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Digital Overload among College Students: Implications for Mental Health App Use

Author

Listed:
  • Arielle C. Smith

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

  • Lauren A. Fowler

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

  • Andrea K. Graham

    (Center for Behavioral Intervention Technologies, Northwestern University Feinberg School of Medicine, Chicago, IL 60611, USA)

  • Beth K. Jaworski

    (National Center for PTSD, Dissemination and Training Division, VA Palo Alto Health Care System, Menlo Park, CA 94025, USA)

  • Marie-Laure Firebaugh

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

  • Grace E. Monterubio

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

  • Melissa M. Vázquez

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

  • Bianca DePietro

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

  • Shiri Sadeh-Sharvit

    (Center for m 2 Health, Palo Alto University, Palo Alto, CA 94304, USA)

  • Katherine N. Balantekin

    (Department of Exercise and Nutrition Sciences, University at Buffalo, Buffalo, NY 14214, USA)

  • Naira Topooco

    (Center for m 2 Health, Palo Alto University, Palo Alto, CA 94304, USA
    Department of Behavioural Sciences and Learning, Linköping University, SE-581 83 Linköping, Sweden)

  • Denise E. Wilfley

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

  • C. Barr Taylor

    (Center for m 2 Health, Palo Alto University, Palo Alto, CA 94304, USA
    Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA)

  • Ellen E. Fitzsimmons-Craft

    (Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110, USA)

Abstract

Mental health phone applications (apps) provide cost-effective, easily accessible support for college students, yet long-term engagement is often low. Digital overload, defined as information burden from technological devices, may contribute to disengagement from mental health apps. This study aimed to explore the influence of digital overload and phone use preferences on mental health app use among college students, with the goal of informing how notifications could be designed to improve engagement in mental health apps for this population. A semi-structured interview guide was developed to collect quantitative data on phone use and notifications as well as qualitative data on digital overload and preferences for notifications and phone use. Interview transcripts from 12 college students were analyzed using thematic analysis. Participants had high daily phone use and received large quantities of notifications. They employed organization and management strategies to filter information and mitigate the negative effects of digital overload. Digital overload was not cited as a primary barrier to mental health app engagement, but participants ignored notifications for other reasons. Findings suggest that adding notifications to mental health apps may not substantially improve engagement unless additional factors are considered, such as users’ motivation and preferences.

Suggested Citation

  • Arielle C. Smith & Lauren A. Fowler & Andrea K. Graham & Beth K. Jaworski & Marie-Laure Firebaugh & Grace E. Monterubio & Melissa M. Vázquez & Bianca DePietro & Shiri Sadeh-Sharvit & Katherine N. Bala, 2021. "Digital Overload among College Students: Implications for Mental Health App Use," Social Sciences, MDPI, vol. 10(8), pages 1-15, July.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:8:p:279-:d:598498
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    References listed on IDEAS

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    1. Benjamin Saunders & Julius Sim & Tom Kingstone & Shula Baker & Jackie Waterfield & Bernadette Bartlam & Heather Burroughs & Clare Jinks, 2018. "Saturation in qualitative research: exploring its conceptualization and operationalization," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(4), pages 1893-1907, July.
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    Cited by:

    1. Wenlong Song & Zihan Wang & Ruiqing Zhang, 2022. "Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study," IJERPH, MDPI, vol. 19(20), pages 1-22, October.

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