Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Community Health

Department/Program

Family Science and Human Development

Thesis Sponsor/Dissertation Chair/Project Chair

Jennifer Brown Urban

Committee Member

Miriam R. Linver

Committee Member

Elliot Hu-Au

Abstract

Character development is essential for preparing young people to navigate an increasingly complex, technology-driven world. This dissertation addresses critical gaps in the fields of educational technology and character development by examining how emerging technologies influence character through a Relational Developmental Systems metatheory perspective. Across three studies, this work integrates empirical, perceptual, and design-based approaches to understand how technology can support or hinder character development. Study 1 identified emotional and structural factors associated with sustained participation in Scouting and examined the role of technology during COVID-19. Stronger relationships with adults and higher levels of joy predicted greater retention, while holding leadership roles was associated with slightly lower retention. Technology played a nuanced role, supporting connection and continuity for some youth while limiting relational and experiential aspects for others. Study 2 examined how faculty and students approach ethical dilemmas involving AI use and what predicts ethical decision-making. Faculty experts reached consensus that ethical AI use supports learning, preserves student ownership, and includes disclosure, whereas unethical use replaces thinking or misrepresents authorship. Quantitative findings showed that frequency of AI use predicted AI literacy, and AI literacy predicted ethical reasoning. Academic discipline predicted AI use and literacy, but not ethical reasoning, suggesting that ethical judgment may operate independently of disciplinary context. Study 3 applied a Relational Systems Evaluation approach to assess and refine a VR-infused character education course pathway model. An interdisciplinary faculty working group developed the initial model through a collaborative, character-minded process emphasizing perspective-taking, empathy, and shared ownership. Evidence mapping and stakeholder input supported many proposed relationships, particularly those related to self-reflection and ethical reasoning, while also identifying gaps in empirical support. Iterative refinement improved alignment, reduced redundancy, and strengthened the model’s conceptual clarity, demonstrating how interdisciplinary collaboration and evidence integration can support the development of character-centered, technology-enhanced learning environments. Collectively, this research advances understanding of how emerging technologies intersect with character development by demonstrating that technology can both support and challenge key developmental processes, depending on how it is designed and used within relational contexts.

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