A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications

IF 1.4 3区心理学 Q3 EDUCATION, SPECIAL

Journal of Positive Behavior Interventions Pub Date : 2024-03-06 DOI:10.1177/10983007241230594

Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan, Erin S. Leif

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引用次数: 0

Abstract

This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent. Some mCBM apps also included BCTs related to sharing and exporting data. There was no significant correlation between the number of BCTs and the apps’ overall quality ratings based on the user version of the Mobile App Rating Scale. However, there was a positive correlation between the number of BCTs and the Engagement and Information subdomains of this scale. The findings contribute to understanding mCBM apps design and functionality, providing insights for future development and evaluation. However, concerns were raised about some features of mCBM apps and the degree to which apps ensured data privacy and security. Further research is needed to assess the quality and benefits of mCBM apps for students and teachers.

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移动课堂行为管理应用程序的内容和质量评估

本研究对 11 款免费提供的移动课堂行为管理应用程序（mCBM 应用程序）的质量和行为改变技术（BCTs）进行了评估。我们发现，移动课堂行为管理应用程序包含的行为改变技术数量有限，21 种可能的行为改变技术中平均只有 9 种。奖励和反馈等以结果为基础的行为控制策略很常见，而提示和提醒等以前因后果为基础的策略则较少见。一些 mCBM 应用程序还包含与共享和导出数据有关的 BCT。根据用户版本的移动应用程序评分量表，BCT 的数量与应用程序的总体质量评分之间没有明显的相关性。但是，BCT 的数量与该量表的 "参与 "和 "信息 "子域之间存在正相关。研究结果有助于了解移动成本管理应用程序的设计和功能，为今后的开发和评估提供启示。然而，人们对移动成本管理应用程序的某些功能以及应用程序确保数据隐私和安全的程度表示担忧。需要进一步开展研究，以评估移动成本管理应用的质量和对学生和教师的益处。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Positive Behavior Interventions Multiple-

CiteScore

4.90

自引率

14.30%

发文量

期刊介绍： ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.