Digital intelligence

Digital intelligence refers to the ability to efficiently transition one’s thoughts, knowledge, and behavior between the physical “real world” and the digital realm of computer technology. This form of intelligence builds upon prior measurements of human intelligence, and many experts believe that it will be an essential skill in the future. Children born during the digital era may pick up digital intelligence intuitively. Older people may require more practice but learning and experimenting can increase one’s digital intelligence. The study of digital intelligence usually focuses on helping all people, particularly children, develop healthy and safe online habits. It can also refer to the skillful use of digital technology in the business world.

Background

In its most basic form, intelligence encompasses thought processes that allow living things to learn about the world, reach understandings, and use knowledge. People use intelligence to reach logical and critical conclusions, make decisions, solve problems, and learn new skills and information. Intelligence allows humans to adapt to the world and to changes, which has allowed them to survive and prosper for tens of thousands of years.

Psychologists have developed an array of criteria that attempt to measure a person’s intelligence, most famously the “Intelligence Quotient,” or “IQ.” The basis of the modern IQ test began in 1905, when French psychologist Alfred Binet attempted to assess students’ likely success levels in school. Although even Binet acknowledged that his test failed to assess other important qualities, including creativity and emotional abilities, it became widely adopted in many countries. Many people believe that a person’s IQ is determined genetically, meaning that intelligence is largely fixed at birth and people may struggle later to build intellectual capabilities.

Other theorists have come to believe that excessive reliance on IQ-based measurements places too much focus on genetics. It also puts too much value on pure logic and fails to recognize the many other important aspects of humans, including those that are not strictly logical. Some of these theorists have promoted ideas about alternate forms of intelligence, such as emotional intelligence. Emotional intelligence is a set of abilities that allow people to understand and manage their own emotions as well as accurately and sensitively identify and deal with other people’s emotions. Creativity may also be seen as a form of intelligence.

The study of intelligence has advanced along with the innumerable developments of the twentieth and twenty-first centuries. Arguably the most notable and influential of these developments has been the rise of sophisticated technology, particularly the computer, in societies across the world. Although early computers existed by the middle of the twentieth century, they did not become commonplace until the 1980s and 1990s. At that time, they quickly became one of the pillars of modern society.

In the twenty-first century, billions of people rely on computer—or “digital”—technology in their daily lives. Children from the ages of five through sixteen, on average, devote about six hours each day to “screen time,” much of which involves the use of online devices. Computers, smartphones, social media, mobile apps, and other digital tools occupy an enormous percentage of humanity’s time, energy, and attention.

Many experts believe that digital technology will continue to hold great weight in future societies, or possibly become even more important. This expectation has caused ever-growing interest in the field of digital intelligence.

Overview

Definitions of “digital intelligence” differ between sources. However, many theorists view digital intelligence as the ability to transition thoughts and information between the physical and digital realms. The physical realm is the world as people see it directly, whereas the digital realm is a new frontier people may access and “enter” by way of electronic devices.

Although structurally based within and inspired by ideas from the physical world, the digital world has developed many unique features. In the digital world, people may use unique tools and technologies or encounter unique mindsets or methods of communicating.

As the digital world grows in scope and importance, many people consider it an essential element of the future. People cannot ultimately avoid some level of connection to the digital world. However, some people struggle to cross the perceptual bridge between physical and digital. Data, ideas, beliefs, and feelings from the physical world need some sort of conversion to become useable in the digital world. Similarly, information or insights gained digitally often need some form of translation to be meaningful in the physical world. The ability to bridge the physical and digital realms lies at the core of digital intelligence.

Digital intelligence and its influence may differ for people based on their ages and backgrounds. Many older people may struggle with digital intelligence. The rise of the digital age came quickly, and people who grew up before the Internet—or even before computers—might find a considerable gap between their comfort zone in the physical world and the modern digital realm. For instance, people who spent most of their lives writing paper checks might find the idea of paying bills digitally overwhelming or even intimidating.

However, unlike IQ, which may largely be based on hereditary factors and cannot be developed through the lifespan, digital intelligence may be expanded through experience and learning. People who are not used to the digital realm may have many opportunities to get acclimated. They can try small digital tasks at first to build comfort and confidence, and eventually work their way to more complex ventures. Many older people have been highly successful in learning to use digital tools such as smartphones and social media sites.

The situation may differ greatly for young people. People who were born during the digital era, for example, have never known any other time. They likely grew up surrounded by digital culture and may have accepted the presence of digital technology as a simple fact of life. Many children born in the smartphone era adapted to using touchscreens as fluently as children of previous eras learned to play with blocks or scribble with crayons.

Many experts believe that some forms of digital intelligence have become engrained in many children simply through observation and experimentation. This presents a challenging situation, though. Many children may have become adept at using digital technology long before they developed into intellectual maturity or gained social skills in the physical world. That means that children may feel very comfortable in the digital realm but lack the real-life abilities to deal with the different situations they may encounter in the physical world around them.

Additionally, the digital realm can be a challenging and even dangerous place, especially for young people. For example, the phenomenon of cyberbullying has allowed abusive people to attack others online. Harmful rumors or threats that might once have been conveyed in person may now be transmitted through social media apps, possibly even anonymously. Thousands of children have been profoundly hurt by cyberbullying, which may lead to low self-esteem, anxiety, depression, and even suicide. Children online may also become addicted to video games or be persuaded to engage in a wide variety of unsafe behaviors. Sexual predators have used digital means to target potential victims.

Many experts have recommended that parents and guardians seriously limit their children’s “screen time,” as well as monitor the children’s online activities. Others believe that children will almost inevitably face challenges online, regardless of parental protections and the best solution is to help them develop resilience and diligence. These experts believe that teaching digital intelligence techniques can help children avoid danger as well as have more positive and enriching digital experiences.

People young and old alike may boost their digital intelligence in a variety of ways. One way is through formal learning, such as classes or lessons that focus on appropriate use of social media, the importance of online privacy, ways to balance screen time with “real world” time, and many other pertinent topics. People can also gain digital intelligence by collaborating with others, or in undergoing their own research. Some online resources may be useful in helping people perform various online tasks. For example, a person may watch an online video that gives helpful hints about how to avoid online scams.

In 2016, the World Economic Forum helped to promote the DQ Institute, a group dedicated to raising the digital intelligence of children worldwide. Their first main program, #DQEveryChild, quickly gained support in more than thirty countries.

In some cases, people use the term “digital intelligence” in a purely business-related sense. Some business analysts have determined that this form of intelligence is present in many modern entrepreneurs and has greatly contributed to the success of major online ventures. Here, digital intelligence primarily refers to how well a business understands its customers, specifically how those customers interact with the business electronically.

Many businesses employ websites, social media pages, mobile apps, and other digital tools to help promote themselves, spread information about their goods or services, and attempt to build relationships with their customers. Businesses that demonstrate digital intelligence perform these tasks efficiently and effectively and use their online platforms to improve the online user experience and provide better customer service through digital means. In this way, businesses can use the digital knowledge they gain to find new insights and paths toward overall success for the business.

Bibliography

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