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Adolescence has always been a time of figuring out who you are. Increasingly, that process unfolds alongside social media feeds, recommendation algorithms, and AI chatbots. 91����’s received a prestigious for $748,000 to better understand how adolescents experience and are shaped by these artificial intelligence (AI) and other personalized digital environments, and how they can develop the skills and capacities necessary to maintain their sense of self, autonomy, and agency within them. 

McDonald, an assistant professor in the , has spent several years studying a growing reality of adolescent life, and one increasingly shaped by personalized AI technologies. Her research has found that social media recommendation systems and AI chatbots can serve as spaces where young people reflect on themselves, experiment with identity, and seek feedback about who they are.

“Much of the public conversation has been about how algorithms influence what kids see and how we go down rabbit holes,” McDonald said. “I’m interested in a different question: How do algorithms shape self-understanding and how do teens make sense of themselves in environments that are increasingly personalized and shaped by algorithms and AI?”

McDonald’s previous research suggests that even while teenagers often view AI chatbots and recommendation systems as practical tools, those systems can become important spaces for self-exploration and self-presentation.

“Over time, teens might come to expect these systems to reflect aspects of who they are,” McDonald said. “They use them not just for help with homework or entertainment, but also to explore and understand themselves.”

Those findings raise broader questions about identity development during adolescence. If recommendation systems continually influence what young people see, what feedback they receive, and what content captures their attention, how will that affect how they see themselves?

McDonalds's CAREER project will investigate that question through what she calls a resilience framework that examines how adolescents recognize, interpret, and respond to algorithmic influence and how it relates to the coherence of their sense of self. 

The research combines interviews, diary studies, surveys, and participatory design activities to better understand how adolescents interpret and respond to algorithmic systems. McDonald will recruit teenagers from across the country, beginning with qualitative studies and eventually expanding to a national survey designed to generate broader statistical insights.

One major outcome of the project will be the development of practical resources and activities designed with teenagers to help them navigate personalized digital environments. 

The effort differs from traditional digital literacy initiatives that focus primarily on explaining how algorithms work. “It helps them reflect on algorithmic influence and develop strategies that are really rooted in managing attention and maintaining perspective on who they are outside of digital experiences,” McDonald said.

The CAREER award also supports substantial educational activities. McDonald plans to develop a new undergraduate course focused on algorithmic self-defense from a human-computer interaction perspective. The project will also support a youth summer institute for high school students helping young people to critically engage with AI personalized digital technologies that increasingly shape their everyday experiences.