Behavioral Science Interventions to Enhance Digital Well-being among Thai Undergraduate Students
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Abstract
Background/problem: Digital technology has reshaped learning and daily life, while introducing risks for higher education such as addictive behaviors and mental health concerns. While global research has advanced digital well-being, integrated behavioral science interventions for undergraduates remain limited in Thailand.
Objective/purpose: This study aimed to (1) explore perceptions and institutional contexts of digital well‑being to design and validate a behavioral science intervention framework; (2) evaluate its effectiveness in improving students’ digital well‑being; and (3) compare experimental and control group outcomes across pretest, posttest, and follow‑up.
Design and Methodology: A mixed methods design was used. Focus groups (n = 30; 15 faculty, 15 undergraduates) guided the development of a seven-step behavioral science intervention. The program was delivered to 30 undergraduates over seven weeks via in-class sessions, online modules, and structured tasks. Quantitative evaluation used repeated measures ANOVA to assess changes in five digital well-being dimensions at a four-week follow-up, supported by classroom observations and student feedback.
Results: The experimental group showed significant improvements across all five dimensions versus the control group (F(1, 58) = 9.84, p < .001), with medium to large effect sizes (η² = .18–.32). Gains in self-regulation, reflective awareness, and collaborative engagement were sustained, with mean scores rising 15–22% from baseline; the control group showed minimal or declining outcomes.
Conclusion and Implications: A theory-driven, seven-step behavioral science framework enhanced undergraduate digital well-being, offering a scalable model to foster healthier digital habits and purposeful technology use in higher education.
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