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How to Write an Effective Background of the Study: A Comprehensive Guide

Table of Contents

The background of the study in a research paper offers a clear context, highlighting why the research is essential and the problem it aims to address.

As a researcher, this foundational section is essential for you to chart the course of your study, Moreover, it allows readers to understand the importance and path of your research.

Whether in academic communities or to the general public, a well-articulated background aids in communicating the essence of the research effectively.

While it may seem straightforward, crafting an effective background requires a blend of clarity, precision, and relevance. Therefore, this article aims to be your guide, offering insights into:

• Understanding the concept of the background of the study.
• Learning how to craft a compelling background effectively.
• Identifying and sidestepping common pitfalls in writing the background.
• Exploring practical examples that bring the theory to life.
• Enhancing both your writing and reading of academic papers.

Keeping these compelling insights in mind, let's delve deeper into the details of the empirical background of the study, exploring its definition, distinctions, and the art of writing it effectively.

What is the background of the study?

The background of the study is placed at the beginning of a research paper. It provides the context, circumstances, and history that led to the research problem or topic being explored.

It offers readers a snapshot of the existing knowledge on the topic and the reasons that spurred your current research.

When crafting the background of your study, consider the following questions.

• What's the context of your research?
• Which previous research will you refer to?
• Are there any knowledge gaps in the existing relevant literature?
• How will you justify the need for your current research?
• Have you concisely presented the research question or problem?

In a typical research paper structure, after presenting the background, the introduction section follows. The introduction delves deeper into the specific objectives of the research and often outlines the structure or main points that the paper will cover.

Together, they create a cohesive starting point, ensuring readers are well-equipped to understand the subsequent sections of the research paper.

While the background of the study and the introduction section of the research manuscript may seem similar and sometimes even overlap, each serves a unique purpose in the research narrative.

Difference between background and introduction

A well-written background of the study and introduction are preliminary sections of a research paper and serve distinct purposes.

Here’s a detailed tabular comparison between the two of them.

What is the relevance of the background of the study?

It is necessary for you to provide your readers with the background of your research. Without this, readers may grapple with questions such as: Why was this specific research topic chosen? What led to this decision? Why is this study relevant? Is it worth their time?

Such uncertainties can deter them from fully engaging with your study, leading to the rejection of your research paper. Additionally, this can diminish its impact in the academic community, and reduce its potential for real-world application or policy influence .

To address these concerns and offer clarity, the background section plays a pivotal role in research papers.

The background of the study in research is important as it:

• Provides context: It offers readers a clear picture of the existing knowledge, helping them understand where the current research fits in.
• Highlights relevance: By detailing the reasons for the research, it underscores the study's significance and its potential impact.
• Guides the narrative: The background shapes the narrative flow of the paper, ensuring a logical progression from what's known to what the research aims to uncover.
• Enhances engagement: A well-crafted background piques the reader's interest, encouraging them to delve deeper into the research paper.
• Aids in comprehension: By setting the scenario, it aids readers in better grasping the research objectives, methodologies, and findings.

How to write the background of the study in a research paper?

The journey of presenting a compelling argument begins with the background study. This section holds the power to either captivate or lose the reader's interest.

An effectively written background not only provides context but also sets the tone for the entire research paper. It's the bridge that connects a broad topic to a specific research question, guiding readers through the logic behind the study.

But how does one craft a background of the study that resonates, informs, and engages?

Here, we’ll discuss how to write an impactful background study, ensuring your research stands out and captures the attention it deserves.

Identify the research problem

The first step is to start pinpointing the specific issue or gap you're addressing. This should be a significant and relevant problem in your field.

A well-defined problem is specific, relevant, and significant to your field. It should resonate with both experts and readers.

Here’s more on how to write an effective research problem .

Provide context

Here, you need to provide a broader perspective, illustrating how your research aligns with or contributes to the overarching context or the wider field of study. A comprehensive context is grounded in facts, offers multiple perspectives, and is relatable.

In addition to stating facts, you should weave a story that connects key concepts from the past, present, and potential future research. For instance, consider the following approach.

• Offer a brief history of the topic, highlighting major milestones or turning points that have shaped the current landscape.
• Discuss contemporary developments or current trends that provide relevant information to your research problem. This could include technological advancements, policy changes, or shifts in societal attitudes.
• Highlight the views of different stakeholders. For a topic like sustainable agriculture, this could mean discussing the perspectives of farmers, environmentalists, policymakers, and consumers.
• If relevant, compare and contrast global trends with local conditions and circumstances. This can offer readers a more holistic understanding of the topic.

Literature review

For this step, you’ll deep dive into the existing literature on the same topic. It's where you explore what scholars, researchers, and experts have already discovered or discussed about your topic.

Conducting a thorough literature review isn't just a recap of past works. To elevate its efficacy, it's essential to analyze the methods, outcomes, and intricacies of prior research work, demonstrating a thorough engagement with the existing body of knowledge.

• Instead of merely listing past research study, delve into their methodologies, findings, and limitations. Highlight groundbreaking studies and those that had contrasting results.
• Try to identify patterns. Look for recurring themes or trends in the literature. Are there common conclusions or contentious points?
• The next step would be to connect the dots. Show how different pieces of research relate to each other. This can help in understanding the evolution of thought on the topic.

By showcasing what's already known, you can better highlight the background of the study in research.

Highlight the research gap

This step involves identifying the unexplored areas or unanswered questions in the existing literature. Your research seeks to address these gaps, providing new insights or answers.

A clear research gap shows you've thoroughly engaged with existing literature and found an area that needs further exploration.

How can you efficiently highlight the research gap?

• Find the overlooked areas. Point out topics or angles that haven't been adequately addressed.
• Highlight questions that have emerged due to recent developments or changing circumstances.
• Identify areas where insights from other fields might be beneficial but haven't been explored yet.

State your objectives

Here, it’s all about laying out your game plan — What do you hope to achieve with your research? You need to mention a clear objective that’s specific, actionable, and directly tied to the research gap.

How to state your objectives?

• List the primary questions guiding your research.
• If applicable, state any hypotheses or predictions you aim to test.
• Specify what you hope to achieve, whether it's new insights, solutions, or methodologies.

Discuss the significance

This step describes your 'why'. Why is your research important? What broader implications does it have?

The significance of “why” should be both theoretical (adding to the existing literature) and practical (having real-world implications).

How do we effectively discuss the significance?

• Discuss how your research adds to the existing body of knowledge.
• Highlight how your findings could be applied in real-world scenarios, from policy changes to on-ground practices.
• Point out how your research could pave the way for further studies or open up new areas of exploration.

Summarize your points

A concise summary acts as a bridge, smoothly transitioning readers from the background to the main body of the paper. This step is a brief recap, ensuring that readers have grasped the foundational concepts.

How to summarize your study?

• Revisit the key points discussed, from the research problem to its significance.
• Prepare the reader for the subsequent sections, ensuring they understand the research's direction.

Include examples for better understanding

Research and come up with real-world or hypothetical examples to clarify complex concepts or to illustrate the practical applications of your research. Relevant examples make abstract ideas tangible, aiding comprehension.

How to include an effective example of the background of the study?

• Use past events or scenarios to explain concepts.
• Craft potential scenarios to demonstrate the implications of your findings.
• Use comparisons to simplify complex ideas, making them more relatable.

Crafting a compelling background of the study in research is about striking the right balance between providing essential context, showcasing your comprehensive understanding of the existing literature, and highlighting the unique value of your research .

While writing the background of the study, keep your readers at the forefront of your mind. Every piece of information, every example, and every objective should be geared toward helping them understand and appreciate your research.

How to avoid mistakes in the background of the study in research?

To write a well-crafted background of the study, you should be aware of the following potential research pitfalls .

• Stay away from ambiguity. Always assume that your reader might not be familiar with intricate details about your topic.
• Avoid discussing unrelated themes. Stick to what's directly relevant to your research problem.
• Ensure your background is well-organized. Information should flow logically, making it easy for readers to follow.
• While it's vital to provide context, avoid overwhelming the reader with excessive details that might not be directly relevant to your research problem.
• Ensure you've covered the most significant and relevant studies i` n your field. Overlooking key pieces of literature can make your background seem incomplete.
• Aim for a balanced presentation of facts, and avoid showing overt bias or presenting only one side of an argument.
• While academic paper often involves specialized terms, ensure they're adequately explained or use simpler alternatives when possible.
• Every claim or piece of information taken from existing literature should be appropriately cited. Failing to do so can lead to issues of plagiarism.
• Avoid making the background too lengthy. While thoroughness is appreciated, it should not come at the expense of losing the reader's interest. Maybe prefer to keep it to one-two paragraphs long.
• Especially in rapidly evolving fields, it's crucial to ensure that your literature review section is up-to-date and includes the latest research.

Example of an effective background of the study

Let's consider a topic: "The Impact of Online Learning on Student Performance." The ideal background of the study section for this topic would be as follows.

In the last decade, the rise of the internet has revolutionized many sectors, including education. Online learning platforms, once a supplementary educational tool, have now become a primary mode of instruction for many institutions worldwide. With the recent global events, such as the COVID-19 pandemic, there has been a rapid shift from traditional classroom learning to online modes, making it imperative to understand its effects on student performance.

Previous studies have explored various facets of online learning, from its accessibility to its flexibility. However, there is a growing need to assess its direct impact on student outcomes. While some educators advocate for its benefits, citing the convenience and vast resources available, others express concerns about potential drawbacks, such as reduced student engagement and the challenges of self-discipline.

This research aims to delve deeper into this debate, evaluating the true impact of online learning on student performance.

Why is this example considered as an effective background section of a research paper?

This background section example effectively sets the context by highlighting the rise of online learning and its increased relevance due to recent global events. It references prior research on the topic, indicating a foundation built on existing knowledge.

By presenting both the potential advantages and concerns of online learning, it establishes a balanced view, leading to the clear purpose of the study: to evaluate the true impact of online learning on student performance.

As we've explored, writing an effective background of the study in research requires clarity, precision, and a keen understanding of both the broader landscape and the specific details of your topic.

From identifying the research problem, providing context, reviewing existing literature to highlighting research gaps and stating objectives, each step is pivotal in shaping the narrative of your research. And while there are best practices to follow, it's equally crucial to be aware of the pitfalls to avoid.

Remember, writing or refining the background of your study is essential to engage your readers, familiarize them with the research context, and set the ground for the insights your research project will unveil.

Drawing from all the important details, insights and guidance shared, you're now in a strong position to craft a background of the study that not only informs but also engages and resonates with your readers.

Now that you've a clear understanding of what the background of the study aims to achieve, the natural progression is to delve into the next crucial component — write an effective introduction section of a research paper. Read here .

Frequently Asked Questions

The background of the study should include a clear context for the research, references to relevant previous studies, identification of knowledge gaps, justification for the current research, a concise overview of the research problem or question, and an indication of the study's significance or potential impact.

The background of the study is written to provide readers with a clear understanding of the context, significance, and rationale behind the research. It offers a snapshot of existing knowledge on the topic, highlights the relevance of the study, and sets the stage for the research questions and objectives. It ensures that readers can grasp the importance of the research and its place within the broader field of study.

