A Meta-Analysis of Fidget Devices as Academic and Behavioral Interventions

Abstract

Fidget devices are tools that purportedly help students focus on a designated task while moving their bodies. Devices such as spinners, putty, and stability balls are increasingly being used within school settings to help students academically and behaviorally. However, the research behind fidget spinners is inconclusive. The current study provides a systematic review and meta-analysis of the use of fidget devices to increase academic and behavioral abilities within group classroom settings. Ten studies with a total of 509 participants were included in the analysis. Half of the studies used stability balls as the fidget device while the other half used handheld fidget devices (fidget spinners or stress ball). A multilevel meta-analysis model with robust variance estimation with random effects was used to determine an omnibus effect size and a mixed effects meta-regression model with robust variance estimation was used for moderator analyses. Results indicate that the effects of fidget devices vary widely with individual study effects ranging from −2.98 to 1.15 and an overall Hedges’ g effect size of −0.014. There were no significant moderating variables. Discussion explores the slightly negative overall effect when using fidget devices and the implications of using fidget devices within the school setting. Impact Statement The benefits of using fidget devices as tools to improve either academics or behavior are negligible when used with large groups of students, even though they are inexpensive, easy to use and typically well-liked by students. It is important not to replace established, evidence-based interventions with fidget devices, which are not fully supported by research.