Abstract
Procrastination, a pervasive challenge among college students, significantly affects mental health, academic performance, and overall well-being. While Digital Self-Control Tools (DSCTs) are commonly used to manage procrastination, existing solutions and studies often fail to address the nuanced, individualized factors that drive this behavior. This study employs a co-design approach to explore how DSCTs can be personalized to better support college students. Over a nine-week co-design project, twenty-two students in the HCI field collaboratively developed personalized DSCT concepts, guided by the Motivation, Engagement, and Thriving in User Experience (METUX) model. The METUX model provided a theoretical basis for designing interventions that align with users’ individual differences, well-being, and daily behavioral contexts. Our findings highlight opportunities and challenges in creating personalized, user-centered DSCTs. These insights contribute to the development of context- aware digital tools and provide actionable strategies for advancing digital well-being technologies that empower students to address procrastination effectively.
Keywords
Digital self-control tools; Procrastination; Co-design; Digital well-being
DOI
https://doi.org/10.21606/iasdr.2025.429
Citation
Shin, Y., Faulk, J.D.,and Yoon, J.(2025) Designing Personalized Digital Self-Control Tools to Address Procrastination through Co-Design, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.429
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 6 - Co-creation
Designing Personalized Digital Self-Control Tools to Address Procrastination through Co-Design
Procrastination, a pervasive challenge among college students, significantly affects mental health, academic performance, and overall well-being. While Digital Self-Control Tools (DSCTs) are commonly used to manage procrastination, existing solutions and studies often fail to address the nuanced, individualized factors that drive this behavior. This study employs a co-design approach to explore how DSCTs can be personalized to better support college students. Over a nine-week co-design project, twenty-two students in the HCI field collaboratively developed personalized DSCT concepts, guided by the Motivation, Engagement, and Thriving in User Experience (METUX) model. The METUX model provided a theoretical basis for designing interventions that align with users’ individual differences, well-being, and daily behavioral contexts. Our findings highlight opportunities and challenges in creating personalized, user-centered DSCTs. These insights contribute to the development of context- aware digital tools and provide actionable strategies for advancing digital well-being technologies that empower students to address procrastination effectively.