Ego depletion increases regulatory success in educational digital media environments

This research examines the effect of ego depletion on intellectual performance in an entertainment-education context. The dominant theoretical perspective, rooted in the resource model of self-regulation, suggests that depletion should impair intellectual performance. However, an alternative account, the process model of self-regulation, predicts an improvement. These two theories are tested by manipulating depletion and then exposing participants (N = 326) to an educational digital media application. The findings show support for both models, and propose a new model of ego depletion effects in digital media environments. Depleted participants reported higher levels of media enjoyment, which in turn predicted higher scores on a test of intellectual performance. This indirect effect was strongest among participants low in need for cognition. The findings make important theoretical and practical contributions that may be used as a springboard for future investigations, which are discussed.