Table 1 Implemented Persuasive System Design features in StudiCare procrastination
Category | Principle | Implementation in StudiCare procrastination |
|---|---|---|
Primary Task Support | Tailoring | IG: opportunity to choose between male or female digital coach Both groups: adaption of modules based on main challenge Optional module about self-esteem |
| Â | Self-monitoring | Progress bar in every module Daily diary about procrastination behavior |
| Â | Personalization | Opportunity to adjust visual background of program |
Dialogue support | Praise | Positive reinforcement from digital coach or eCoach Illustration of confetti after completing a diary entry |
| Â | Reminders | Email reminders on module completion Buddy-based reminders on diary completion (please see cooperation principle) |
|  | Social Role | IG: female or male digital coach takes a social role by responding to participants’ answers to the tasks |
| Â | Similarity | Implementation of case stories |
| Â | Liking | Content designed to be visual attractive to the target group of young adults |
| Â | Rewards | Collecting the separate pieces of a motivating image which can be seen at the end of each module after each processed task |
System credibility | Trustworthiness | Description of empirically supported intervention content and in-depth information about data-security in the introduction module |
| Â | Expertise | Expert statements in every module |
| Â | Real-world feel | Presentation of developers and team behind StudiCare procrastination |
Social Support | Cooperation | Pair of two buddies reminding and supporting each other about daily diary completion (anonymous) |
| Â | Social comparison | Information about diary completion of buddy |