Digital LiteracyNCT07513688
The Effect of Digital Literacy Education Based on Social Learning Theory on Digital Addiction and Social Comparison in Fourth-Grade Students
A study testing Digital Literacy Education Based on Social Learning Theory in people with Digital Literacy and Digital Addiction, run by Harran University.
Trial summary
Introduction and Aims: Digital technologies have significantly transformed children's learning levels, communication skills, and socialization patterns. However, the early and uncontrolled use of digital tools can lead to an increase in digital addiction tendencies among children and intensify social comparisons with… Read more about this study
- Who is it for?
- Ages 9 years and olderHealthy volunteers can take part
- Conditions the study is for
- Digital Literacy, Digital Addiction, Social Comparison
- What is being tested?
- Digital Literacy Education Based on Social Learning Theory
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 200 participants
- Where
- No sites listed yet
- Study dates
- Apr 2026to 29 Apr 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 9 years and older
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Being a 4th-grade student at a public elementary school in the city center of Şanlıurfa
- The student and their parent or guardian must complete a written informed consent form to participate in the study
- The student must not have any mental or physical conditions that would prevent communication
Who cannot join
- Refusal to complete a written informed consent form for the student and parent's participation in the study
- Presence of a mental or physical illness that impairs communication
- Withdrawal from school during the study period due to reasons such as absenteeism
- Withdrawal of parental consent by the parents themselves during the study period
- Failure to participate in at least one of the pre-test or post-test measurements
- Currently receiving counseling for digital addiction or another psychological disorder 9
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: The Effect of Digital Literacy Education Based on Social Learning Theory on Digital Addiction and Social Comparison in Fourth-Grade Students: A Single-Blind Randomized Controlled Trial
Introduction and Aims:
Digital technologies have significantly transformed children's learning levels, communication skills, and socialization patterns. However, the early and uncontrolled use of digital tools can lead to an increase in digital addiction tendencies among children and intensify social comparisons with peers. Elementary school-aged children, in particular, are in a sensitive period of growth and development when their behavioral patterns and self-perceptions are being shaped. Therefore, there is a need for school-based, nurse-led, theory-based educational programs that support children in developing healthy and conscious behaviors on digital platforms. Social Learning Theory provides a strong framework for such interventions by explaining that children's digital behaviors are shaped through observation, modeling, self-regulation, and self-evaluation processes. The aim of this study is to examine the effect of the Digital Literacy Education Program, developed based on Social Learning Theory, on digital addiction and social comparison among fourth-grade elementary school students.
Read more
Method:
This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel design, pre-test-post-test randomized controlled trial. Social Learning Theory is a theoretical framework consisting of six components to understand and support behavioral change. In the first phase, Digital Literacy Education based on Social Learning Theory will be developed, and in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 200 fourth-grade students studying in central Şanlıurfa, who will be divided into intervention and control groups at a 1:1 ratio. Participants in the intervention group will receive a three-week, multi-component training program based on Social Learning Theory, while participants in the control group will receive routine general advice. Assessments will be conducted at the beginning, after the training, and at 6 months. Research data will be collected using a Personal Information Form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale. The data will be evaluated using descriptive statistical analyses and relevant tests
Read the detailed description
Study Design This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel-group, pre-test-post-test randomized controlled trial. The TIDier checklist and guidelines (Hoffmann et al., 2014; Yakut et al., 2020) will be used to define the study intervention and develop the protocol; the "Reporting of Multi-Arm Parallel-Group Randomized Trials: Extension of the CONSORT 2025 Statement" will be used for reporting.
Research hypotheses:
H1: There is a significant difference in the pre-test to post-test change in digital addiction levels between the intervention group, which received digital literacy training based on Social Learning Theory, and the control group, which did not.
H2: There is a significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.
H10: There is no significant difference in the pre-test to post-test change in digital addiction levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.
H20: There is no significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.
