'I Just Want to Hack Myself to Not Get Distracted': Evaluating Design Interventions for Self-Control on Facebook

Abstract

Beyond being the world's largest social network, Facebook is for many also one of its greatest sources of digital distraction. For students, problematic use has been associated with negative effects on academic achievement and general wellbeing. To understand what strategies could help users regain control, we investigated how simple interventions to the Facebook UI affect behaviour and perceived control. We assigned 58 university students to one of three interventions: goal reminders, removed newsfeed, or white background (control). We logged use for 6 weeks, applied interventions in the middle weeks, and administered fortnightly surveys. Both goal reminders and removed newsfeed helped participants stay on task and avoid distraction. However, goal reminders were often annoying, and removing the newsfeed made some fear missing out on information. Our findings point to future interventions such as controls for adjusting types and amount of available information, and flexible blocking which matches individual definitions of 'distraction'.

10 pages (excluding references), 6 figures. To appear in the Proceedings of CHI '20 CHI Conference on Human Factors in Computing Systems, April 25--30, 2020, Honolulu, HI, USA

References in corpus (2)

• Self-Control in Cyberspace: Applying Dual Systems Theory to a Review of Digital Self-Control Tools
• Understanding Perceptions of Problematic Facebook Use: When People Experience Negative Life Impact and a Lack of Control

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