The background of the study is a section in a research paper that provides context, circumstances, and history leading to the research problem or topic being explored. It presents existing knowledge on the topic and outlines the reasons that spurred the current research, helping readers understand the research's foundation and its significance in the broader academic landscape.

The number of paragraphs in the background of the study can vary based on the complexity of the topic and the depth of the context required. Typically, it might range from 3 to 5 paragraphs, but in more detailed or complex research papers, it could be longer. The key is to ensure that all relevant information is presented clearly and concisely, without unnecessary repetition.

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What Is Background in a Research Paper?

So you have carefully written your research paper  and probably ran it through your colleagues ten to fifteen times. While there are many elements to a good research article, one of the most important elements for your readers is the background of your study.

What is Background of the Study in Research

The background of your study will provide context to the information discussed throughout the research paper . Background information may include both important and relevant studies. This is particularly important if a study either supports or refutes your thesis.

Why is Background of the Study Necessary in Research?

The background of the study discusses your problem statement, rationale, and research questions. It links  introduction to your research topic  and ensures a logical flow of ideas.  Thus, it helps readers understand your reasons for conducting the study.

Providing Background Information

The reader should be able to understand your topic and its importance. The length and detail of your background also depend on the degree to which you need to demonstrate your understanding of the topic. Paying close attention to the following questions will help you in writing background information:

• Are there any theories, concepts, terms, and ideas that may be unfamiliar to the target audience and will require you to provide any additional explanation?
• Any historical data that need to be shared in order to provide context on why the current issue emerged?
• Are there any concepts that may have been borrowed from other disciplines that may be unfamiliar to the reader and need an explanation?

Related: Ready with the background and searching for more information on journal ranking? Check this infographic on the SCImago Journal Rank today!

Is the research study unique for which additional explanation is needed? For instance, you may have used a completely new method

How to Write a Background of the Study

The structure of a background study in a research paper generally follows a logical sequence to provide context, justification, and an understanding of the research problem. It includes an introduction, general background, literature review , rationale , objectives, scope and limitations , significance of the study and the research hypothesis . Following the structure can provide a comprehensive and well-organized background for your research.

Here are the steps to effectively write a background of the study.

1. Identify Your Audience:

Determine the level of expertise of your target audience. Tailor the depth and complexity of your background information accordingly.

2. Understand the Research Problem:

Define the research problem or question your study aims to address. Identify the significance of the problem within the broader context of the field.

3. Review Existing Literature:

Conduct a thorough literature review to understand what is already known in the area. Summarize key findings, theories, and concepts relevant to your research.

4. Include Historical Data:

Integrate historical data if relevant to the research, as current issues often trace back to historical events.

5. Identify Controversies and Gaps:

Note any controversies or debates within the existing literature. Identify gaps , limitations, or unanswered questions that your research can address.

6. Select Key Components:

Choose the most critical elements to include in the background based on their relevance to your research problem. Prioritize information that helps build a strong foundation for your study.

7. Craft a Logical Flow:

Organize the background information in a logical sequence. Start with general context, move to specific theories and concepts, and then focus on the specific problem.

8. Highlight the Novelty of Your Research:

Clearly explain the unique aspects or contributions of your study. Emphasize why your research is different from or builds upon existing work.

Here are some extra tips to increase the quality of your research background:

Example of a Research Background

Here is an example of a research background to help you understand better.

The above hypothetical example provides a research background, addresses the gap and highlights the potential outcome of the study; thereby aiding a better understanding of the proposed research.

What Makes the Introduction Different from the Background?

Your introduction is different from your background in a number of ways.

• The introduction contains preliminary data about your topic that  the reader will most likely read , whereas the background clarifies the importance of the paper.
• The background of your study discusses in depth about the topic, whereas the introduction only gives an overview.
• The introduction should end with your research questions, aims, and objectives, whereas your background should not (except in some cases where your background is integrated into your introduction). For instance, the C.A.R.S. ( Creating a Research Space ) model, created by John Swales is based on his analysis of journal articles. This model attempts to explain and describe the organizational pattern of writing the introduction in social sciences.

Points to Note

Your background should begin with defining a topic and audience. It is important that you identify which topic you need to review and what your audience already knows about the topic. You should proceed by searching and researching the relevant literature. In this case, it is advisable to keep track of the search terms you used and the articles that you downloaded. It is helpful to use one of the research paper management systems such as Papers, Mendeley, Evernote, or Sente. Next, it is helpful to take notes while reading. Be careful when copying quotes verbatim and make sure to put them in quotation marks and cite the sources. In addition, you should keep your background focused but balanced enough so that it is relevant to a broader audience. Aside from these, your background should be critical, consistent, and logically structured.

Writing the background of your study should not be an overly daunting task. Many guides that can help you organize your thoughts as you write the background. The background of the study is the key to introduce your audience to your research topic and should be done with strong knowledge and thoughtful writing.

The background of a research paper typically ranges from one to two paragraphs, summarizing the relevant literature and context of the study. It should be concise, providing enough information to contextualize the research problem and justify the need for the study. Journal instructions about any word count limits should be kept in mind while deciding on the length of the final content.

The background of a research paper provides the context and relevant literature to understand the research problem, while the introduction also introduces the specific research topic, states the research objectives, and outlines the scope of the study. The background focuses on the broader context, whereas the introduction focuses on the specific research project and its objectives.

When writing the background for a study, start by providing a brief overview of the research topic and its significance in the field. Then, highlight the gaps in existing knowledge or unresolved issues that the study aims to address. Finally, summarize the key findings from relevant literature to establish the context and rationale for conducting the research, emphasizing the need and importance of the study within the broader academic landscape.

The background in a research paper is crucial as it sets the stage for the study by providing essential context and rationale. It helps readers understand the significance of the research problem and its relevance in the broader field. By presenting relevant literature and highlighting gaps, the background justifies the need for the study, building a strong foundation for the research and enhancing its credibility.

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What is the Background of a Study and How Should it be Written?

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The background of a study is one of the most important components of a research paper. The quality of the background determines whether the reader will be interested in the rest of the study. Thus, to ensure that the audience is invested in reading the entire research paper, it is important to write an appealing and effective background. So, what constitutes the background of a study, and how must it be written?

What is the background of a study?

The background of a study is the first section of the paper and establishes the context underlying the research. It contains the rationale, the key problem statement, and a brief overview of research questions that are addressed in the rest of the paper. The background forms the crux of the study because it introduces an unaware audience to the research and its importance in a clear and logical manner. At times, the background may even explore whether the study builds on or refutes findings from previous studies. Any relevant information that the readers need to know before delving into the paper should be made available to them in the background.

How is a background different from the introduction?

The introduction of your research paper is presented before the background. Let’s find out what factors differentiate the background from the introduction.

• The introduction only contains preliminary data about the research topic and does not state the purpose of the study. On the contrary, the background clarifies the importance of the study in detail.
• The introduction provides an overview of the research topic from a broader perspective, while the background provides a detailed understanding of the topic.
• The introduction should end with the mention of the research questions, aims, and objectives of the study. In contrast, the background follows no such format and only provides essential context to the study.

How should one write the background of a research paper?

The length and detail presented in the background varies for different research papers, depending on the complexity and novelty of the research topic. At times, a simple background suffices, even if the study is complex. Before writing and adding details in the background, take a note of these additional points:

• Start with a strong beginning: Begin the background by defining the research topic and then identify the target audience.
• Cover key components: Explain all theories, concepts, terms, and ideas that may feel unfamiliar to the target audience thoroughly.
• Take note of important prerequisites: Go through the relevant literature in detail. Take notes while reading and cite the sources.
• Maintain a balance: Make sure that the background is focused on important details, but also appeals to a broader audience.
• Include historical data: Current issues largely originate from historical events or findings. If the research borrows information from a historical context, add relevant data in the background.
• Explain novelty: If the research study or methodology is unique or novel, provide an explanation that helps to understand the research better.
• Increase engagement: To make the background engaging, build a story around the central theme of the research

Avoid these mistakes while writing the background:

• Ambiguity: Don’t be ambiguous. While writing, assume that the reader does not understand any intricate detail about your research.
• Unrelated themes: Steer clear from topics that are not related to the key aspects of your research topic.
• Poor organization: Do not place information without a structure. Make sure that the background reads in a chronological manner and organize the sub-sections so that it flows well.

Writing the background for a research paper should not be a daunting task. But directions to go about it can always help. At Elsevier Author Services we provide essential insights on how to write a high quality, appealing, and logically structured paper for publication, beginning with a robust background. For further queries, contact our experts now!

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Background information identifies and describes the history and nature of a well-defined research problem with reference to contextualizing existing literature. The background information should indicate the root of the problem being studied, appropriate context of the problem in relation to theory, research, and/or practice , its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to address. Background information does not replace the literature review section of a research paper; it is intended to place the research problem within a specific context and an established plan for its solution.

Fitterling, Lori. Researching and Writing an Effective Background Section of a Research Paper. Kansas City University of Medicine & Biosciences; Creating a Research Paper: How to Write the Background to a Study. DurousseauElectricalInstitute.com; Background Information: Definition of Background Information. Literary Devices Definition and Examples of Literary Terms.

Importance of Having Enough Background Information

Background information expands upon the key points stated in the beginning of your introduction but is not intended to be the main focus of the paper. It generally supports the question, what is the most important information the reader needs to understand before continuing to read the paper? Sufficient background information helps the reader determine if you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your analysis and findings. This information provides the reader with the essential context needed to conceptualize the research problem and its significance before moving on to a more thorough analysis of prior research.

Forms of contextualization included in background information can include describing one or more of the following:

• Cultural -- placed within the learned behavior of a specific group or groups of people.
• Economic -- of or relating to systems of production and management of material wealth and/or business activities.
• Gender -- located within the behavioral, cultural, or psychological traits typically associated with being self-identified as male, female, or other form of  gender expression.
• Historical -- the time in which something takes place or was created and how the condition of time influences how you interpret it.
• Interdisciplinary -- explanation of theories, concepts, ideas, or methodologies borrowed from other disciplines applied to the research problem rooted in a discipline other than the discipline where your paper resides.
• Philosophical -- clarification of the essential nature of being or of phenomena as it relates to the research problem.
• Physical/Spatial -- reflects the meaning of space around something and how that influences how it is understood.
• Political -- concerns the environment in which something is produced indicating it's public purpose or agenda.
• Social -- the environment of people that surrounds something's creation or intended audience, reflecting how the people associated with something use and interpret it.
• Temporal -- reflects issues or events of, relating to, or limited by time. Concerns past, present, or future contextualization and not just a historical past.

Background information can also include summaries of important research studies . This can be a particularly important element of providing background information if an innovative or groundbreaking study about the research problem laid a foundation for further research or there was a key study that is essential to understanding your arguments. The priority is to summarize for the reader what is known about the research problem before you conduct the analysis of prior research. This is accomplished with a general summary of the foundational research literature [with citations] that document findings that inform your study's overall aims and objectives.

NOTE : Research studies cited as part of the background information of your introduction should not include very specific, lengthy explanations. This should be discussed in greater detail in your literature review section. If you find a study requiring lengthy explanation, consider moving it to the literature review section.

