Investigating University Students' Use of iPhone Screen Time Feature and Developing Interventions to Promote Reduced Phone Usage
Authors
Sayed, Abu ; Haque, Md Ziaul ; Bashed, Khadiza Binte ; Hossain, Md Naim
Term
4. term
Publication year
2025
Submitted on
2025-01-06
Pages
189
Abstract
Many university students feel they spend too much time on their smartphones. This study examines how they use Apple’s Screen Time to manage that use, and whether it helps protect mental, physical, and social wellbeing. We used a mixed-methods approach: a heuristic evaluation (an expert review using established usability rules), surveys, interviews, and contextual inquiries (observing real-life use) to assess Screen Time’s effectiveness and ease of use. Findings show low and uneven engagement: many students use only a few tools and disengage quickly, revealing design gaps in supporting digital wellbeing and self-regulation. The study highlights opportunities for improvements such as gamification (motivating game-like elements) and personalized persuasive technologies (tailored nudges). We drew on self-determination theory (motivation via autonomy, competence, and relatedness), Fogg’s Behavior Model (the interplay of motivation, ability, and prompts), and human–computer interaction guidelines to guide a user-centered, design-thinking approach. We recommend adding well-timed behavioral prompts and more aesthetically appealing, easy-to-understand graphics to better support sustainable, healthier habits and greater digital awareness. By offering practical guidelines for user-centric tools that foster constructive smartphone use, this work contributes to both theory and practice on digital wellbeing.
Mange universitetsstuderende føler, at de bruger for meget tid på deres smartphone. Denne undersøgelse ser på, hvordan de faktisk bruger Apples funktion Skærmtid til at håndtere det, og om den hjælper med at beskytte mental, fysisk og social trivsel. Vi anvendte en blandet metode: en heuristisk evaluering (en ekspertdrevet gennemgang ud fra tommelfingerregler), spørgeskemaer, interviews og kontekstuelle undersøgelser (observation af brug i hverdagen) for at vurdere, hvor effektiv og brugervenlig Skærmtid er. Resultaterne viser lavt og ujævnt engagement: Mange studerende bruger kun få af værktøjerne og falder hurtigt fra, hvilket peger på designmangler i forhold til at støtte digitalt velbefindende og selvregulering. Undersøgelsen peger på potentiale for forbedringer som spilelementer (gamification) og personligt tilpassede, motiverende nudges (persuasive technology). Arbejdet bygger på teoretiske rammer som selvbestemmelsesteori (motivation via autonomi, kompetence og tilhørsforhold), Foggs adfærdsmodel (samspelet mellem motivation, evne og triggere) samt retningslinjer fra menneske‑computer‑interaktion for at støtte en brugercentreret designproces. Vi anbefaler at tilføje vel-timede adfærdsopfordringer og mere æstetisk tiltalende, letforståelige grafiske grænseflader for bedre at støtte varige, sundere vaner og højere digital bevidsthed. Ved at give konkrete retningslinjer for brugercentrerede værktøjer, der fremmer konstruktiv smartphonebrug, bidrager studiet til både praksis og teori om digitalt velbefindende.
[This apstract has been rewritten with the help of AI based on the project's original abstract]
Keywords