- Conditions
- Digital Literacy, Digital Addiction, Social Comparison
- Being tested
- Digital Literacy Education Based on Social Learning Theory
- Keywords
- digital addiction, social comparison, fourth-grade student, digital literacy education, social learning theory, randomized controlled trial
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Digital Literacy Education Based on Social Learning TheoryBehavioural
Systematic reviews and meta-analyses in the literature indicate that school-based interventions, programs, and training are effective in reducing negative digital behaviors. However, there are no randomized controlled trials examining the effects of digital literacy education grounded in Social Learning Theory on digital addiction and social comparison. This highlights the originality of the present study. The training content will consist of presentations based on evidence-based findings, case studies, and role-playing exercises, enabling participants to experience both theoretical knowledge and practical behavioral applications simultaneously. In this regard, the intervention differs from other traditional digital training programs, as it will focus on incorporating components of Social Learning Theory aimed at behavioral change rather than merely transferring information.
| Study group | Role | What they receive |
|---|---|---|
| Intervention Group | Experimental | Students assigned to the intervention group will receive a digital literacy training intervention based on Social Learning Theory. This training program will be developed following a comprehensive literature review. The training program will be designed in accordance with the principles of Social Learning Theory and will be divided into six sections. Bandura has grounded the Social Learning Theory in six principles: "Reciprocal Determinism, Symbolization Capacity, Predictive Capacity, Indirect Learning Capacity, Self-Regulation Capacity, and Self-Evaluation Capacity." A digital literacy education intervention based on Social Learning Theory will be implemented Receives: Behavioral: Digital Literacy Education Based on Social Learning Theory |
| Control Group | No intervention | Participants in the control group will receive informational brochures on digital literacy training based on Social Learning Theory and its effects. Face-to-face interviews will be conducted at T0 (baseline), after the training (T1), and 6 months after the training (T2) to monitor the participants' progress and answer any questions they may have. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Digital Addiction Score
Digital Addiction Scale for Children: In order to determine the levels of digital addiction among 4th-grade elementary school students, Durmaz and colleagues adapted the Digital Addiction Scale for Children-developed by Hawi, Samaha, and Griffiths (2019)-into Turkish in 2023 to create a valid and reliable measurement tool. According to the results of the confirmatory factor analysis conducted, the model fit indices for the Digital Addiction Scale for Children-which consists of 25 items and 9 subscales-were found to be at a good level. The scale's Cronbach's alpha internal consistency coefficient was found to be .95.
Measured: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.
Secondary outcomes (2)
Social Comparison Score
Social Comparison Scale; The scale items are structured as pairs of bipolar adjectives designed to determine the individual's perceived position when comparing themselves to others. They are assessed using a Likert-type rating scale ranging from 1 to 6.The scale, originally developed by Gilbert and Trent as a 5-item instrument, was expanded to an 18-item scale in its Turkish adaptation following a study conducted by Şahin and Şahin (1992), which involved the addition of several items. It is a Likert-type scale scored on a scale of 1 to 6. Higher scores indicate a positive self-schema, while lower scores indicate a negative self-schema. Its validity and reliability for the Turkish language were established by Öksüz and Malhan in 2004.
Measured: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.
Digital Literacy Skills
Elementary school students' ability to use digital tools correctly and safely is assessed using a digital literacy scale developed specifically for them.
Digital Literacy Scale for Elementary School Students: Developed by Şahin and colleagues in 2022 with the aim of creating a valid and reliable digital literacy scale for elementary school students. The Cronbach's Alpha reliability coefficient for the digital literacy scale was calculated as 0.842. The scale consists of 16 items and is structured around three dimensions.