ANOTHER NOTE : In some cases, your paper's introduction only needs to introduce the research problem, explain its significance, and then describe a road map for how you are going to address the problem; the background information basically forms the introduction part of your literature review. That said, while providing background information is not required, including it in the introduction is a way to highlight important contextual information that could otherwise be hidden or overlooked by the reader if placed in the literature review section.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper. SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014; Stevens, Kathleen C. “Can We Improve Reading by Teaching Background Information?.” Journal of Reading 25 (January 1982): 326-329; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.

Structure and Writing Style

Providing background information in the introduction of a research paper serves as a bridge that links the reader to the research problem . Precisely how long and in-depth this bridge should be is largely dependent upon how much information you think the reader will need to know in order to fully understand the problem being discussed and to appreciate why the issues you are investigating are important.

From another perspective, the length and detail of background information also depends on the degree to which you need to demonstrate to your professor how much you understand the research problem. Keep this in mind because providing pertinent background information can be an effective way to demonstrate that you have a clear grasp of key issues, debates, and concepts related to your overall study.

The structure and writing style of your background information can vary depending upon the complexity of your research and/or the nature of the assignment. However, in most cases it should be limited to only one to two paragraphs in your introduction.

Given this, here are some questions to consider while writing this part of your introduction :

• Are there concepts, terms, theories, or ideas that may be unfamiliar to the reader and, thus, require additional explanation?
• Are there historical elements that need to be explored in order to provide needed context, to highlight specific people, issues, or events, or to lay a foundation for understanding the emergence of a current issue or event?
• Are there theories, concepts, or ideas borrowed from other disciplines or academic traditions that may be unfamiliar to the reader and therefore require further explanation?
• Is there a key study or small set of studies that set the stage for understanding the topic and frames why it is important to conduct further research on the topic?
• Y our study uses a method of analysis never applied before;
• Your study investigates a very esoteric or complex research problem;
• Your study introduces new or unique variables that need to be taken into account ; or,
• Your study relies upon analyzing unique texts or documents, such as, archival materials or primary documents like diaries or personal letters that do not represent the established body of source literature on the topic?

Almost all introductions to a research problem require some contextualizing, but the scope and breadth of background information varies depending on your assumption about the reader's level of prior knowledge . However, despite this assessment, background information should be brief and succinct and sets the stage for the elaboration of critical points or in-depth discussion of key issues in the literature review section of your paper.

Writing Tip

Background Information vs. the Literature Review

Incorporating background information into the introduction is intended to provide the reader with critical information about the topic being studied, such as, highlighting and expanding upon foundational studies conducted in the past, describing important historical events that inform why and in what ways the research problem exists, defining key components of your study [concepts, people, places, phenomena] and/or placing the research problem within a particular context. Although introductory background information can often blend into the literature review portion of the paper, essential background information should not be considered a substitute for a comprehensive review and synthesis of relevant research literature.

Hart, Cris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage, 1998; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014.

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How to Write the Background of a Study

• Research Process

The background to a study sets the scene . It lays out the “state of the art”. It tells your reader about other research done on the topic in question, via useful review papers and other summaries of the literature.

Updated on May 5, 2023

The background to your study, sometimes called the ‘state of the art’ (especially in grant writing), sets the scene for a paper. This section shows readers why your research is important, relevant, and why they should continue reading. You must hook them in with a great background to your study, which is part of the overall introduction to your research paper.

In higher impact articles, such as those published in Nature or Science (which is what we are all aiming for, after all …), the study background is t he middle section of an essentially three-part introduction . This section is framed by a presentation of ‘the question’ (first part of the introduction) and a quick explanation of ‘what this paper will do’ (the third part of the introduction).

The introduction of a research paper should be “shaped” like an upside down triangle: 

Start broad. Set the scene with a large-scale general research area [e.g., why doing a PhD erases your writing skills (ha ha) or mental health in teenagers and why this is such a widespread global issue] and then focus down to the question your research addresses (e.g., how can writing skills be improved in PhD students, or brain scans and how these can be used in treatment).

Read on to learn more about framing your next research paper with a well-written and researched background section.

What is the background of a study?

The background to a study sets the scene . It lays out the “state of the art”. It tells your reader about other research done on the topic in question, via useful review papers and other summaries of the literature. 

A background is not a literature review: No one wants to read endless citations back-to-back in this section. You don’t need to list all the papers you’ve read, or all the work done in the past on this topic. 

Set the scene and frame your question in the context of the literature. Seek out review articles in particular. The aim of this section is to build on what has come before so your reader will be armed with all the information they need to understand the remainder of your article, and why - in context - the aims of your study are important.

How to write the background to your research paper

Cater to your audience.

It’s important to frame your background to the right audience.

The background of your study needs to be pitched differently depending on your target journal. A more subject-area specific journal (e.g. Journal of Brain Studies ) will be read by specialists in your field. Generally, less information to set up the paper in a wider context and less background information will be required. Your readers are already experts on the topic in question .

However, if you are aiming your paper at a more general audience (a journal like Nature or Science , for example) then you're going to need to explain more in your background. A reader of a specialized journal will know about the neocortex within the brain and where this is located, but a general reader will need you to set things up more.

Readers are always the most important people in research publishing, after all: If you want your work to be read, used, and cited (and therefore drive up your H-index as well as your institution’s ranking) you’ll need a well-pitched background of your study.

What is included in the background of a study?

Remember this section sits in the middle of the introduction. Here’s a handy template for what to include:

• Existing research on the area of study (not everything, but a broad overview. Aim to cite review papers if you can). Start this section with preliminary data and then build it out;
• Mention any controversies around your topic (either that you’ve identified, or that have been picked up by earlier work. Check the discussion sections of recent articles for pointers here);
• Any gaps in existing research?, and;
• How will your study fill these gaps? State your research methodologies. Any further research that needs to be done?

Aim for one paragraph , or a series of short paragraphs within one section. The last two of the topics outlined above can be short, just one or two sentences. These are there to hook the reader in and to frame your background so that the text leads into the final section of the introduction where you explain ‘What your paper is going to do’.

Simple really.

And finally…some thoughts

I used to get really bogged down with article writing, especially the shape of the introduction.

Here’s a trick to keep in mind: Remember that the average length of an academic research paper published in a peer reviewed journal is around 4,000 - 5,000 words - not too long. 

This means that you're likely going to be aiming for an article of about this length the next time you sit down to write: Not too many words for an effective and well-structured introduction. You’ve got about 1,500 - 2,000 words maximum. And aim to keep it short (this will be enforced by word count limits, especially in higher impact journals like Nature and Science ). Editors at these journals are trained to cut down your writing to make sure your research fits in.

Less is more, in other words.

Keeping tight word count limits in mind means you can’t write an expansive, flowing background to your study that goes off in all directions and covers a huge amount of ground. Keep an eye on our tips for what to include, cite review papers, and keep your readers interested in the question your paper seeks to address.

A well written background to your study will ensure your paper gets read all the way through to the end. Can’t ask for more than that!

The AJE Team

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Background Research

What is background research, tyes of background information.

• General Sources
• Subject Specific Sources

Background research (or pre-research) is the research that you do before you start writing your paper or working on your project. Sometimes background research happens before you've even chosen a topic. The purpose of background research is to make the research that goes into your paper or project easier and more successful.

Some reasons to do background research include:

• Determining an appropriate scope for your research: Successful research starts with a topic or question that is appropriate to the scope of the assignment. A topic that is too broad means too much relevant information to review and distill. If your topic is too narrow, there won't be enough information to do meaningful research.
• Understanding how your research fits in with the broader conversation surrounding the topic: What are the major points of view or areas of interest in discussions of your research topic and how does your research fit in with these? Answering this question can help you define the parts of your topic that you need to explore.
• Establishing the value of your research : What is the impact of your research and why does it matter? How might your research clarify or change our understanding of the topic?
• Identifying experts and other important perspectives: Are there scholars whose work you need to understand for your research to be complete? Are there points of view that you need to include or address?

Doing background research helps you choose a topic that you'll be happy with and develop a sense of what research you'll need to do in order to successfully complete your assignment. It will also help you plan your research and understand how much time you'll need to dedicate to understanding and exploring your topic.

Some types of information sources can be particularly helpful when you're doing background research. These are often primarily tertiary sources meaning that, rather than conducting original research they often summarize existing research on the topic.

Current Events Briefs Databases like CQ Researcher are focused on understanding controversial topics in current events. They provide information about the background of the issue as well as explanations of the positions of those on either side of a controversy.

Encyclopedias  Encyclopedias are ideal sources for doing background research in order build your knowledge about a topic sufficiently to identify a topic and develop a research plan.

Dictionaries Dictionaries include both general dictionaries like the Oxford English Dictionary as well as more specialized dictionaries focused on a single area. Dictionary entries are usually shorter and less detailed than encyclopedia entries and generally do not include references. However, they can be helpful when your research introduces you to concepts with which you aren't familiar.

Textbooks Your textbook is a potential source of background information, providing an explanation of the topic that prepares you to focus and dig deeper. Textbooks give a general overview of lot of information.

Statistics While you may find that it's difficult to make sense of statistics related to your topic while you're still exploring, statistics can be a powerful tool for establishing the context and importance of your research.

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What is the Background of the Study and How to Write It

What is the Background of the Study in Research? 

The background of the study is the first section of a research paper and gives context surrounding the research topic. The background explains to the reader where your research journey started, why you got interested in the topic, and how you developed the research question that you will later specify. That means that you first establish the context of the research you did with a general overview of the field or topic and then present the key issues that drove your decision to study the specific problem you chose.

Once the reader understands where you are coming from and why there was indeed a need for the research you are going to present in the following—because there was a gap in the current research, or because there is an obvious problem with a currently used process or technology—you can proceed with the formulation of your research question and summarize how you are going to address it in the rest of your manuscript.

Why is the Background of the Study Important?

No matter how surprising and important the findings of your study are, if you do not provide the reader with the necessary background information and context, they will not be able to understand your reasons for studying the specific problem you chose and why you think your study is relevant. And more importantly, an editor who does not share your enthusiasm for your work (because you did not fill them in on all the important details) will very probably not even consider your manuscript worthy of their and the reviewers’ time and will immediately send it back to you.

To avoid such desk rejections , you need to make sure you pique the reader’s interest and help them understand the contribution of your work to the specific field you study, the more general research community, or the public. Introducing the study background is crucial to setting the scene for your readers.

Table of Contents:

• What is “Background Information” in a Research Paper?
• What Should the Background of a Research Paper Include?
• Where Does the Background Section Go in Your Paper?

Background of the Study Structure

Before writing your study background, it is essential to understand what to include. The following elements should all be included in the background and are presented in greater detail in the next section:

• A general overview of the topic and why it is important (overlaps with establishing the “importance of the topic” in the Introduction)
• The current state of the research on the topic or on related topics in the field
• Controversies about current knowledge or specific past studies that undergird your research methodology
• Any claims or assumptions that have been made by researchers, institutions, or politicians that might need to be clarified
• Methods and techniques used in the study or from which your study deviated in some way

Presenting the Study Background

As you begin introducing your background, you first need to provide a general overview and include the main issues concerning the topic. Depending on whether you do “basic” (with the aim of providing further knowledge) or “applied” research (to establish new techniques, processes, or products), this is either a literature review that summarizes all relevant earlier studies in the field or a description of the process (e.g., vote counting) or practice (e.g., diagnosis of a specific disease) that you think is problematic or lacking and needs a solution.

