This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent. Some mCBM apps also included BCTs related to sharing and exporting data. There was no significant correlation between the number of BCTs and the apps’ overall quality ratings based on the user version of the Mobile App Rating Scale. However, there was a positive correlation between the number of BCTs and the Engagement and Information subdomains of this scale. The findings contribute to understanding mCBM apps design and functionality, providing insights for future development and evaluation. However, concerns were raised about some features of mCBM apps and the degree to which apps ensured data privacy and security. Further research is needed to assess the quality and benefits of mCBM apps for students and teachers.

中文翻译：

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移动课堂行为管理应用的内容和质量评估

本研究评估了 11 个免费移动课堂行为管理应用程序（mCBM 应用程序）中包含的质量和行为改变技术 (BCT)。我们发现 mCBM 应用程序包含的 BCT 数量有限，21 个可能的 BCT 中平均只有 9 个。奖励和反馈等基于结果的 BCT 很常见，而提示和提醒等基于前因的策略则不太流行。一些 mCBM 应用程序还包括与共享和导出数据相关的 BCT。根据移动应用评级量表的用户版本，BCT 数量与应用总体质量评级之间不存在显着相关性。然而，旅战斗队的数量与该量表的参与和信息子域之间存在正相关关系。研究结果有助于理解 mCBM 应用程序的设计和功能，为未来的开发和评估提供见解。然而，人们对 mCBM 应用程序的某些功能以及应用程序确保数据隐私和安全的程度提出了担忧。需要进一步研究来评估 mCBM 应用程序对学生和教师的质量和好处。