1. Theoretical Framework
1.1 The COM-B Model
This intervention utilizes the COM-B Model (Capability, Opportunity, Motivation, and Behavior) to
shift students from habitual scrolling to intentional usage.
• Capability: The program enhances "Psychological Capability" by increasing media literacy.
Students learn how excessive usage—specifically on platforms like TikTok and Telegram—impacts
academic performance and sleep.
• Opportunity: This addresses the environment. By creating "Phone-Free Zones" in libraries and
establishing peer-support groups, the intervention provides the social and physical opportunity to
engage in non-digital activities.
• Motivation: Motivation is addressed through goal-setting and habit formation. Students align
screen-time reduction with their academic ambitions, using group accountability to turn conscious
effort into automatic behavior.
1.2 Application of Nudge Theory
The "Ethio-Focus" program applies Nudge Theory to make phone access more effortful. By
switching screens to greyscale and disabling "Easy Unlock" (Face-ID), the intervention creates
"digital friction," nudging students toward focus without strictly forbidding device use.
1.3 Digital Hygiene Psychoeducation
Selected students attend weekly 60-minute CBT-informed sessions. These explore how triggers like
boredom or academic pressure lead to "overt" phone use. By identifying the emotional links to app-
checking, students develop self-regulation strategies tailored to the Ethiopian digital landscape.
2. Intervention Protocols and Experimental Design
The "Ethio-Focus" intervention utilizes three core behavioral pillars:
• The "Ten-Step Nudge" Protocol: Students implement low-cost phone adjustments to create
"digital friction." Key actions include activating greyscale mode to neutralize dopamine-driven
visuals, disabling non-essential notifications, increasing physical distance during study, and
removing biometric unlocks to force conscious intent.
• Peer-Led Support Groups: Leveraging Ethiopia’s communal university culture, students meet in
groups of 8–10 to share challenges and development ,making group accountability to make a
change.
• Gamified Goal Setting: Participants set incremental weekly reduction targets (10–15%). Success is
reinforced through social recognition and symbolic incentives.
3. Experimental Design
The study employs a Randomized Controlled Trial (RCT) with a pre-test, post-test, and three-
month follow-up.
• Study Groups: Group A (Experimental) receives the full intervention, while Group B (Active
Control) receives only a digital detox pamphlet and self-monitoring instructions.
• Measurement: Success is measured objectively via daily screen-time minutes and unlock counts
(iOS/Android tools), and subjectively using the SAS-SV and DASS-21 scales.
1.1 The COM-B Model
This intervention utilizes the COM-B Model (Capability, Opportunity, Motivation, and Behavior) to
shift students from habitual scrolling to intentional usage.
• Capability: The program enhances "Psychological Capability" by increasing media literacy.
Students learn how excessive usage—specifically on platforms like TikTok and Telegram—impacts
academic performance and sleep.
• Opportunity: This addresses the environment. By creating "Phone-Free Zones" in libraries and
establishing peer-support groups, the intervention provides the social and physical opportunity to
engage in non-digital activities.
• Motivation: Motivation is addressed through goal-setting and habit formation. Students align
screen-time reduction with their academic ambitions, using group accountability to turn conscious
effort into automatic behavior.
1.2 Application of Nudge Theory
The "Ethio-Focus" program applies Nudge Theory to make phone access more effortful. By
switching screens to greyscale and disabling "Easy Unlock" (Face-ID), the intervention creates
"digital friction," nudging students toward focus without strictly forbidding device use.
1.3 Digital Hygiene Psychoeducation
Selected students attend weekly 60-minute CBT-informed sessions. These explore how triggers like
boredom or academic pressure lead to "overt" phone use. By identifying the emotional links to app-
checking, students develop self-regulation strategies tailored to the Ethiopian digital landscape.
2. Intervention Protocols and Experimental Design
The "Ethio-Focus" intervention utilizes three core behavioral pillars:
• The "Ten-Step Nudge" Protocol: Students implement low-cost phone adjustments to create
"digital friction." Key actions include activating greyscale mode to neutralize dopamine-driven
visuals, disabling non-essential notifications, increasing physical distance during study, and
removing biometric unlocks to force conscious intent.
• Peer-Led Support Groups: Leveraging Ethiopia’s communal university culture, students meet in
groups of 8–10 to share challenges and development ,making group accountability to make a
change.
• Gamified Goal Setting: Participants set incremental weekly reduction targets (10–15%). Success is
reinforced through social recognition and symbolic incentives.
3. Experimental Design
The study employs a Randomized Controlled Trial (RCT) with a pre-test, post-test, and three-
month follow-up.
• Study Groups: Group A (Experimental) receives the full intervention, while Group B (Active
Control) receives only a digital detox pamphlet and self-monitoring instructions.
• Measurement: Success is measured objectively via daily screen-time minutes and unlock counts
(iOS/Android tools), and subjectively using the SAS-SV and DASS-21 scales.
