A Study on Middle School Students' Self-Regulation Perception and Experience in Using Digital Devices

As the use of digital devices by students is expected to rapidly spread due to educational innovation policies based on digital technology, such as the introduction of AI digital textbooks, strengthening students' self-regulation competency for healthy use of digital devices is becoming more important than ever. This study aims to explore middle school students' perceptions and experiences of self-regulation in digital device use. Specifically, it examined how middle school students evaluate their level of digital device use and explored the regulation strategies they employ. To achieve the research objectives, a case study method was selected, and in-depth interviews were conducted with 28 first-year middle school students to investigate their perceptions and experiences of self-regulation in digital device use. The research findings are as follows: First, when evaluating their level of digital device use, middle school students considered adherence to self-set behavioral principles more important than the amount of time spent using devices. Second, students employed various practical strategies to regulate their digital device use to avoid interference with learning, including physical distancing, deleting distracting applications, making self-regulatory commitments, and seeking family assistance. Third, it was confirmed that both voluntary self-regulation strategies by students themselves and externally imposed regulation strategies by parents or others were involved in middle school students' regulation of digital device use. The results of this study are expected to provide implications for developing and guiding self-regulation competency enhancement programs for middle school students' digital device use in future education where digital device utilization is being promoted.