicine Reports, 23, 101404. https://doi.org/10.1016/j.pmedr.2021.101404
OECD (2019), How's Life in the Digital Age?: Opportunities and Risks of the Digital Transformation for People's Well-being, OECD Publishing, Paris. https://doi.org/10.1787/9789264311800-en
Ong, Z. X., Dowthwaite, L., Perez Vallejos, E., Rawsthorne, M., & Long, Y. (2021). Measuring online wellbeing: A scoping review of subjective wellbeing measures. Frontiers in Psychology, 12, 616637. https://doi.org/10.3389/fpsyg.2021.616637
Rachmad, Y. E. (2009). Digital well-being: Navigating health and happiness in the information age. The United Nations and The Education Training Centre.
Riazi, N. A., Goddard, J., Lappin, S., Michaelson, V., Wade, T. J., & Patte, K. A. (2023). “The most important thing is to communicate with students”: Experiences and voices of Canadian youth during the COVID-19 pandemic. International Journal of Adolescence and Youth, 28(1), 2239327. https://doi.org/10.1080/02673843.2023.2239327
Sanmartin, C., Schellenberg, G., Kaddatz, J., Mader, J., Gellatly, G., Clarke, S., Leung, D., Van Rompaey, C., Olson, E., & Heisz, A. (2021). Moving forward on well-being (quality of life) measures in Canada. Statistics Canada. https://canadiancor.com/wp-content/uploads/2021/08/Stats-Canada-Wellbeing-11f0019m2021006-eng.pdf
Savage, A., McConnell, D., Emerson, E., & Llewellyn, G. (2020). The subjective well-being of adolescent Canadians with disabilities. Journal of Child and Family Studies, 29(12), 3381–3397. https://doi.org/10.1007/s10826-020-01809-w
Stoecklin, D., Gervais, C., Kutsar, D., & Heite, C. (2021). Lockdown and children’s well-being: Experiences of children in Switzerland, Canada and Estonia. Childhood Vulnerability Journal, 3(1), 41–59. https://doi.org/10.1007/s41000-021-00037-3
Suleman, S., Ratnani, Y., Stockley, K., Jetty, R., Smart, K., Bennett, S., Gander, S., & Loock, C. (2020). Supporting children and youth during the COVID-19 pandemic and beyond: A rights-centred approach. Paediatrics & Child Health, 25(6), 333–336. https://doi.org/10.1093/pch/pxaa110
Toor, J. S., Lavoie, J. G., & Mudryj, A. (2024). Inuit youth health and wellbeing programming in Canada. International Journal of Circumpolar Health, 83(1), 2376799. https://doi.org/10.1080/22423982.2024.2376799
UNICEF. (2019). Where does Canada stand? The Canadian index of child and youth well-being.https://www.unicef.ca/sites/default/files/2022-07/Digest-Canadian-Index-of-Child-and-Youth-Well-being-2019.pdf
UNICEF Canada. (2025). UNICEF Report Card 19: Canadian Companion, Childhood Interrupted: How Canada’s Child Well-Being Compares to Other Wealthy Countries. UNICEF Canada. https://www.unicef.ca/sites/default/files/2025-06/UNICEF_RC19_Canadian_Companion_EN_Jun5.pdf
Vaillancourt, T., Szatmari, P., Georgiades, K., & Krygsman, A. (2021). The impact of COVID-19 on the mental health of Canadian children and youth. Facets, 6(1), 1628–1648. https://doi.org/10.1139/facets-2021-0079
Vaingankar, J. A., Van Dam, R. M., Samari, E., Chang, S., Seow, E., Chua, Y. C., Luo, N., Verma, S., & Subramaniam, M. (2022). Social media–driven routes to positive mental health among youth: Qualitative enquiry and concept mapping study. JMIR Pediatrics and Parenting, 5(1), e32758. https://doi.org/10.2196/32758
Recent Comments
Only comments that meet our community standards are shown.