Effective Use of Digtal Self-Control Tools

SUMMARY

Existing Knowledge:

1. Digital distractions hinder academic performance and mental well-being, with students frequently shifting focus to social media or entertainment during study.

2. Digital self-control tools (DSCTs) like website blockers and visualizers aim to reduce distractions but face inconsistent adoption and effectiveness.

3. Students' habitual media use and dual-purpose platforms, such as YouTube for both entertainment and education, complicate the utility of DSCTs.

New Insights:

1. Many students are unaware of DSCT features, and awareness correlates with perceived helpfulness, yet usage remains limited.

2. DSCT features like blocking and Pomodoro timers are generally effective but require better tailoring to individual habits and study contexts.

3. Challenges such as dual-purpose platforms, lack of motivation, and seasonal needs impact long-term use and adherence to DSCTs.

Putting Research into Practice:

1. Promote Awareness: Increase exposure to DSCT options through educational campaigns and integrated pre-installed tools on devices.

2. Personalize Features: Develop adaptable tools that fit diverse user needs, focusing on balancing restrictiveness with accessibility.

3. Enhance Context Awareness: Incorporate context-sensitive triggers for DSCT activation to reduce user effort and enhance usability.

Reference:
Biedermann, D., Kister, S., Breitwieser, J., Weidlich, J., & Drachsler, H. (2024). Use of digital self-control tools in higher education – A survey study. Education and Information Technologies, 29, 9645–9666. https://doi.org/10.1007/s10639-023-12198-2

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2024). Effective Use of Digital Self-Control Tools. Excellent Educator, 1(17), 5. https://doi.org/10.6084/m9.figshare.28031249