Digital frugality as a pedagogical component for regulating personal learning environments. An exploratory study in an end-of-school internship

Digital devices have been conceptualised as extensions of the self, particularly within personal learning environments (PLEs). The capabilities of technological solutions may incentivise their extensive utilisation. Digital frugality can serve as an educational instrument in this regard. The present study employed a single-case experimental design with alternating treatment, in which students and instructors (N = 14) engaged in digital frugality, to collect variables related to engagement and learning. Focus groups and PLE modelling were then collected to describe the subjective experience. Despite the absence of a systematic functional relationship between digital frugality and the dependent variables, the participants characterised their frugal experience as a catalyst for learning and comprehension of informed choices in the regulation of their PLE. Consequently, technological solutions for expanding cognition should be accompanied by educational measures that enable learners to regulate their PLE. Digital frugality as a means for learning should be the focus of further study.