A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications
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| Title: | A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications |
|---|---|
| Language: | English |
| Authors: | Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2025 27(2):121-132. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Behavior Modification, Student Behavior, Computer Uses in Education, Positive Behavior Supports, Computer Oriented Programs, Program Content, Program Effectiveness |
| DOI: | 10.1177/10983007241230594 |
| ISSN: | 1098-3007 1538-4772 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470066 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007241230594 |
