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Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention
Colleen J Hernan1, Tai A Collins1, Julie Q Morrison1
11 University of Cincinnati, OH, USA.
Behavior Modification
|March 20, 2018
Summary
The Clear Box + Good Behavior Game (GBG) intervention effectively increased high school students' academic engagement and decreased mobile device use. This combined approach proved more successful than the Clear Box intervention alone or typical classroom management.
Area of Science:
- Educational Psychology
- Classroom Management Strategies
- Behavioral Interventions
Background:
- Mobile devices present challenges to academic engagement in high schools.
- Educators seek effective strategies to manage student device use during instruction.
Purpose of the Study:
- To compare the effectiveness of Clear Box and Clear Box + Good Behavior Game (GBG) interventions against a control group.
- To assess the impact on high school students' academic engagement and mobile device usage.
Main Methods:
- An alternating treatments design was employed to evaluate interventions.
- Interventions included Clear Box, Clear Box + GBG, and a control condition.
- Academic engagement and inappropriate mobile device use were measured.
Main Results:
- The Clear Box + GBG intervention significantly increased academic engagement.
- Inappropriate mobile device use decreased notably with the Clear Box + GBG intervention.
- Both teachers and students reported favorable social validity for the Clear Box + GBG approach.
Conclusions:
- The Clear Box + GBG intervention is a promising strategy for enhancing academic engagement and reducing mobile device distractions.
- Findings support the integration of behavioral interventions in managing technology in classrooms.
- Further research should explore long-term effects and scalability.
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