Measured: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted7 Apr 2026
- Study startApr 2026 (estimated)
- Primary completion29 Nov 2026 (estimated)
- Study completion29 Apr 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Digital LiteracyStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- In the first phase, a digital literacy education program based on Social Learning Theory will be developed; in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 4th-grade students from a school in Şanlıurfa province selected through randomization, who will be assigned to either the intervention or control group in a 1:1 ratio. Participants in the intervention group will undergo a 3-week, multi-component digital literacy training program based on Social Learning Theory, while participants in the control group will receive standard general recommendations. Assessments will be conducted at baseline, post-intervention, and at the 6-month mark. Research data will be collected using a personal information form, an informed consent form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale.
- Masking
- Triple blind
- Who is masked
- Participant, Investigator, Outcomes assessor
- Enrolment
- 200 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Harran University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, MÜJDE ARSLAN, Harran University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07513688
- Sponsor's protocol ID
- HarranU-SBE-MA-01
- Status last verified
- Mar 2026
- First submitted
- 24 Mar 2026
- Last updated
- 7 Apr 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: I believe that sharing personal data is appropriate when it is necessary. Thank you for your understanding.
Study at a glance
From the registry record, last updated by the sponsor on 7 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Digital Literacy Education Based on Social Learning Theory on Digital Addiction and Social Comparison in Fourth-Grade Students: A Single-Blind Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07513688
- Acronym / sponsor ID
- HarranU-SBE-MA-01
- Conditions
- Digital Literacy, Digital Addiction, Social Comparison
- Keywords
- digital addiction, social comparison, fourth-grade student, digital literacy education, social learning theory, randomized controlled trial
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 200 participants (estimated)
- Lead sponsor
- Harran UniversityUniversity, hospital or other
- Study start
- Apr 2026 (estimated)
- Primary completion
- 29 Nov 2026 (estimated)
- Study completion
- 29 Apr 2027 (estimated)
- First posted
- 7 Apr 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Introduction and Aims:
Digital technologies have significantly transformed children's learning levels, communication skills, and socialization patterns. However, the early and uncontrolled use of digital tools can lead to an increase in digital addiction tendencies among children and intensify social comparisons with peers. Elementary school-aged children, in particular, are in a sensitive period of growth and development when their behavioral patterns and self-perceptions are being shaped. Therefore, there is a need for school-based, nurse-led, theory-based educational programs that support children in developing healthy and conscious behaviors on digital platforms. Social Learning Theory provides a strong framework for such interventions by explaining that children's digital behaviors are shaped through observation, modeling, self-regulation, and self-evaluation processes. The aim of this study is to examine the effect of the Digital Literacy Education Program, developed based on Social Learning Theory, on digital addiction and social comparison among fourth-grade elementary school students.
Method:
This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel design, pre-test-post-test randomized controlled trial. Social Learning Theory is a theoretical framework consisting of six components to understand and support behavioral change. In the first phase, Digital Literacy Education based on Social Learning Theory will be developed, and in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 200 fourth-grade students studying in central Şanlıurfa, who will be divided into intervention and control groups at a 1:1 ratio. Participants in the intervention group will receive a three-week, multi-component training program based on Social Learning Theory, while participants in the control group will receive routine general advice. Assessments will be conducted at the beginning, after the training, and at 6 months. Research data will be collected using a Personal Information Form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale. The data will be evaluated using descriptive statistical analyses and relevant tests
Detailed description
Study Design This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel-group, pre-test-post-test randomized controlled trial. The TIDier checklist and guidelines (Hoffmann et al., 2014; Yakut et al., 2020) will be used to define the study intervention and develop the protocol; the "Reporting of Multi-Arm Parallel-Group Randomized Trials: Extension of the CONSORT 2025 Statement" will be used for reporting.
Research hypotheses:
H1: There is a significant difference in the pre-test to post-test change in digital addiction levels between the intervention group, which received digital literacy training based on Social Learning Theory, and the control group, which did not.
H2: There is a significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.
H10: There is no significant difference in the pre-test to post-test change in digital addiction levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.
