Open Access

REVIEW

Scrolling Less, Learning More: Nudging Strategies to Reclaim Students’ Attention from Social Media Distractions in the Age of TikTok: A Scoping Review

Alberto Paramio¹, Antonio Zayas^2,*
1 Department of Clinical and Experimental Psychology, Faculty of Psychology, Education & Sport Science, University of Huelva, Huelva, Spain
2 Department of Psychology, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
* Corresponding Author: Antonio Zayas. Email:

International Journal of Mental Health Promotion https://doi.org/10.32604/ijmhp.2026.072688

Received 01 September 2025; Accepted 21 January 2026; Published online 27 April 2026

Abstract

Background: The pervasive use of short-form video platforms such as TikTok has introduced unprecedented challenges to student attention, cognitive self-regulation, and academic performance. Recent interest has grown around “nudging” strategies, or non-coercive behavioral interventions, to help students regain control over their digital habits in educational settings. This review aims to (1) synthesize recent empirical evidence on the attentional and academic impact of problematic social media use (particularly TikTok) among students, (2) identify and classify nudging strategies that mitigate these effects, and (3) evaluate their relative effectiveness and practical application in educational contexts. Methods: A scoping review was conducted on studies published between 2020 and 2024. Search terms included combinations of “social media”, “attention”, “nudge”, and “academic performance” across databases such as Scopus and Web of Science. Of 142 records identified, 15 studies met eligibility criteria, including 7 empirical interventions using nudging techniques. Data extraction focused on intervention type, theoretical rationale, outcomes, and focus gain. Results: Across interventions, temporal/commitment nudges improved attendance and on-task engagement, with grade gains for goal-setting in one classroom experiment. Environmental nudges that reduce cue salience (e.g., notification filtering, grayscale) and choice-based bundles of micro-strategies reduced screen time/problematic use and improved sleep in a randomized trial; grayscale also reduced daily phone use in experimental tests, though some users disliked its aesthetics. Cognitive/reflective supports were qualitatively associated with better management of checking urges. Observational and longitudinal studies clarified mechanisms and correlates, informing what nudges should target. Multi-component, autonomy-preserving designs showed the most consistent benefits. Conclusions: Nudging strategies offer a promising path to reclaim student attention in the digital age. Educators and technologists should prioritize adaptive, customizable, and ethically designed interventions to promote intentional engagement and digital well-being. Future studies should explore long-term efficacy, personalization through Artificial Intelligence, and cultural variability in nudge receptivity.

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Keywords

Nudging; attention; social media; TikTok; academic performance; distraction

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