Example s of a general overview

If you study the function of a Drosophila gene, for example, you can explain to the reader why and for whom the study of fly genetics is relevant, what is already known and established, and where you see gaps in the existing literature. If you investigated how the way universities have transitioned into online teaching since the beginning of the Covid-19 pandemic has affected students’ learning progress, then you need to present a summary of what changes have happened around the world, what the effects of those changes have been so far, and where you see problems that need to be addressed. Note that you need to provide sources for every statement and every claim you make here, to establish a solid foundation of knowledge for your own study. 

Describing the current state of knowledge

When the reader understands the main issue(s), you need to fill them in more specifically on the current state of the field (in basic research) or the process/practice/product use you describe (in practical/applied research). Cite all relevant studies that have already reported on the Drosophila gene you are interested in, have failed to reveal certain functions of it, or have suggested that it might be involved in more processes than we know so far. Or list the reports from the education ministries of the countries you are interested in and highlight the data that shows the need for research into the effects of the Corona-19 pandemic on teaching and learning.

Discussing controversies, claims, and assumptions

Are there controversies regarding your topic of interest that need to be mentioned and/or addressed? For example, if your research topic involves an issue that is politically hot, you can acknowledge this here. Have any earlier claims or assumptions been made, by other researchers, institutions, or politicians, that you think need to be clarified?

Mentioning methodologies and approaches

While putting together these details, you also need to mention methodologies : What methods/techniques have been used so far to study what you studied and why are you going to either use the same or a different approach? Are any of the methods included in the literature review flawed in such a way that your study takes specific measures to correct or update? While you shouldn’t spend too much time here justifying your methods (this can be summarized briefly in the rationale of the study at the end of the Introduction and later in the Discussion section), you can engage with the crucial methods applied in previous studies here first.

When you have established the background of the study of your research paper in such a logical way, then the reader should have had no problem following you from the more general information you introduced first to the specific details you added later. You can now easily lead over to the relevance of your research, explain how your work fits into the bigger picture, and specify the aims and objectives of your study. This latter part is usually considered the “ statement of the problem ” of your study. Without a solid research paper background, this statement will come out of nowhere for the reader and very probably raise more questions than you were planning to answer.   

Where does the study background section go in a paper?

Unless you write a research proposal or some kind of report that has a specific “Background” chapter, the background of your study is the first part of your introduction section . This is where you put your work in context and provide all the relevant information the reader needs to follow your rationale. Make sure your background has a logical structure and naturally leads into the statement of the problem at the very end of the introduction so that you bring everything together for the reader to judge the relevance of your work and the validity of your approach before they dig deeper into the details of your study in the methods section .

Consider Receiving Professional Editing Services

Now that you know how to write a background section for a research paper, you might be interested in our AI text editor at Wordvice AI. And be sure to receive professional editing services , including academic editing and proofreading , before submitting your manuscript to journals. On the Wordvice academic resources website, you can also find many more articles and other resources that can help you with writing the other parts of your research paper , with making a research paper outline before you put everything together, or with writing an effective cover letter once you are ready to submit.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Writing Research Background

Research background is a brief outline of the most important studies that have been conducted so far presented in a chronological order. Research background part in introduction chapter can be also headed ‘Background of the Study.” Research background should also include a brief discussion of major theories and models related to the research problem.

Specifically, when writing research background you can discuss major theories and models related to your research problem in a chronological order to outline historical developments in the research area.  When writing research background, you also need to demonstrate how your research relates to what has been done so far in the research area.

Research background is written after the literature review. Therefore, literature review has to be the first and the longest stage in the research process, even before the formulation of research aims and objectives, right after the selection of the research area. Once the research area is selected, the literature review is commenced in order to identify gaps in the research area.

Research aims and objectives need to be closely associated with the elimination of this gap in the literature. The main difference between background of the study and literature review is that the former only provides general information about what has been done so far in the research area, whereas the latter elaborates and critically reviews previous works.

John Dudovskiy

Organizing Academic Research Papers: Background Information

• Purpose of Guide
• Design Flaws to Avoid
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Executive Summary
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tertiary Sources
• What Is Scholarly vs. Popular?
• Qualitative Methods
• Quantitative Methods
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Annotated Bibliography
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• How to Manage Group Projects
• Multiple Book Review Essay
• Reviewing Collected Essays
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Research Proposal
• Acknowledgements

Background information identifies and describes the history and nature of a well-defined research problem with reference to the existing literature. Background information in your Introduction should indicate the root of the problem being studied, its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to address.  Introductory background information differs from a literature review in that it places the research problem in proper context rather than thoroughly examining pertinent literature.

Importance of Having Enough Background Information

Background information expands upon the key points stated in your introduction but is not the main focus of the paper. Sufficient background information helps your reader determine if you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your analysis and findings.

Background information provides the reader with the essential context needed to understand the research problem . Depending on the topic being studied, forms of contextualization may include:

• Cultural -- the issue placed within the learned behavior of specific groups of people.
• Economic -- of or relating to systems of production and management of material wealth and/or business activities.
• Historical -- the time in which something takes place or was created and how that influences how you interpret it.
• Philosophical -- clarification of the essential nature of being or of phenomena as it relates to the research problem.
• Physical/Spatial -- reflects the space around something and how that influences how you see it.
• Political -- concerns the environment in which something is produced indicating it's public purpose or agenda.
• Social -- the environment of people that surrounds something's creation or intended audience, reflecting how the people around something use and interpret it.
• Temporal -- reflects issues or events of, relating to, or limited by time.

Background information can also include summaries of important, relevant research studies . The key is to summarize for the reader what is known about the specific research problem before you conducted your analysis. This is accomplished with a general review of the foundational research literature (with citations) that report findings that inform your study's aims and objectives.

NOTE : Research studies cited as part of the background information of your introduction should not include very specific, lengthy explanations. This should be discussed in greater detail in your literature review section.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper . SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.  

Structure and Writing Style

Providing background information in the Introduction of a research paper serves as a bridge that links the reader to the topic of your study . But precisely how long and in-depth this bridge should be is largely dependent upon how much information you think the reader will need in order to understand the research problem being discussed and to appreciate why the issues you are investigating are important.

From another perspective, the length and detail of background information also depends on the degree to which you need to demonstrate to your professor how much you understand the topic. Keep this in mind because providing succinct background information can be an effective way to show that you have a clear grasp of key issues and concepts underpinning your overall study. Don't try to show off, though!

Given that the structure and writing style of your background information can vary depending upon the complexity of your research and/or the nature of the assignment, here are some questions to consider while writing :

• Are there concepts, terms, theories, or ideas that may be unfamiliar to the reader and, thus, require additional explanation?
• Are there historical elements that need to be explored in order to add needed context, to highlight specific people, issues, or events, or to lay a foundation for understanding the emergence of a current issue or event?
• Is the research study unusual in some way that requires additional explanation, such as, a) your study uses a method never applied before to the research problem you are investigating; b) your study investigates a very esoteric or complex research problem; or, c) your study relies upon analyzing unique texts or documents, such as archival materials or primary documents like diaries or personal letters, that do not represent the established body of source literature on the topic.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper . SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.

Writing Tip

Background Information vs. the Literature Review

Incorporating background information into the Introduction is intended to provide the reader with critical information about the topic being studied, such as highlighting and expanding upon foundational studies conducted in the past, important historical events that inform why and in what ways the research problem exists, or defining key components of your study [concepts, people, places, things]. Although in social sciences research introductory background information can often blend into the literature review portion of the paper, basic background information should not be considered a substitute for a comprehensive review and synthesis of relevant research literature.

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In a research paper, what is the background of study?

Research papers should include a background of study statement that provides context for the study. Read the article and learn more about it!

Unless you provide the background information needed for the reader to understand your choice of the subject and why your study is important, they will not be able to grasp the significance of the findings of your research, regardless of how significant and fascinating they are. 

Research papers should include a background of study statement that provides context for the study. A reader’s interest in the rest of the study is determined by the quality of the background. It is therefore imperative to write an engaging and effective background. How should a study’s background be written, and how should it be presented?

What is the background of study in the research paper?

The background of a study outlines how your research began, your interest in the subject, and the development of your study question. In other words, you should provide a broad overview of the research that you performed, followed by a discussion of what motivated you to choose the particular problem that you studied. 

Your topic should be clearly understood by the reader. Whether and to what extent you need to explain your background depends on what you are writing about. 

A research paper’s background section

The background of a research paper acts as the first element readers will notice; so it is important that it is informative and fascinating enough to get them interested in reading further. In the background, the volume and the specifics vary according to the research paper, particularly if the topic is complex or novel. 

Complex studies can sometimes be simplified by a simple background. Reviewing previous literature on the topic of your study is typically part of your research background. After identifying the gaps in existing knowledge, you should explain how your study will fill them.

The difference between the background of the study and the introduction section

There are a number of ways in which your introduction differs from your background. In the introduction, you provide preliminary information about the paper that is likely to be studied by the reader, but in the background section, you explain why the paper is relevant. 

In your study’s background, you discuss the topic in great detail, in contrast to the introduction, which provides an overall view of the topic. You should conclude your introduction with reasons for conducting research, objectives, and research goals, not your background, other than when it is incorporated into the introduction.

Here are the steps to writing a background of study

• Defining the research topic and identifying the target audience is the best way to start the background.
• Provide a detailed discussion of all concepts, terminology, keywords, and information that may feel new to the intended audience.
• Examine the relevant literature in depth to learn more about the essential requirements. 
• Read carefully and make notes. Cite your sources when you are done.
• Be sure to strike a balance between emphasizing key points, as well as communicating to a wide audience.
• History is a significant source of current issues. Add relevant data in the background if your research relies on historical information.
• Provide an explanation to help people understand the research if it is groundbreaking or novel.
• Develop a compelling narrative around the research theme to increase engagement. Don’t forget to add the necessary infographics.

Here are some things to avoid in a study’s background

In the case of your research paper, when you established the background in an organized manner, you would have been able to lead the reader seamlessly throughout. Nevertheless, you should be careful as well, here are a few points to keep in mind.

• Avoid unclear language at all costs. Consider your reader as unaware of any complex details about your research while writing.
• Avoid writing an excessively long or short background. Write concisely while not forgetting to include everything that is important.  
• Don’t devote time to topics that don’t relate to the main thrust of the research.
• Putting information without a structure is a disorganized approach. A chronology should be followed for the background, and subsections should be ordered logically.
• Be sure to cite every source.

For more information on how to write research articles and papers, please visit our blog . 

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Aayushi Zaveri majored in biotechnology engineering. She is currently pursuing a master's degree in Bioentrepreneurship from Karolinska Institute. She is interested in health and diseases, global health, socioeconomic development, and women's health. As a science enthusiast, she is keen in learning more about the scientific world and wants to play a part in making a difference.

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Key facts about the abortion debate in America

The U.S. Supreme Court’s June 2022 ruling to overturn Roe v. Wade – the decision that had guaranteed a constitutional right to an abortion for nearly 50 years – has shifted the legal battle over abortion to the states, with some prohibiting the procedure and others moving to safeguard it.

