![]() However, goal reminders were often experienced as annoying, and removing the newsfeed made some participants fear missing out on information. In terms of use patterns, goal reminders led to less scrolling, fewer and shorter visits, and less time on site, whereas removing the newsfeed led to less scrolling, shorter visits, and less content ‘liked.’ We found that both goal reminders and removing the newsfeed helped participants stay on task and avoid distraction. Their Facebook use was logged for 6 weeks, with interventions applied in the two middle weeks, and we administered biweekly surveys as well as post-study interviews. ![]() We randomly assigned 58 university students to one of three intervention conditions: goal reminders, newsfeed removed, or white background (control). This chapter presents a controlled study exploring how UI interventions drawn from popular DSCTs on the Chrome Web store affect patterns of use and perceived control over Facebook use. However, no existing studies have evaluated their effectiveness. Thus, in surveying existing DSCTs, we encountered many examples of tools providing interventions aimed specifically at supporting self-control over use of Facebook (e.g., Newsfeed Eradicator, JDev ( 2019)). In the present chapter, we focus in on how this can inform subsequent targeted studies of promising design patterns. In the two previous chapters, we took a broad approach to our main research question of how existing digital self-control tools (DSCTs) can help us identify effective design patterns, and analyse a large number of tools in online stores. Xu, Wang, and David 2016 Meier, Reinecke, and Meltzer 2016). ![]() 2015 Koc and Gulyagci 2013), with media multitasking research finding that students often give in to use which provides short-term ‘guilty pleasures’ over important, but aversive academic tasks ( Rosen, Mark Carrier, and Cheever 2013 S. ![]() Much of this work has focused on self-control over Facebook use in student populations ( Al-Dubai et al. Here, a cross-cutting finding is that negative outcomes are associated with subjective difficulty at exerting self-control over use, as well as specific use patterns including viewing friends’ wide-audience broadcasts rather than receiving targeted communication from strong ties ( Burke and Kraut 2016 Marino et al. Indeed, research on ‘Problematic Facebook Use’ has investigated correlations between Facebook use and negative effects on outcomes such as level of academic achievement ( Gupta and Irwin 2016) and subjective well-being ( Marino et al. Beyond being the world’s largest social network, Facebook is also one of its greatest sources of digital distraction. ![]()
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