Reducing Risk in Digital Self-Control Tools: Design Patterns and Prototype

Schwartz, R. X.; Roffarello, Alberto Monge; Russis, Luigi De; Apostolellis, Panagiotis

doi:10.1145/3411763.3451843

Cited by 11 publications

(3 citation statements)

References 44 publications

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“…A modern example of this phenomena is 'digital addiction', where people spend more time than they would like using certain digital technologies. Increasingly people are trying to improve their digital wellbeing through 'digital detox ' Radtke et al (2022), 'digital self-control ' Schwartz et al (2021); Brevers and Turel (2019) and 'technology unuse ' Krischkowsky et al (2021) strategies. People use diverse strategies to change their digital behaviour, including physical actions, such as leaving a device elsewhere or turning the device off for periods of time.…”

Section: Reminders To Reflect On Intentionsmentioning

confidence: 99%

To Do or Not To Do? Managing Intentions with Technology

Scott¹

2023

Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems

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An overarching goal of human-computer interaction is to build technologies that empower users to do what they want to do i.e. to realise their intentions. To achieve high-level goals and values, people have to do certain things and not do other things. Written for the CHI 2023 Doctoral Consortium, this article briefly describes the initial results from two studies which explore how reminders can help people to exhibit and inhibit behaviours, respectively. The first study demonstrates that metacognitive reflection guides reminder setting for everyday intentions. The second study explores how reminders to reflect can empower individuals to use social media more intentionally. These findings are used to inform future directions for research and design.

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Section: Reminders To Reflect On Intentionsmentioning

confidence: 99%

To Do or Not To Do? Managing Intentions with Technology

Scott¹

2023

Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems

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“…Self-control has a clear construct and a model that further sheds light on the mechanisms behind frequent use of distracting content. Self-control intervention is also the term that is used for the digital interventions that are the subject of this review Schwartz et al, 2021).…”

Section: Awareness Of the Detrimental Effects Of Digital Distractions...mentioning

confidence: 99%

“…At the same time, too little resistance to bypassing sanctions once again leads to ignoring the interventions completely. This balancing act requires the ability to have adaptive sanctioning strictness (Schwartz et al, 2021).…”

Section: Circumvention Difficulty Can Tip the Scalesmentioning

confidence: 99%

Technological responses to distracting media multitasking in academic learning

Biedermann

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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.

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