As the nation’s post-Roe chapter begins, here are key facts about Americans’ views on abortion, based on two Pew Research Center polls: one conducted from June 25-July 4 , just after this year’s high court ruling, and one conducted in March , before an earlier leaked draft of the opinion became public.

This analysis primarily draws from two Pew Research Center surveys, one surveying 10,441 U.S. adults conducted March 7-13, 2022, and another surveying 6,174 U.S. adults conducted June 27-July 4, 2022. Here are the questions used for the March survey , along with responses, and the questions used for the survey from June and July , along with responses.

Everyone who took part in these surveys is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories.  Read more about the ATP’s methodology .

A majority of the U.S. public disapproves of the Supreme Court’s decision to overturn Roe. About six-in-ten adults (57%) disapprove of the court’s decision that the U.S. Constitution does not guarantee a right to abortion and that abortion laws can be set by states, including 43% who strongly disapprove, according to the summer survey. About four-in-ten (41%) approve, including 25% who strongly approve.

About eight-in-ten Democrats and Democratic-leaning independents (82%) disapprove of the court’s decision, including nearly two-thirds (66%) who strongly disapprove. Most Republicans and GOP leaners (70%) approve , including 48% who strongly approve.

Most women (62%) disapprove of the decision to end the federal right to an abortion. More than twice as many women strongly disapprove of the court’s decision (47%) as strongly approve of it (21%). Opinion among men is more divided: 52% disapprove (37% strongly), while 47% approve (28% strongly).

About six-in-ten Americans (62%) say abortion should be legal in all or most cases, according to the summer survey – little changed since the March survey conducted just before the ruling. That includes 29% of Americans who say it should be legal in all cases and 33% who say it should be legal in most cases. About a third of U.S. adults (36%) say abortion should be illegal in all (8%) or most (28%) cases.

Generally, Americans’ views of whether abortion should be legal remained relatively unchanged in the past few years , though support fluctuated somewhat in previous decades.

Relatively few Americans take an absolutist view on the legality of abortion – either supporting or opposing it at all times, regardless of circumstances. The March survey found that support or opposition to abortion varies substantially depending on such circumstances as when an abortion takes place during a pregnancy, whether the pregnancy is life-threatening or whether a baby would have severe health problems.

While Republicans’ and Democrats’ views on the legality of abortion have long differed, the 46 percentage point partisan gap today is considerably larger than it was in the recent past, according to the survey conducted after the court’s ruling. The wider gap has been largely driven by Democrats: Today, 84% of Democrats say abortion should be legal in all or most cases, up from 72% in 2016 and 63% in 2007. Republicans’ views have shown far less change over time: Currently, 38% of Republicans say abortion should be legal in all or most cases, nearly identical to the 39% who said this in 2007.

However, the partisan divisions over whether abortion should generally be legal tell only part of the story. According to the March survey, sizable shares of Democrats favor restrictions on abortion under certain circumstances, while majorities of Republicans favor abortion being legal in some situations , such as in cases of rape or when the pregnancy is life-threatening.

There are wide religious divides in views of whether abortion should be legal , the summer survey found. An overwhelming share of religiously unaffiliated adults (83%) say abortion should be legal in all or most cases, as do six-in-ten Catholics. Protestants are divided in their views: 48% say it should be legal in all or most cases, while 50% say it should be illegal in all or most cases. Majorities of Black Protestants (71%) and White non-evangelical Protestants (61%) take the position that abortion should be legal in all or most cases, while about three-quarters of White evangelicals (73%) say it should be illegal in all (20%) or most cases (53%).

In the March survey, 72% of White evangelicals said that the statement “human life begins at conception, so a fetus is a person with rights” reflected their views extremely or very well . That’s much greater than the share of White non-evangelical Protestants (32%), Black Protestants (38%) and Catholics (44%) who said the same. Overall, 38% of Americans said that statement matched their views extremely or very well.

Catholics, meanwhile, are divided along religious and political lines in their attitudes about abortion, according to the same survey. Catholics who attend Mass regularly are among the country’s strongest opponents of abortion being legal, and they are also more likely than those who attend less frequently to believe that life begins at conception and that a fetus has rights. Catholic Republicans, meanwhile, are far more conservative on a range of abortion questions than are Catholic Democrats.

Women (66%) are more likely than men (57%) to say abortion should be legal in most or all cases, according to the survey conducted after the court’s ruling.

More than half of U.S. adults – including 60% of women and 51% of men – said in March that women should have a greater say than men in setting abortion policy . Just 3% of U.S. adults said men should have more influence over abortion policy than women, with the remainder (39%) saying women and men should have equal say.

The March survey also found that by some measures, women report being closer to the abortion issue than men . For example, women were more likely than men to say they had given “a lot” of thought to issues around abortion prior to taking the survey (40% vs. 30%). They were also considerably more likely than men to say they personally knew someone (such as a close friend, family member or themselves) who had had an abortion (66% vs. 51%) – a gender gap that was evident across age groups, political parties and religious groups.

Relatively few Americans view the morality of abortion in stark terms , the March survey found. Overall, just 7% of all U.S. adults say having an abortion is morally acceptable in all cases, and 13% say it is morally wrong in all cases. A third say that having an abortion is morally wrong in most cases, while about a quarter (24%) say it is morally acceptable in most cases. An additional 21% do not consider having an abortion a moral issue.

Among Republicans, most (68%) say that having an abortion is morally wrong either in most (48%) or all cases (20%). Only about three-in-ten Democrats (29%) hold a similar view. Instead, about four-in-ten Democrats say having an abortion is morally  acceptable  in most (32%) or all (11%) cases, while an additional 28% say it is not a moral issue. 

White evangelical Protestants overwhelmingly say having an abortion is morally wrong in most (51%) or all cases (30%). A slim majority of Catholics (53%) also view having an abortion as morally wrong, but many also say it is morally acceptable in most (24%) or all cases (4%), or that it is not a moral issue (17%). Among religiously unaffiliated Americans, about three-quarters see having an abortion as morally acceptable (45%) or not a moral issue (32%).

• Religion & Abortion

Jane Doe is a a research analyst focusing on social and demographic research at Pew Research Center

What the data says about abortion in the U.S.

Support for legal abortion is widespread in many countries, especially in europe, nearly a year after roe’s demise, americans’ views of abortion access increasingly vary by where they live, by more than two-to-one, americans say medication abortion should be legal in their state, most latinos say democrats care about them and work hard for their vote, far fewer say so of gop, most popular.

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This paper is in the following e-collection/theme issue:

Published on 24.4.2024 in Vol 26 (2024)

Behavior Change Approaches in Digital Technology–Based Physical Rehabilitation Interventions Following Stroke: Scoping Review

Authors of this article:

• Helen J Gooch, BSc   ; 
• Kathryn A Jarvis, PhD   ; 
• Rachel C Stockley, PhD  

Stroke Research Team, School of Nursing and Midwifery, University of Central Lancashire, Preston, United Kingdom

Corresponding Author:

Helen J Gooch, BSc

Stroke Research Team

School of Nursing and Midwifery

University of Central Lancashire

BB247 Brook Building

Victoria Street

Preston, PR1 2HE

United Kingdom

Phone: 44 1772894956

Email: [email protected]

Background: Digital health technologies (DHTs) are increasingly used in physical stroke rehabilitation to support individuals in successfully engaging with the frequent, intensive, and lengthy activities required to optimize recovery. Despite this, little is known about behavior change within these interventions.

Objective: This scoping review aimed to identify if and how behavior change approaches (ie, theories, models, frameworks, and techniques to influence behavior) are incorporated within physical stroke rehabilitation interventions that include a DHT.

Methods: Databases (Embase, MEDLINE, PsycINFO, CINAHL, Cochrane Library, and AMED) were searched using keywords relating to behavior change, DHT, physical rehabilitation, and stroke. The results were independently screened by 2 reviewers. Sources were included if they reported a completed primary research study in which a behavior change approach could be identified within a physical stroke rehabilitation intervention that included a DHT. Data, including the study design, DHT used, and behavior change approaches, were charted. Specific behavior change techniques were coded to the behavior change technique taxonomy version 1 (BCTTv1).

Results: From a total of 1973 identified sources, 103 (5%) studies were included for data charting. The most common reason for exclusion at full-text screening was the absence of an explicit approach to behavior change (165/245, 67%). Almost half (45/103, 44%) of the included studies were described as pilot or feasibility studies. Virtual reality was the most frequently identified DHT type (58/103, 56%), and almost two-thirds (65/103, 63%) of studies focused on upper limb rehabilitation. Only a limited number of studies (18/103, 17%) included a theory, model, or framework for behavior change. The most frequently used BCTTv1 clusters were feedback and monitoring (88/103, 85%), reward and threat (56/103, 54%), goals and planning (33/103, 32%), and shaping knowledge (33/103, 32%). Relationships between feedback and monitoring and reward and threat were identified using a relationship map, with prominent use of both of these clusters in interventions that included virtual reality.

Conclusions: Despite an assumption that DHTs can promote engagement in rehabilitation, this scoping review demonstrates that very few studies of physical stroke rehabilitation that include a DHT overtly used any form of behavior change approach. From those studies that did consider behavior change, most did not report a robust underpinning theory. Future development and research need to explicitly articulate how including DHTs within an intervention may support the behavior change required for optimal engagement in physical rehabilitation following stroke, as well as establish their effectiveness. This understanding is likely to support the realization of the transformative potential of DHTs in stroke rehabilitation.

Introduction

Digital health technologies (DHTs) comprise apps, programs, or software used in the health and social care systems [ 1 ]. They are considered to have almost unlimited potential to transform health care interventions and delivery and empower people to take a greater role in their own care and well-being [ 2 , 3 ].

Stroke is one of the leading causes of acquired disability worldwide, with around 12 million people experiencing a stroke each year [ 4 ]. Rehabilitation is a complex, multifaceted process [ 5 ] that facilitates those with health conditions and disabilities to participate in and gain independence in meaningful life roles [ 6 ]. It is considered an essential aspect of health care provision following a stroke [ 7 ] as a means to address poststroke impairments, which can involve motor, sensory, and cognitive functions. Changes in the ability to move due to impairment of both movement and sensory function are commonly experienced by people following a stroke [ 8 ] and are addressed by physical rehabilitation comprising regular, intensive practice and repetition of movements and tasks [ 9 , 10 ]. Conventional physical rehabilitation often struggles to deliver the intensity required to optimize recovery [ 11 ], and over recent years, there has been significant interest in the use of DHTs, such as virtual reality (VR), telerehabilitation, robotics, and activity monitors [ 12 - 16 ], to enhance and increase the intensity of rehabilitation. DHTs can provide a whole intervention or be used as a component of a wider intervention; the term DHT-based intervention has been used within this review to refer to both situations.

