Effects of a Brief School-Based Media Literacy Intervention on Digital Media Use in Adolescents: Cluster Randomized Controlled Trial

Abstract

The aim of this study was to evaluate the effects of a four-session school-based media literacy curriculum on adolescent computer gaming and Internet use behavior. The study comprised a cluster randomized controlled trial with three assessments (baseline, posttest, and 12-month follow-up). At baseline, a total of 2,303 sixth and seventh grade adolescents from 27 secondary schools were assessed. Of these, 1,843 (80%) could be reached at all three assessments (Mage=12.0 years; SD=0.83). Students of the intervention group received the media literacy program Vernetzte www.Welten ("Connected www.Worlds ") implemented by trained teachers during class time. The control group attended regular class. Main outcome measures were adolescents' computer gaming and Internet use: days per month, hours per day, and addictive use patterns. Parental media monitoring and rules at home were assessed as secondary outcomes. Results of multilevel growth-curve models revealed a significant intervention effect in terms of a lower increase in self-reported gaming frequency (β = -1.10 [95% CI -2.06, -0.13]), gaming time (β = -0.27 [95% CI -0.40, -0.14]), and proportion of excessive gamers (AOR=0.21 [95% CI 0.08, 0.57]) in the intervention group. There were also significant group-time interactions for the addictive gaming scale (β=-0.08 [95% CI -0.12, -0.04]), and the Internet Addiction Scale (β = -0.06 [95% CI -0.10, -0.01]). No effect was found for days and hours of Internet use or parental media behavior. The study shows that the program Vernetzte www.Welten can influence adolescents' media use behavior. Future research should address mediating and moderating variables of program effects.

Prevention of Internet addiction: A systematic review

“…Six of them (Table 1) described and/or evaluated specific prevention interventions (Busch, de Leeuw, & Schrijvers, 2013; de Leeuw, de Bruijn, de Weert-van Oene, & Schrijvers, 2010; Korkmaz & Kiran-Esen, 2012; Shek, Ma, & Sun, 2011; Turel, Mouttapa, & Donato, 2015; Walther, Hanewinkel, & Morgenstern, 2014). For the purpose of the study, were extracted data relevant to these areas: (a) country in which were data collected, (b) key characteristics of the participants (sample size and segment of the population assessed), (c) intervention characteristic, (d) risk of bias in individual studies, and (e) methodological features (objectives, assessment methods, type of study, and design).…”

Policy and Prevention Approaches for Disordered and Hazardous Gaming and Internet Use: an International Perspective

“…Nine out of the 13 studies were conducted in secondary or elementary student populations (combined sample N=9,395). The majority of studies employed pretest-posttest research designs (n=6) and most studies included control groups (n=8), with only one randomized controlled trial (RCT) (Walther et al, 2014). Prevention strategies were predominantly selective (i.e., aimed at a subpopulation at greater risk of developing gaming problems or excessive Internet use) and involved psycho-education.…”

“…In terms of outcomes, four of the six studies reported a successful reduction in problem Internet use symptom scores (Deng et al, 2013;Joo & Park, 2010;Mun & Lee, 2015;Walther et al, 2014), and one study reported no change in symptom levels (Koo, 2013). There were mixed outcomes for school programs in reducing levels of gaming or Internet activity, with one study reporting a reduction in Internet use (Mun & Lee, 2015); another study reporting no change (Yang & Oh, 2007); and one reporting decreased Internet gaming, but no change in Internet use (Walther et al, 2014). Only one study (Montag et al, 2015) employed a universal prevention measure (i.e., wearing a watch to reduce incidental and habitual smartphone use), but this study did not assess an Internet disorder as an outcome variable.…”

“…Another recommendation was to integrate clinical measures of disordered gaming or Internet use into existing adolescent development programs. Walther et al (2014) argued that policies should reflect the changing social norms for Internet use, noting that epidemiological research is needed to update understanding of normative and low-impact Internet use. Davies and Blake (2016) argued that gaming shutdown laws may not have intended preventative effects, and could strengthen some players' motivations for gaming.…”

Effects of a group activity-based motivational enhancement therapy program on social media addictive behaviors among junior high school students in Thailand: a cluster randomized trial

“…Existing studies have focused mostly on games and Internet addiction interventions. For example, a cluster randomized controlled trial on the effects of a brief school-based media literacy intervention on computer gaming and Internet use behavior in adolescents indicated that intervention decreased self-reported gaming frequency, gaming time, proportion of excessive gamers, group time, addictive gaming, and Internet addiction 17. Furthermore, a meta-analysis on the treatment of Internet addiction showed no differences between pharmacological and psychological approaches 18.…”