What’s your name?
Jingjing Li
What’s your department?
IT and Innovation Area, McIntire School of Commerce. I joined UVA in 2014.
What’s your hometown?
Zhenjiang, Jiangsu, China
How are you connected to TYDE?
I have collaborated with my colleague Steven Johnson to apply for a grant aimed at supporting a post-doctoral associate in researching the impact of AI on youth mental health. We were fortunate to secure the funding, and since then, I have actively participated in several TYDE events and seminars.
What is your research about? What parts of it are the most exciting to you?
My research focuses on AI and big data analytics, with applications across diverse domains such as search engines, healthcare, marketing, platforms, and public policy. Recently, I have concentrated primarily on generative AI technologies and their applications in addressing critical business and societal challenges, including mental health, the future of work, and evidence-based medicine. I believe generative AI offers a unique opportunity to transform workflows by augmenting and even automating parts of the process. These AI-driven agents enable the creation of “digital twins,” allowing for experimentation in settings that would otherwise be difficult to replicate in real-world scenarios.
How do you use digital technology in your daily life?
As a professor specializing in IT and Innovation, digital technology is deeply integrated into my daily life, serving both professional and personal purposes. I typically start my day by reading news and industry insights from sources such as The Wall Street Journal, The Economist, Harvard Business Review, and MIT Sloan. During my commute, I utilize Spotify to listen to podcasts focused on technology, research, and communication. Occasionally, I use tools like Speechify to transcribe PDF files into audio format, allowing me to “listen” to research articles while on the go. I also rely on Audible for books related to education, which helps me stay informed about broader educational trends.
On a professional level, I use LinkedIn to share my thoughts on research and teaching, while I use Facebook more for personal storytelling. Recently, my interest in generative AI has grown significantly, and I frequently use tools like ChatGPT, Copilot, and Claude for experimentation. This intensive engagement with digital tools and platforms equips me with firsthand experience and insight that directly informs my research on digital technology and its impact on youth mental health.
In your opinion, what are the main challenges that young people face navigating the world of digital technology and/or social media?
One of the most pressing challenges young people face in navigating digital technology and social media is developing comprehensive digital literacy. The landscape of digital tools is evolving at a rapid pace, with new platforms, features, and applications introduced almost daily. Some of these features may lead to unintended consequences involving privacy, mental health, or societal impact. While there is growing awareness among educators and parents about the importance of digital literacy, there remains a significant gap in integrating formal guidance into K-12 curricula. Even with such efforts, the rapidly changing nature of technology can render existing educational approaches quickly outdated. This dynamic environment requires educators and parents to remain actively engaged, continuously learning alongside young people by monitoring emerging trends and fostering open dialogue.
Another critical challenge on social media is understanding the externalities of online behaviors. Young users often struggle to grasp the ripple effects of their posts, especially when they are shared, commented on, or reposted by others. Once content is published, control over it can be lost, potentially leading to unintended consequences both in the present and in the future. For instance, a single post can have far-reaching implications, such as data privacy breaches where companies may use youth data for purposes beyond their understanding. These realities underscore the importance of teaching young people to think critically about their digital footprints and to carefully consider the long-term impact of their actions online.
