Procrastination, the voluntary delay of tasks despite potential negative consequences, is prevalent among college students and significantly impacts their mental health and academic performance. While traditional interventions show limited effectiveness, existing digital tools often lack personalized mechanisms to address diverse user needs. This study developed a novel digital intervention framework through three phases. First, semi-structured interviews (n = 8) identified procrastination patterns and intervention needs. Quantitative analysis (n = 214) then revealed preference differences across procrastination levels. Second, an interactive prototype integrating time management, rational emotive therapy, and cognitive behavioral therapy was designed. Finally, the usability study (n = 15) demonstrated high system usability (SUS = 82.1), positive user experience, and strong satisfaction. Results confirm the framework’s feasibility and acceptability; future longitudinal trials with behavioral metrics are needed to evaluate efficacy. This behaviorally-informed approach offers a promising direction for personalized digital interventions. • Interviews clarified college students’ procrastination patterns, needs, challenges and intervention preferences. • Quantitative analysis of 214 students found preference variances by procrastination level, supporting personalized design. • An interactive prototype integrating time management, RET and CBT with layered customization for procrastination intervention. • Short-term tests proved the system boosts self-awareness and task initiation.
Li et al. (Wed,) studied this question.
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