'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'.

• The paper demonstrates that design interventions, such as goal reminders and newsfeed removal, effectively reduce unintended Facebook usage.
• It employs a mixed-methods approach, combining quantitative logging with qualitative surveys and interviews over a six-week period.
• Findings indicate that self-imposed digital tools can align user behavior with intended goals, balancing automated responses with deliberate actions.

Evaluating Design Interventions for Self-Control on Facebook

This paper investigates the efficacy of design interventions aimed at promoting self-control among Facebook users, particularly focusing on the two strategies: goal reminders and the removal of the newsfeed. An experimental study was conducted with 58 university students, aimed at understanding how these interventions impact user behavior and perceived control over Facebook usage. Notably, the study employed a mixed-methods approach, incorporating both quantitative logging of Facebook usage and qualitative insights from surveys and interviews.

Experimental Design and Findings

The study divided participants into three groups: those receiving goal reminders, those experiencing removal of the newsfeed, and a control group with a minor alteration (white background). Participants' Facebook usage was monitored over a six-week period comprising a baseline, intervention, and post-intervention block. Key outcomes from the study demonstrated that both goal reminders and removal of the newsfeed effectively reduced unintended usage patterns on Facebook.

Quantitative Results:

• Goal Reminders: Associated with a reduction in daily time spent on Facebook, fewer visits, and shorter visit durations. This intervention prompted participants to actively engage with their goals for visiting the site, thereby reducing passive engagement.
• Newsfeed Removal: Led to shorter visit durations and significantly reduced both passive and active scrolling of the newsfeed. As anticipated, this intervention diminished the engagement with content driven by automatic responses.

Qualitative Insights:

• Participants reported that goal reminders were sometimes perceived as intrusive, while the absence of the newsfeed induced a fear of missing out (FOMO). Nonetheless, both interventions facilitated stronger alignments between intended and actual usage.
• Some participants noted cross-device usage adjustments, resorting to smartphones for accessing Facebook features not modified by the interventions.

Theoretical Implications

From a theoretical standpoint, the results align with dual-systems models of self-control. The interventions illustrate the dichotomy between 'System 1' automatic behaviors and 'System 2' deliberate actions. Removing the newsfeed primarily addressed System 1 responses by removing environmental triggers for habitual scrolling, while goal reminders bolstered System 2 controls by keeping user goals salient. These strategies are reflective of broader themes in digital behavior change research, advocating for interventions that modify the compelling nature of digital environments rather than solely relying on conscious self-control mechanisms.

Practical Implications

The study has implications for the design of digital self-control tools and interventions. Future applications may benefit from combining these strategies, integrating goal-awareness cues with restrictions on exposure to distracting content. The study highlights the importance of user autonomy in implementing these tools, suggesting that interventions perceived as self-imposed are more likely to be effective. This is particularly relevant in the context of persistent platforms like Facebook, where voluntary behavior modification is essential for meaningful self-control.

Future Directions

As this study focused on university students, future research should explore how these interventions generalize to broader demographics. Additionally, understanding how these strategies influence cross-device interactions remains a critical gap. Research could expand to include experience sampling methods to obtain real-time insights into user interactions. Furthermore, differential effects based on individual susceptibility to social media distractions could uncover tailored intervention frameworks.

Conclusion

The exploration of design interventions for self-control on Facebook lays a foundation for potential developments in digital self-regulation tools. This research contributes to the growing field of persuasive technology by emphasizing the need for interventions that respect user autonomy and deliver support without overstepping into coercion. If integrated wisely, these strategies hold promise for enabling users to regain control over their digital experiences in a society increasingly dominated by social media platforms.