![]() Self-control intervention is also the term that is used for the digital interventions that are the subject of this review (Lyngs et al., 2019 Schwartz et al., 2021). Self-control has a clear construct and a model that further sheds light on the mechanisms behind frequent use of distracting content. Meanwhile, in the human-computer interaction (HCI) literature, a broad range of terms like ‘smartphone non-use’ (Hiniker et al., 2016), ‘self-interruption’ (Kim, Cho, et al, 2017), or ‘self-control failure’ (Lyngs et al., 2020) is used. Whether the behaviour referred to as cyberloafing is bad for the people themselves is, of course, another question. ![]() The term cyberloafing describes behaviour that is undesirable, especially from the perspective of third parties such as employers. Another term that is often used to describe distractions at work is cyberloafing (Varol & Yıldırım, 2019). ![]() While studies find overall that media multitasking is likely to be detrimental to academic performance (van der Schuur et al., 2015), there is still debate about positive effects of media multitasking. This negative association between the frequency of using digital distractions during learning and academic performance was observed in several other studies (Kirschner & Karpinski, 2010 Masood et al., 2020).ĭifferent disciplines use different terminology to describe the phenomenon of overuse of distracting content: The term ’media multitasking’ is often used in the psychological research literature, and there are validated surveys to measure it (e.g., Baumgartner et al., 2017). They also observed negative associations between the frequency of switching to social media and the GPA. In an observation of learner behaviour, Rosen et al. ( 2013) observed that participants switched tasks on average every 6 min, mostly to social media. When students were asked about their smartphone usage, more than 60% responded that they felt they were overusing their smartphone and that it was a distraction in class (Ko et al., 2015). However, while learning can be unpleasant and exhausting, the distracting entertainment is engineered to be fun and addicting, to tempt the users to spend as much time on a platform as possible (Eyal, 2014).Īwareness of the detrimental effects of digital distractions is widespread. Both the goal-congruent and the goal-incongruent content are often equally accessible. On the other hand, there are many ways that learners can be distracted from their learning goals, for instance by watching entertaining videos, browsing social networks, or playing video games. On the one hand are the potential benefits, such as the access to knowledge resources and the opportunity to exchange information quickly. In learning scenarios such as blended learning or online courses, where learning is largely self-directed, digital content has a Janus-faced role. From these insights, we highlight research gaps and close with suggestions for future research. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. 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 interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. We categorized these interventions according to their features and their outcomes. From a search of the ‘ACM’, ‘Springer Link’, ‘Web of Science’, ’IEEE Xplore’ and ‘Pubmed’ databases, we identified 28 digital self-control interventions. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. While many apps and browser extensions make use of these features, little is known about their effectiveness. ![]() These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. ![]()
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