Digital Self-Control in Danish High Schools: A Pilot Intervention Study

To support learning, students need to be able to control their time and attention when using digital devices like smartphones and laptops for study-related tasks. However, self-regulation skills are rarely discussed as a basic part of digital literacy. Research suggests that being able to adjust digital environments to suit personal needs is essential for self-regulation, and typically requires use of digital self-control tools (DSCTs) such as distraction blocking and productivity timers. We explored how students in Danish high schools view ideal device use, and how DSCTs might help them achieve their desired use. In six pilot deployments of a workshop intervention in Danish high schools (41 participants), students reflected on their challenges and goals, and explored a curated selection of DSCTs. Ideal use related to staying focused and feeling in control, and managing when and how much they used devices. Participants said the workshop provided good solutions to their challenges, and those who applied DSCTs after the workshop reported a large increase in digital self-control.