For many people who survive a stroke, rehabilitation requires individuals to engage in regular and frequent rehabilitative activities to achieve improvements in function and realize their optimal recovery. This necessitates adjustments to an individual’s behavior [ 17 ] over a sustained period of time. Changing behavior is a complex process and is underpinned by a variety of different theories, models, and frameworks [ 18 ], such as social cognitive theory [ 19 ] or the behavior change wheel framework [ 20 ]. Individual activities within a complex intervention that are designed to change behavior can be separated into replicable active components widely referred to as behavior change techniques (BCTs) [ 21 ]. Historically, labels applied to BCTs have lacked consensus, resulting in uncertainty and difficulty in comparing interventions. This has been addressed in the behavior change technique taxonomy version 1 (BCTTv1) [ 22 ], a classification system of 93 distinct BCTs clustered into 16 groups, which is a well-recognized tool to provide consistency with BCT reporting in interventions. DHTs provide an emerging opportunity to support the behavior change required within physical stroke rehabilitation interventions through facilitators that are embedded within the technology itself that aim to form, alter, or reinforce behaviors [ 23 ]. Understanding of this area is limited, with most literature exploring the use of DHTs to support behavior change focused on specific health-related behaviors such as physical activity or healthy eating [ 24 ] rather than as a core component of a type of rehabilitation intervention. Motivation is acknowledged to play an integral role in behavior change [ 25 ], and it is often assumed that DHTs provide motivation to engage with rehabilitation [ 26 ]. However, for this assumption to be realized, the DHTs must be able to support and deliver interventions that facilitate the vital changes in behavior needed to promote prolonged and sustained engagement in stroke rehabilitative activities. Imperative to this is understanding the theories, models, and frameworks that underpin interventions and the BCTs (active components) within the interventions [ 27 - 29 ]. The theories, models, and frameworks alongside the BCTs will be referred to hereinafter as approaches. Within the context of DHT-based physical stroke rehabilitation interventions, approaches to behavior change warrant further investigation.

Aim and Objectives

This scoping review aimed to identify if and how behavior change approaches are incorporated within DHT-based physical stroke rehabilitation interventions. Specifically, it sought to:

• Establish if behavior change theories, models, and frameworks, or BCTs, are described when reporting on DHT-based interventions that have been developed or evaluated for use in poststroke physical rehabilitation.
• Identify if behavior change theories, models, or frameworks underpin the interventions and which of these are being used.
• Identify if the BCTTv1 is being used to report BCTs within interventions.
• Determine which BCTs (based on the BCTTv1) can be identified within the interventions.
• Explore whether the type of technology influences the techniques used to change behaviors.

Review Methodology

A scoping review was completed and reported following established guidelines [ 30 , 31 ] and the Preferred Reporting of Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR; Multimedia Appendix 1 ) [ 32 ]. The protocol was registered with the Open Science Framework [ 33 ].

Eligibility Criteria

Any published sources that reported a completed primary research study in which a behavior change approach could be identified within a DHT-based physical stroke rehabilitation intervention were included ( Multimedia Appendix 2 ). Physical rehabilitation comprised interventions that addressed an impairment, or sequela of impairment, of sensory function and pain, neuromusculoskeletal and movement-related functions, or voice and speech, as defined by the International Classification of Functioning, Disability, and Health [ 34 ]. Completed primary research included all types of studies, both quantitative and qualitative, and no minimum sample size or intervention length was set. The BCTTv1 [ 22 ] was used to support the identification of BCTs within the interventions.

Information Sources and Search Strategy

A systematic database search was conducted in Embase, MEDLINE, PsycINFO, CINAHL, Cochrane Database of Systematic Reviews, CENTRAL Register of Controlled Trials, and AMED on March 21, 2023. The search was completed in collaboration with an information specialist who provided support with the development of the free text and thesaurus search terms, created the final search, adjusted the searches for the different databases, and ran the search. It consisted of 4 distinct search streams: behavior change, DHT, physical rehabilitation, and stroke, which were then combined ( Multimedia Appendix 3 ). Searches were restricted to the English language (due to review resources) and by date to search from 2001; the date restriction acknowledges the main time period of DHT growth [ 35 ], captures sources reported in systematic reviews of DHTs in stroke rehabilitation [ 12 - 16 ], and is reflected in other scoping literature exploring DHTs [ 24 ]. Additional sources were identified by hand searching, including scrutiny of the included source reference lists.

Selection of Sources of Evidence

The titles and abstracts of deduplicated sources from database searches and hand searches were independently screened by 2 reviewers, 1 of whom had completed the BCTTv1 web-based training package [ 36 ] to inform decisions made around the use of BCTs. Any conflicts were discussed, and if a consensus was not reached, the source was included for full-text screening. Attempts were made to locate a completed study publication from eligible conference abstracts, protocols, and trial registry entries. Full-text sources were screened independently by 2 reviewers, and disagreements were resolved by a third reviewer. Reasons for full-text exclusion were recorded. EndNote X9 software (Clarivate) and the Rayyan web tool software (Qatar Computing Research Institute) [ 37 ] were used to facilitate the source selection process.

Data Charting Process

A review-specific data charting tool was developed and initially piloted using 3 sources by 3 reviewers, and then further developed iteratively throughout the process [ 30 ]. Data charting was completed collectively by 2 reviewers. When several sources referred to a single study, these sources were grouped together for data charting, and if a source identified additional sources for further detail of the intervention (eg, a protocol or supplementary material), then this information was also used to support data charting.

The data charting tool was developed with reference to the Template for Intervention Description and Replication (TIDieR) checklist [ 27 ] and with a focus on the DHT-based intervention and behavior change approaches ( Multimedia Appendix 4 [ 14 , 38 - 40 ]). In the absence of a recognized predefined taxonomy for DHTs, the DHTs used in the sources were charted iteratively by the type of technology [ 41 ] from the information provided about the intervention. Over time, DHT categories emerged and were defined ( Multimedia Appendix 4 ). Discrete BCTs were identified from the intervention detail provided using the BCTTv1 [ 22 ] ( Multimedia Appendix 5 [ 42 ]). A pragmatic decision was made that the single reviewer who had completed the BCTTv1 web-based training package [ 36 ] would code the interventions to the BCTTv1. Any areas of uncertainty were discussed in detail among the review team.

Synthesis of Results

In accordance with the aims of a scoping review, formal assessments of methodological quality were not completed [ 30 , 31 ]. Findings were synthesized using descriptive statistics facilitated by SPSS Statistics 28.0.0.0 (IBM Corp) and Microsoft Excel (version 2208; Microsoft Corporation) and presented in text, table, and chart formats. The characteristics of the included sources, specifically participant numbers, age, and time since stroke, and intervention details, were summarized to provide contextual information for the review. Time since stroke was based on a published timeline framework [ 43 ], which describes the following phases: acute (1-7 days), early subacute (7 days to 3 months), late subacute (3-6 months), and chronic (greater than 6 months).

The behavior change theories, models, or frameworks underpinning the DHT-based interventions and sources where interventions had already been coded to the BCTTv1 were summarized. The use of individual BCTs, as coded by reviewers from intervention descriptions, was briefly summarized; however, the main focus of the BCT synthesis was completed by grouping the BCTs into the 16 BCTTv1 clusters, in order to provide an overview of their use across the sources and allow comparison with other reviews [ 44 , 45 ]. A cluster was only identified once per source, irrespective of the number of individual BCTs within that cluster. Relationships between BCTTv1 clusters and between DHT type and BCTTv1 clusters were descriptively explored. A relationship map was used to visually represent the strength of the connections between the BCTTv1 clusters, with a thicker line indicating that variables were more frequently reported together. No inferential statistical analysis was used.

From a total of 1973 sources screened, 357 full-text sources were assessed for eligibility, then after grouping sources that referred to a single study, 103 (5%) distinct sources were included in the review [ 46 - 148 ] ( Figure 1 ). Of the 245 sources excluded at full-text screening, 165 (67%) were excluded due to a lack of a behavior change approach.

Characteristics of Sources of Evidence

All sources of evidence were studies and will be referred to as such hereinafter. The number of studies in this field has rapidly increased over time ( Figure 2 ), from a single study in 2004 to 8 in 2022, with a peak of 15 in 2021. The majority (86/103, 83%) [ 47 - 51 , 53 - 56 , 58 , 59 , 61 , 63 - 68 , 71 - 86 , 89 - 95 , 97 - 105 , 107 , 109 , 111 , 112 , 114 , 115 , 117 - 126 , 128 - 136 , 138 - 148 ] were published in the past 10 years. Most studies took place in North America (41/103, 40%) [ 46 - 49 , 52 , 55 , 56 , 60 , 64 - 67 , 69 , 70 , 72 , 74 , 76 - 78 , 80 , 85 - 88 , 92 , 93 , 97 , 99 , 101 , 108 - 110 , 126 - 129 , 137 , 138 , 141 , 142 , 145 ] and Europe (35/103, 34%) [ 51 , 53 , 54 , 57 , 58 , 62 , 63 , 68 , 71 , 79 , 81 - 84 , 89 , 111 , 113 - 125 , 132 , 136 , 140 , 143 , 146 , 147 ], with the remainder in Asia (16/103, 16%) [ 50 , 59 , 61 , 91 , 94 , 95 , 98 , 100 , 102 - 104 , 107 , 135 , 139 , 144 , 148 ], Australasia (9/103, 9%) [ 75 , 96 , 105 , 106 , 112 , 130 , 131 , 133 , 134 ], Africa (1/103, 1%) [ 90 ], and a single multicontinental study (1/103, 1%) [ 73 ]. Almost half (45/103, 44%) the studies are reported as feasibility or pilot studies [ 49 , 56 , 58 , 64 , 66 , 68 , 69 , 72 - 74 , 76 , 77 , 79 , 82 - 84 , 89 , 90 , 92 , 93 , 95 , 97 , 100 - 104 , 106 , 108 , 114 , 116 , 117 , 119 , 122 , 124 - 126 , 131 , 134 , 136 , 138 , 139 , 141 , 143 , 147 ]. Other study designs included randomized controlled trials (20/103, 19%) [ 50 , 51 , 60 , 61 , 65 , 75 , 80 , 85 , 86 , 91 , 107 , 109 , 112 , 128 - 130 , 137 , 144 , 146 , 148 ], single session investigations (19/103, 18%) [ 47 , 52 , 57 , 59 , 71 , 78 , 87 , 88 , 98 , 110 , 115 , 118 , 120 , 123 , 127 , 132 , 133 , 135 , 142 ], nonrandomized experimental designs (13/103, 13%) [ 53 - 55 , 62 , 63 , 67 , 81 , 94 , 96 , 99 , 105 , 113 , 145 ], case studies (4/103, 4%) [ 46 , 48 , 70 , 140 ], and realist evaluations (2/103, 2%) [ 111 , 121 ].

