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Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. While many apps and browser extensions make use of these features, little is known about their effectiveness. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. From a search of the ‘ACM’, ‘Springer Link’, ‘Web of Science’, ’IEEE Xplore’ and ‘Pubmed’ databases, we identified 28 digital self-control interventions. We categorized these interventions according to their features and their outcomes. The interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. For those interventions that sanctioned the use of distractions, the current literature indicates that the sanctions have to be sufficiently difficult to overcome, as they will otherwise be quickly dismissed. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. From these insights, we highlight research gaps and close with suggestions for future research.
In dieser Arbeit wurden Web Browser bezüglich ihrer Eignung zum Erstellen interaktiver eLearning Fragen untersucht. Vor dem Hintergrund der speziellen Charakteristika von mobilen Endgeräten wurden insbesondere die Aspekte der Beschränkung auf standardisierte Technologien, sowie die Clientseitigkeit der Applikation hervorgehoben. Es konnte eine Grundlage geschaffen werden, die das Erstellen von interaktiven Fragen nur mit Hilfe von HTML und Javascript ermöglicht und es wurde ein weitgehender Verzicht auf serverseitige Komponenten erreicht.
With the rise of digitalization and ubiquity of media use, both opportunities and challenges emerge for academic learning. One prevalent challenge is media multitasking, which can become distracting and hinder learning success. This thesis investigates two facets of this issue: the enhancement of data tracking, and the exploration of digital interventions that support self-control.
The first paper focuses on digital tracking of media use, as a comprehensive understanding of digital distractions requires careful data collection to avoid misinterpretations. The paper presents a tracking system where media use is linked to learning activities. An annotation dashboard enabled the enrichment of the log data with self-reports. The efficacy of this system was evaluated in a 14-day online course taken by 177 students, with results confirming the initial assumptions about media tracking.
The second paper tackles the recognition of whether a text was thoroughly read, an issue brought on by the tendency of students to skip lengthy and demanding texts. A method utilizing scroll data and time series classification algorithms is presented and tested, showing promising results for early recognition and intervention.
The third paper presents the results of a systematic literature review on the effectiveness of digital self-control tools in academic learning. The paper identifies gaps in existing research and outlines a roadmap for further research on self-control tools.
The fourth paper shares findings from a survey of 273 students, exploring the practical use and perceived helpfulness of DSCTs. The study highlights the challenge of balancing between too restrictive and too lenient DSCTs, particularly for platforms offering both learning content and entertainment. The results also show a special role of media use that is highly habitual.
The fifth paper of this work investigates facets of app-based habit building. In a study over 27 days, 106 school-aged children used the specially developed PROMPT-app. The children carried out one of three digital activities each day, each of which was supposed to promote a deeper or more superficial processing of plans. Significant differences regarding the processing of plans emerged between the three activities, and the results suggest that a child-friendly planning application needs to be personalized to be effective.
Overall, this work offers a comprehensive insight into the complexity and potentials of dealing with distracting media usage and shows ways for future research and interventions in this fascinating and ever more important field.