The Effect of Digital Literacy Education Based on Social Learning Theory on Digital Addiction and Social Comparison in Fourth-Grade Students

Official title

The Effect of Digital Literacy Education Based on Social Learning Theory on Digital Addiction and Social Comparison in Fourth-Grade Students: A Single-Blind Randomized Controlled Trial

Overview

Introduction and Aims: Digital technologies have significantly transformed children's learning levels, communication skills, and socialization patterns. However, the early and uncontrolled use of digital tools can lead to an increase in digital addiction tendencies among children and intensify social comparisons with peers. Elementary school-aged children, in particular, are in a sensitive period of growth and development when their behavioral patterns and self-perceptions are being shaped. Therefore, there is a need for school-based, nurse-led, theory-based educational programs that support children in developing healthy and conscious behaviors on digital platforms. Social Learning Theory provides a strong framework for such interventions by explaining that children's digital behaviors are shaped through observation, modeling, self-regulation, and self-evaluation processes. The aim of this study is to examine the effect of the Digital Literacy Education Program, developed based on Social Learning Theory, on digital addiction and social comparison among fourth-grade elementary school students. Method: This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel design, pre-test-post-test randomized controlled trial. Social Learning Theory is a theoretical framework consisting of six components to understand and support behavioral change. In the first phase, Digital Literacy Education based on Social Learning Theory will be developed, and in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 200 fourth-grade students studying in central Şanlıurfa, who will be divided into intervention and control groups at a 1:1 ratio. Participants in the intervention group will receive a three-week, multi-component training program based on Social Learning Theory, while participants in the control group will receive routine general advice. Assessments will be conducted at the beginning, after the training, and at 6 months. Research data will be collected using a Personal Information Form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale. The data will be evaluated using descriptive statistical analyses and relevant tests

Detailed description

Study Design This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel-group, pre-test-post-test randomized controlled trial. The TIDier checklist and guidelines (Hoffmann et al., 2014; Yakut et al., 2020) will be used to define the study intervention and develop the protocol; the "Reporting of Multi-Arm Parallel-Group Randomized Trials: Extension of the CONSORT 2025 Statement" will be used for reporting.

Research hypotheses:

H1: There is a significant difference in the pre-test to post-test change in digital addiction levels between the intervention group, which received digital literacy training based on Social Learning Theory, and the control group, which did not.

H2: There is a significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.

H10: There is no significant difference in the pre-test to post-test change in digital addiction levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.

H20: There is no significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.

Interventions

• Behavioral Digital Literacy Education Based on Social Learning Theory
  Systematic reviews and meta-analyses in the literature indicate that school-based interventions, programs, and training are effective in reducing negative digital behaviors. However, there are no randomized controlled trials examining the effects of digital literacy education grounded in Social Learning Theory on digital addiction and social comparison. This highlights the originality of the present study. The training content will consist of presentations based on evidence-based findings, case

Primary outcome measures

• Digital Addiction Score [Time frame: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.]

Secondary outcome measures (2)

• Social Comparison Score [Time frame: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.]
• Digital Literacy Skills [Time frame: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.]

Eligibility criteria

Inclusion criteria

• Being a 4th-grade student at a public elementary school in the city center of Şanlıurfa
• The student and their parent or guardian must complete a written informed consent form to participate in the study
• The student must not have any mental or physical conditions that would prevent communication

Exclusion criteria

• Refusal to complete a written informed consent form for the student and parent's participation in the study
• Presence of a mental or physical illness that impairs communication
• Withdrawal from school during the study period due to reasons such as absenteeism
• Withdrawal of parental consent by the parents themselves during the study period
• Failure to participate in at least one of the pre-test or post-test measurements
• Currently receiving counseling for digital addiction or another psychological disorder 9

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation

Randomized

Model

Parallel assignment

Masking

Triple blind

Primary purpose

Prevention

Study locations

Center list to be confirmed — check the primary protocol.

Identifiers

NCT: NCT07513688 · HarranU-SBE-MA-01

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