Participants

There were a total of 2825 participants in the 103 included studies. Studies tended to be small, with a median of 16 participants and a range of 1-188. Only half (55/103, 53%) the studies [ 46 - 48 , 50 , 56 , 57 , 59 , 61 , 64 , 67 , 69 - 72 , 78 , 79 , 82 , 87 , 88 , 92 , 93 , 95 - 99 , 101 , 102 , 105 , 106 , 108 , 111 - 121 , 123 - 127 , 134 , 138 - 140 , 142 , 143 , 145 , 147 ] reported the minimum and maximum age of participants, which ranged from 17 to 99 years. Over three-quarters (83/103, 81%; 2508 participants) of studies reported the time since the onset of stroke. Of these 83 studies, 1 (1%; 48 participants) study [ 91 ] was conducted in the acute phase, 14 (17%; 504 participants) studies [ 60 , 61 , 68 , 74 , 79 , 92 , 100 , 102 , 109 , 114 , 133 , 144 , 146 , 148 ] were conducted in the early subacute phase, 11 (13%; 316 participants) studies [ 59 , 65 , 66 , 72 , 75 , 76 , 81 , 104 , 107 , 121 , 134 ] were conducted in the late subacute phase, and 57 (69%; 1640 participants) studies [ 46 , 48 , 49 , 51 , 53 , 54 , 57 , 63 , 64 , 67 , 69 , 70 , 73 , 78 , 80 , 82 , 84 , 85 , 88 , 89 , 93 - 99 , 101 , 103 , 105 , 106 , 108 , 111 - 113 , 117 - 120 , 122 - 125 , 127 - 131 , 136 - 142 , 145 , 147 ] were conducted in the chronic phase [ 43 ].

Study Intervention

An overview of study intervention characteristics is provided ( Table 1 ). Interventions were focused on upper limb rehabilitation in almost two-thirds (65/103, 63%) of the studies [ 46 - 49 , 51 , 54 - 59 , 62 - 65 , 68 , 71 , 72 , 74 , 75 , 77 - 81 , 85 - 88 , 92 , 95 , 96 , 99 , 101 - 103 , 105 - 108 , 110 , 112 , 113 , 116 - 118 , 121 , 123 - 125 , 127 , 128 , 132 , 133 , 135 - 137 , 139 - 142 , 144 - 147 ]. Nearly all interventions (96/103, 93%) [ 46 - 80 , 84 - 94 , 96 - 117 , 119 - 121 , 124 - 148 ] were delivered to individual participants, with over half (62/103, 60%) [ 46 - 50 , 53 - 58 , 60 , 61 , 64 - 70 , 72 , 74 - 77 , 79 , 80 , 82 - 86 , 89 , 90 , 93 , 94 , 96 , 97 , 99 , 101 , 105 , 111 , 112 , 116 , 117 , 119 - 122 , 126 , 129 - 131 , 134 , 136 , 138 , 139 , 141 , 143 - 145 , 147 ] delivered fully or partly in the participant’s homes. Two-thirds (70/103, 68%) of studies [ 46 - 50 , 52 - 54 , 57 , 60 , 62 , 63 , 65 - 74 , 76 - 84 , 86 - 93 , 98 , 100 , 102 , 104 , 108 , 109 , 112 - 115 , 117 , 118 , 120 , 122 - 125 , 129 - 131 , 135 - 138 , 140 - 142 , 144 - 146 , 148 ] included partial or full supervision of the intervention, with this predominately being provided face-to-face (48/70, 69%) [ 46 , 47 , 52 , 57 , 60 , 62 , 63 , 67 , 68 , 71 , 73 , 78 , 81 - 84 , 86 - 89 , 91 , 92 , 98 , 100 , 102 , 104 , 108 , 109 , 112 - 115 , 117 , 118 , 120 , 122 - 125 , 135 - 137 , 140 , 142 , 144 - 146 , 148 ]. Interventions lasted between a single session and 26 weeks.

Of the 103 studies, over half (n=57, 55%) of the studies [ 46 , 47 , 51 - 54 , 57 , 61 , 63 , 67 , 68 , 70 , 71 , 73 , 75 - 78 , 81 , 84 - 86 , 88 - 91 , 93 , 95 , 96 , 98 , 100 , 102 - 104 , 106 , 109 , 112 , 114 , 115 , 123 - 126 , 129 , 130 , 132 , 133 , 135 - 138 , 140 , 143 - 147 ] included 1 type of DHT, 30 (29%) studies [ 48 , 49 , 55 , 56 , 58 - 60 , 62 , 64 , 69 , 83 , 92 , 94 , 97 , 99 , 101 , 105 , 107 , 108 , 110 , 111 , 113 , 116 , 118 , 121 , 122 , 127 , 128 , 139 , 142 ] included 2 types, and 16 (16%) studies [ 50 , 65 , 66 , 72 , 74 , 79 , 80 , 82 , 87 , 117 , 119 , 120 , 131 , 134 , 141 , 148 ] included 3 types. VR was the most frequently used DHT (58/103, 56%) [ 46 - 49 , 51 - 53 , 57 , 59 , 62 , 63 , 65 , 66 , 69 , 71 , 72 , 74 , 77 , 78 , 80 , 81 , 84 - 89 , 92 , 95 , 96 , 98 , 102 - 104 , 106 , 112 , 113 , 115 , 117 - 120 , 123 - 128 , 132 , 135 - 137 , 140 , 142 , 143 , 146 - 148 ] followed by apps (31/103, 30%) [ 50 , 55 , 56 , 58 , 61 , 64 - 66 , 72 , 74 , 75 , 79 , 82 , 83 , 94 , 97 , 99 , 101 , 105 , 108 , 111 , 114 , 116 , 119 - 122 , 131 , 134 , 139 , 141 ]. Further information on intervention characteristics with detail on associated citations is available ( Multimedia Appendix 6 [ 46 - 148 ]).

a F2F: face-to-face.

b DHT: digital health technology.

c VR: virtual reality.

Behavior Change Theories, Models, and Frameworks

Most studies (93/103, 90%) [ 46 - 49 , 51 - 62 , 64 - 73 , 75 - 89 , 91 - 93 , 96 - 106 , 108 - 115 , 117 - 137 , 139 , 140 , 142 - 148 ] endeavored to link the intervention to behavior change; however, in the majority of these studies (75/93, 81%) [ 46 , 51 - 56 , 58 - 62 , 64 - 69 , 71 - 73 , 75 , 77 - 89 , 91 - 93 , 96 , 97 , 99 - 101 , 103 - 106 , 108 , 110 , 112 , 114 , 115 , 117 - 120 , 123 , 124 , 127 , 128 , 131 - 137 , 139 , 140 , 142 - 144 , 146 - 148 ], this explanation was centered on the reporting of the techniques perceived to change behaviors without direct reference to use of the BCTTv1 or on the reporting of a component of the intervention or the whole of the intervention as motivating. These explanations lack detail on how or why this influences behavior change. Examples of this included “the app also provided performance feedback, allowing the user to compare their current performance against their score from the previous session” (Bhattacharjya et al [ 56 ]) and “games motivate patients to engage in enjoyable play behavior” (Cramer et al [ 66 ]). A limited number of studies (18/103, 17%) [ 47 - 49 , 57 , 70 , 76 , 98 , 102 , 109 , 111 , 113 , 121 , 122 , 125 , 126 , 129 , 130 , 145 ] articulated 1 or more theories, models, or frameworks of behavior change. While it is acknowledged that the BCTTv1 is a taxonomy framework rather than a theoretical framework, for the purpose of this review, it has been included as a framework for behavior change. A total of 13 different theories, models, or frameworks were identified within these 18 studies, with social cognitive theory being the most frequently reported (6/18, 33%) [ 76 , 109 , 111 , 121 , 129 , 130 ], followed by the behavior change technique taxonomy (4/18, 22%) [ 48 , 49 , 122 , 129 ], game design theory (3/18, 17%) [ 47 , 57 , 125 ], operant conditioning (3/18, 17%) [ 47 , 98 , 121 ], and self-determination theory (3/18, 17%) [ 48 , 49 , 126 ]. Further information on behavior change theories, models, and frameworks, with details on associated citations, is available ( Multimedia Appendix 7 [ 47 - 49 , 57 , 70 , 76 , 98 , 102 , 109 , 111 , 113 , 121 , 122 , 125 , 126 , 129 , 130 , 145 ]).

Behavior Change Techniques

Despite 4 studies acknowledging the BCTTv1, explicit BCTTv1 codes were only reported in 2 studies (2/103, 2%) [ 48 , 122 ]. However, a third study (1/103, 1%) mapped the techniques used to change behavior directly to the transtheoretical model [ 145 ]. There was a median of 3 (range 1-14) individual BCTs coded per study, with a total of 383 BCTs across the 103 studies. The most frequently identified individual BCTs were feedback on behavior and nonspecific reward ( Multimedia Appendix 8 ).

There was also a median of 3 (range 1-8) BCTTv1 clusters per study, with a total of 288 clusters coded across the 103 studies. The most frequently used of the 16 possible clusters were feedback and monitoring (88/103, 85%) [ 46 - 60 , 62 - 69 , 71 - 74 , 76 , 78 - 80 , 82 - 92 , 94 - 106 , 108 - 113 , 116 , 117 , 119 - 129 , 134 - 146 , 148 ], reward and threat (56/103, 54%) [ 46 - 49 , 51 - 53 , 55 - 57 , 62 , 65 , 69 , 71 , 72 , 74 , 77 , 80 , 81 , 85 , 86 , 88 , 89 , 91 , 92 , 95 , 96 , 98 , 102 , 103 , 106 - 108 , 112 , 113 , 115 , 117 - 119 , 121 - 125 , 128 , 132 , 134 - 137 , 140 , 142 , 143 , 146 - 148 ], goals and planning (33/103, 32%) [ 49 , 58 , 60 , 65 - 68 , 70 , 72 , 74 , 76 , 79 , 80 , 82 , 83 , 90 , 91 , 93 , 94 , 97 , 100 , 109 , 111 , 112 , 121 , 122 , 126 , 129 , 130 , 134 , 138 , 141 , 145 ], and shaping knowledge (33/103, 32%) [ 46 , 48 , 50 , 53 - 56 , 58 , 60 , 61 , 64 - 72 , 74 , 75 , 86 , 94 , 97 , 101 - 103 , 108 , 111 , 113 , 114 , 120 , 129 - 131 , 139 - 141 ]. Other BCTTv1 clusters used were social support (24/103, 23%) [ 48 , 49 , 58 , 60 , 64 , 67 , 70 , 72 , 73 , 79 , 80 , 82 , 84 , 90 , 93 , 101 , 108 , 117 , 119 , 129 - 131 , 134 , 141 ], comparison of behavior (23/103, 22%) [ 46 , 50 , 53 , 54 , 60 , 61 , 64 - 66 , 74 , 75 , 81 , 86 , 101 , 104 , 111 , 114 , 118 , 122 , 123 , 125 , 131 , 139 ], associations (16/103, 15%) [ 58 , 60 , 65 , 66 , 68 , 75 , 80 , 83 , 87 , 90 , 110 , 120 , 131 , 133 , 139 , 144 ], repetition and substitution (6/103, 6%) [ 60 , 82 , 109 , 122 , 129 , 130 ], scheduled consequences (3/103, 3%) [ 47 , 80 , 88 ], natural consequences (2/103, 2%) [ 129 , 138 ], comparison of outcomes (2/103, 2%) [ 47 , 133 ], antecedents (1/103, 1%) [ 60 ], and self-belief (1/103, 1%) [ 70 ]. The clusters of regulation, identity, and covert learning were not identified. Within the context of the review, it was noted that the reward and threat cluster only included reward-based BCTs. A tabulated summary and graphical representation of the BCTTv1 clusters is available ( Multimedia Appendix 9 [ 46 - 148 ]).