H20: There is no significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Triple blind (participant, investigator, outcomes assessor)
- Number of arms
- 2
- Model description
- In the first phase, a digital literacy education program based on Social Learning Theory will be developed; in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 4th-grade students from a school in Şanlıurfa province selected through randomization, who will be assigned to either the intervention or control group in a 1:1 ratio. Participants in the intervention group will undergo a 3-week, multi-component digital literacy training program based on Social Learning Theory, while participants in the control group will receive standard general recommendations. Assessments will be conducted at baseline, post-intervention, and at the 6-month mark. Research data will be collected using a personal information form, an informed consent form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale.
| Arm | Type | Receives |
|---|---|---|
| Intervention Group | Experimental | Behavioral: Digital Literacy Education Based on Social Learning TheoryStudents assigned to the intervention group will receive a digital literacy training intervention based on Social Learning Theory. This training program will be developed following a comprehensive literature review. The training program will be designed in accordance with the principles of Social Learning Theory and will be divided into six sections. Bandura has grounded the Social Learning Theory in six principles: "Reciprocal Determinism, Symbolization Capacity, Predictive Capacity, Indirect Learning Capacity, Self-Regulation Capacity, and Self-Evaluation Capacity." A digital literacy education intervention based on Social Learning Theory will be implemented |
| Control Group | No intervention | –Participants in the control group will receive informational brochures on digital literacy training based on Social Learning Theory and its effects. Face-to-face interviews will be conducted at T0 (baseline), after the training (T1), and 6 months after the training (T2) to monitor the participants' progress and answer any questions they may have. |
Who may qualify
- Ages
- 9 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Being a 4th-grade student at a public elementary school in the city center of Şanlıurfa
- The student and their parent or guardian must complete a written informed consent form to participate in the study
- The student must not have any mental or physical conditions that would prevent communication
Key exclusion criteria (6 listed)
- Refusal to complete a written informed consent form for the student and parent's participation in the study
- Presence of a mental or physical illness that impairs communication
- Withdrawal from school during the study period due to reasons such as absenteeism
- Withdrawal of parental consent by the parents themselves during the study period
- Failure to participate in at least one of the pre-test or post-test measurements
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Digital Literacy Education Based on Social Learning TheorySystematic reviews and meta-analyses in the literature indicate that school-based interventions, programs, and training are effective in reducing negative digital behaviors. However, there are no randomized controlled trials examining the effects of digital literacy education grounded in Social Learning Theory on digital addiction and social comparison. This highlights the originality of the present study. The training content will consist of presentations based on evidence-based findings, case studies, and role-playing exercises, enabling participants to experience both theoretical knowledge and practical behavioral applications simultaneously. In this regard, the intervention differs from other traditional digital training programs, as it will focus on incorporating components of Social Learning Theory aimed at behavioral change rather than merely transferring information. | Behavioural | Intervention Group |
Primary outcome
Digital Addiction Score
Time frame: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.
Digital Addiction Scale for Children: In order to determine the levels of digital addiction among 4th-grade elementary school students, Durmaz and colleagues adapted the Digital Addiction Scale for Children-developed by Hawi, Samaha, and Griffiths (2019)-into Turkish in 2023 to create a valid and reliable measurement tool. According to the results of the confirmatory factor analysis conducted, the model fit indices for the Digital Addiction Scale for Children-which consists of 25 items and 9 subscales-were found to be at a good level. The scale's Cronbach's alpha internal consistency coefficient was found to be .95.
2 secondary outcomes
Social Comparison Score
Time frame: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.
Digital Literacy Skills
Time frame: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Apr 2026.
- Individual participant dataSharing planned: No. I believe that sharing personal data is appropriate when it is necessary. Thank you for your understanding.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Questions about this trial
What is this clinical trial studying?
A study testing Digital Literacy Education Based on Social Learning Theory in people with Digital Literacy and Digital Addiction, run by Harran University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 6 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 7 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact MÜJDE J ARSLAN (+90 0553 735 73 34, 255340003@ogrenci.harran.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Digital Addiction Score (time frame: Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Apr 2026.