Hernan Colleen J, Collins Tai A, Morrison Julie Q, Kroeger Stephen D
1 University of Cincinnati, OH, USA.
Behav Modif. 2019 May;43(3):439-463. doi: 10.1177/0145445518764343. Epub 2018 Mar 19.
As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.
随着便携式技术的能力不断提升且越来越容易获得，教育工作者对不当使用移动设备对学业参与度和学习的影响表示担忧。采用交替治疗设计，比较了一种先行（透明盒）干预和一种相互依存小组应急措施（透明盒 + 良好行为游戏 [GBG]）干预与典型课堂管理技术（对照）在提高高中生课堂教学期间的学业参与度和减少移动设备使用方面的效果。结果表明，与透明盒和对照条件相比，在实施透明盒 + GBG 的两个班级中，学业参与度有所提高，移动设备的不当出现有所减少。此外，教师和学生的社会效度数据表明，教师和学生对透明盒 + GBG 干预持积极看法。讨论集中在对当前文献的贡献、对实践的启示以及对未来研究领域的建议。