The exploration of clusters that were reported together in an intervention ( Figure 3 ) identified the strongest relationship between the clusters of feedback and monitoring and reward and threat. Clear links were also identified between feedback and monitoring and 4 other clusters: goals and planning, shaping knowledge, social support, and comparison of behavior, and between the shaping knowledge and comparison of behavior clusters.

Behavior Change Techniques and Digital Health Technology

The feedback and monitoring cluster was reported most frequently for all types of DHT ( Figure 4 ), with the greatest proportion of this cluster in robotics (11/25, 44%) [ 59 , 62 , 87 , 92 , 110 , 113 , 117 , 127 , 128 , 142 , 148 ], VR (52/148, 35%) [ 46 - 49 , 51 - 53 , 57 , 59 , 62 , 63 , 65 , 66 , 69 , 71 , 72 , 74 , 78 , 80 , 84 - 89 , 92 , 95 , 96 , 98 , 102 - 104 , 106 , 112 , 113 , 117 , 119 , 120 , 123 - 135 - 137 , 140 , 142 , 143 , 146 , 148 ], and sensors (17/48, 35%) [ 50 , 55 , 56 , 87 , 94 , 99 , 101 , 105 , 108 , 110 , 111 , 116 , 119 - 121 , 134 , 141 ]. Robotics and VR also often used the reward and threat cluster (9/25, 36% [ 62 , 92 , 107 , 113 , 117 , 118 , 128 , 142 , 148 ] and 48/148, 32% [ 46 - 49 , 51 - 53 , 57 , 62 , 65 , 69 , 71 , 72 , 74 , 77 , 80 , 81 , 85 , 86 , 88 , 89 , 92 , 95 , 96 , 98 , 102 , 103 , 106 , 112 , 113 , 115 , 117 - 119 , 123 - 125 , 128 , 132 , 135 - 137 , 140 , 142 , 143 , 146 - 148 ], respectively), while the goals and planning cluster was a dominant second cluster in activity monitors (13/53, 25%) [ 67 , 68 , 76 , 79 , 80 , 82 , 91 , 100 , 109 , 122 , 129 , 138 , 145 ].

Summary of Evidence

This scoping review provides a comprehensive overview of approaches used to support changes in behavior in DHT-based physical stroke rehabilitation interventions. Research in this field is in its infancy, with the predominance of studies in this review being described as pilot or feasibility studies with limited participants.

Despite using comprehensive behavior change search terms, only a limited number (103/1973, 6%) of screened sources were included. Over two-thirds of full-text sources were excluded as they did not describe or refer to any behavior change theories, models, or frameworks or BCTs, suggesting that in general, explicit behavior change approaches are not reported as being integral to DHT-based physical stroke rehabilitation.

Only 18 (17%) of the 103 included studies articulated a theory, model, or framework to underpin the intervention, which aimed to change behavior, despite widely published recommendations about the importance of overt use of theory when developing, evaluating, and reporting interventions [ 27 , 29 ], including those related to behavior change [ 28 ]. The proportion of studies articulating a behavior change theory, model, or framework in this work is significantly lower than review findings in non-rehabilitation DHT-based interventions that have sought to influence specific behaviors such as physical activity or weight control [ 24 , 44 ]. These reviews have identified up to two-thirds of sources reporting a theory, model, or framework. However, our findings mirror the relative absence of behavior change theories, models, and frameworks in rehabilitation interventions more generally, irrespective of whether they use digital technology [ 149 ] or not [ 45 ], and it is widely recognized that the complex nature of rehabilitation often results in the essential characteristics of interventions being poorly defined [ 150 ]. Consistent with our findings in these other reviews, a variety of theories, models, and frameworks were found to underpin interventions, with social cognitive theory being the most frequently reported [ 24 , 44 , 45 , 149 ]. The explicit description of BCTs using the BCTTv1 within DHT-based physical stroke rehabilitation interventions is also poorly reported (2%), despite a significant proportion of the sources being dated after the publication of the BCTTv1 in 2013 [ 22 ]. This lack of acknowledgment of behavior change approaches impedes the accumulation of knowledge within this field.

It is important that both the underpinning theory and BCTs are reported so the mechanisms by which the BCTs elicit change can be better understood [ 21 ]. The general assumption that the motivational and captivating aspects of DHTs will promote prolonged and repeated engagement with rehabilitative activities, in particular in those DHTs that incorporate game design [ 151 ], risks suboptimal outcomes for patients and wasted investment of time and money if the mechanisms by which the DHT elicits change are not considered.

When exploring which BCT clusters featured within the reviewed DHT-based interventions, the findings relating to the commonly used clusters of feedback and monitoring, goals and planning, and shaping knowledge are consistent with findings from DHT-based interventions to change a specific behavior [ 44 ] and non-DHT–based rehabilitation [ 45 ]. However, a novel finding in our review was the frequent identification of the reward and threat cluster, although it was noted that all techniques related to reward and none to threat. A large number of studies in this review used VR technology, which frequently incorporates gamified tasks or gameplay. Reward is an integral part of game design theory alongside feedback [ 152 ], and so it is perhaps unsurprising that the feedback and monitoring, and reward and threat clusters dominated and an association between these 2 clusters was seen.

Limitations

Rehabilitation is a process that comprises multiple behaviors and so exploring approaches to change behavior within this context was complicated. There were challenges in searching and screening sources for inclusion as few studies explicitly reported approaches to change behavior, and there is a similarity in the vocabulary used within behavior change and other theoretical approaches (eg, “feedback,” which is used within motor learning). Similarly, only a very small proportion of studies explicitly reported BCTs within interventions. The lack of clear reporting of behavior change introduces the risk that sources may be omitted during both the searching and screening process highlighting the difficulty of comprehensively reviewing this field of work. An inclusive approach to screening reduced the risk of erroneously excluding sources, but it is perhaps inevitable that the sources included reflect those studies that have reported a behavior change approach rather than all studies that have used one.

This lack of clear BCT reporting also posed challenges for intervention coding. The use of the BCTTv1 aimed to ensure the review used a generalizable nomenclature to describe BCTs, and the 1 reviewer who had completed BCTTv1 training coded all the interventions. It is acknowledged that decisions made in the application of the BCTTv1 within the context of the review will have introduced some subjectivity in intervention coding, which will ultimately influence the review findings. Although the coding process could have been made more robust by having a second reviewer trained in the BCTTv1 also code the interventions, regular and extensive discussions between all members of the review team took place with the aim of ensuring consistency with the coding process. Clear documentation as to how the BCTTv1 was used within this review ( Multimedia Appendix 5 ) supports transparency as to the decisions made and the reproducibility of the review.

The absence of a recognized predefined taxonomy for DHTs posed a challenge when categorizing the DHT interventions, acknowledging that the distinction between the categories used to present the results is open to interpretation. A description of how the reviewers interpreted these categories is provided ( Multimedia Appendix 4 ).

Implications for Research

Future studies aimed at developing and evaluating DHT-based rehabilitation interventions, including those relating to physical stroke rehabilitation, need to ensure there is explicit recognition and reporting of the specific approaches used to change behavior, articulating both the theory on which the intervention is based and how the intervention plans to deliver the change in behavior using universally recognized terminology. This should be reported as part of a program theory and potential mechanisms of action, which are key parts of developing and evaluating complex interventions [ 29 ]. This detailed reporting would further support an understanding of how changes in behavior could be best enabled by DHT-based rehabilitation interventions and how this contributes to changes in patient outcomes. It would also enable further evaluation of the optimal behavioral components of interventions, enabling patients to use and clinicians to deliver the most effective DHT-based rehabilitative interventions. More generally, as the use of DHTs expands, there is an urgent need for some form of taxonomy to categorize and clearly define the different types of DHTs to facilitate consistent reporting, replication, and comparison of DHT-based interventions.

This novel and original review is the first to explore if and how approaches to change behavior are incorporated within DHT-based physical stroke rehabilitation. It demonstrates that a minority of studies report using approaches to change behavior within this context, despite these changes in behavior being vital to meet the demands of rehabilitative activities. Those who do report behavior change often lack the underpinning detail as to how the DHT-based intervention will facilitate these changes. In order for DHT-based interventions to realize their potential within rehabilitation and their impact on patient outcomes, approaches to change behavior must be embedded in the intervention and appropriately reported.

Acknowledgments

The authors would like to thank Catherine Harris (Information Specialist, University of Central Lancashire) for her assistance in developing the search strategy and running the searches, and Rebekah Murray (Undergraduate Research Intern, University of Central Lancashire) for her support with aspects of the screening and data charting process.

This work was funded by a UK Research and Innovation Future Leaders Fellowship (grant MR/T022434/1).

Data Availability

All data supporting this study are openly available from the University of Central Lancashire repository [ 153 ].

Authors' Contributions

RCS conceived the review focus and oversaw the work. HJG developed the review design and search strategy. HJG, KAJ, and RCS completed the screening of the identified sources. HJG and KAJ piloted the data charting tool. HJG completed the data charting, data analysis, and the initial manuscript draft. KAJ and RCS reviewed and made substantial contributions to the manuscript. All authors approved the final manuscript.

Conflicts of Interest

None declared.

Preferred Reporting of Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist.

Inclusion and exclusion criteria.

Full search strategy as used in Medline.

Data charting tool.

Review-specific behavior change technique taxonomy coding decisions.

Intervention characteristics (with associated references).

Behavior change theories, models, and frameworks reported (with associated references).

Individual behavior change techniques coded.

Behavior change technique taxonomy clusters identified (with associated references).

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Abbreviations

Edited by A Mavragani; submitted 15.05.23; peer-reviewed by M Broderick, G Sweeney, E Crayton, D Pogrebnoy; comments to author 11.10.23; revised version received 14.11.23; accepted 26.12.23; published 24.04.24.

©Helen J Gooch, Kathryn A Jarvis, Rachel C Stockley. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 24.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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Title: bored to death: artificial intelligence research reveals the role of boredom in suicide behavior.

Abstract: Background: Recent advancements in Artificial Intelligence (AI) contributed significantly to suicide assessment, however, our theoretical understanding of this complex behavior is still limited. Objective: This study aimed to harness AI methodologies to uncover hidden risk factors that trigger or aggravate suicide behaviors. Method: The primary dataset included 228,052 Facebook postings by 1,006 users who completed the gold-standard Columbia Suicide Severity Rating Scale. This dataset was analyzed using a bottom-up research pipeline without a-priory hypotheses and its findings were validated using a top-down analysis of a new dataset. This secondary dataset included responses by 1,062 participants to the same suicide scale as well as to well-validated scales measuring depression and boredom. Results: An almost fully automated, AI-guided research pipeline resulted in four Facebook topics that predicted the risk of suicide, of which the strongest predictor was boredom. A comprehensive literature review using APA PsycInfo revealed that boredom is rarely perceived as a unique risk factor of suicide. A complementing top-down path analysis of the secondary dataset uncovered an indirect relationship between boredom and suicide, which was mediated by depression. An equivalent mediated relationship was observed in the primary Facebook dataset as well. However, here, a direct relationship between boredom and suicide risk was also observed. Conclusions: Integrating AI methods allowed the discovery of an under-researched risk factor of suicide. The study signals boredom as a maladaptive 'ingredient' that might trigger suicide behaviors, regardless of depression. Further studies are recommended to direct clinicians' attention to this burdening, and sometimes existential experience.

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