A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools.
e | 20 ott 2022
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Article Category: Research Article
Pubblicato online: 20 ott 2022
Pagine: 1 - 10
DOI: https://doi.org/10.2478/eurodl-2022-0001
Parole chiave
© 2022 Ioannis Andreadis et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1
List of questionnaire options included in each of the pre- and post-pilot phase questionnaires sent to students, parents/guardians and teachers
| School work | Speaking with classmates | Being bored |
| Games with friends | More enjoyable lunch | Not being in contact with friends online |
| Games on their own | More physical activity | Not keeping levels in their game |
| Watch video | More relaxing lunch | Only do school work in designated area |
| Use of social media | Better balance in device use | Not having fun playing with their devises |
| Taking part in other school activities | Having more work at home | |
| Getting more fresh air |
The policy document of the DFLB programme
| Step 1: Teacher reminds student in a gentle way of the DFLB rule and if possible, points at one of the ‘DFLB’ posters located around the school premises. |
| Step 2: If the student doesn’t respond and refuses to stop using the device the teacher asks the name/year and sends an email to a YL, a senior member of the school management responsible for a school year. |
| Step 3: YL forwards email to the relevant mentor, who talks to the student. |
| Step 4: If the YL is notified for the third time about the same student, the YL sends a standard email home with cc mentor. |
| Step 5: If, after this, the student is still on the device, the student will be signed up for an in-school detention. |
| Step 6: If, after the in-school detention, the student continues to be on his/her device, the student will receive an escalated, YL-detention. |
The t-paired test for the stakeholder opinions before and after the DFLB programme
| Staff | 4.2 | 4.39 | 1.287 | 1.053 | 0.254 | No impact |
| Parents/guardians | 4.82 | 4.85 | 0.593 | 4.85 | 0.704 | No impact |
| Students | 2.74 | 2.75 | 1.228 | 1.234 | 0.9541 | No impact |
Findings that show significant variation due to the introduction of the DFLB programme
| The importance of activities: | |||
| Potential benefits | |||
| Potential negative effects |
The description and the pilot phase of the DFLB pilot programme
|
The duration of the programme. The students will not be allowed to use any device during lunch break. The creation of designated areas where the students can use their electronic devices for doing their homework. The use of visual posters to indicate (i) the study areas where students can use the devices to do school work, and (ii) the school areas where students would not be allowed to use them. |
Alternative activities to the use of the electronic devices during DFLB pilot programme
| Board games Available in various locations | PHE equipment Sport games offered at gyms | Reading books Library corner | Clubs Offered by various subjects |