Based on research on the effects of screen time based on the content and context of screen use, these are the four myths about screen time that can help us understand the true impact of screen time among children. In this essay, I discussed “4 Screen Time Myths Busted That Affect Online Learning”
Education technology is evolving and will have a significant impact in the near future. As a result of the pandemic, schools and parents have shifted to online education, increasing screen time.
Even with the return of traditional classrooms, technology remains a key component of the learning process, including increased time spent in front of a screen!
Many parents, however, are concerned since their children are increasingly exposed to extended periods of screen time at home and at school. Although these concerns are understandable, they are not entirely correct.
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Table of Contents
1. There is no difference in screen time
There are several various types of screen time, such as passive screen time (such as watching Netflix), gaming, social networking, and instructional screen time, all of which are grouped together as “screen time.”
What does this have to do with anything? Despite the fact that they are vastly diverse in terms of quality and how they engage students, few publications, social media posts, or WhatsApp forwards regard them as distinct entities.
2. All types of screen time (educational, passive, gaming, and social) have the same negative impact and must be drastically reduced
Educational screen time is the type of screen time with the least amount of study on its negative consequences. Screen time is utilized for educational reasons, such as algorithm-based, individualized learning programs, instructional games, and instructor-led online courses like MOOCs.
While the previous body of screen time studies appears to suggest that there may be many negative effects associated with screen time, such as adverse physiological, psychological, and educational wellbeing outcomes (academic performance, weight gain, sleep, mental health), it is important to note that almost all of these studies are focused on screen time categories such as gaming, passive viewing, and social media. There is limited evidence in terms of instructional screen time.
What does this have to do with anything? It is important because asserting that ALL screen time is bad while disregarding all of the hugely positive benefits of educational technology fosters common fallacies that lead parents and governments to implement tight screen time bans in schools.
3. Screen Time Is Linked to Hypertensive Physiological Effects
It is critical to understand that ‘association’ does not imply being responsible for causing screen time, whether passive, gaming, or social. One of the primary reasons for this association is that screen time can substitute important activities including physical activity, social play, and sleep, all of which can have negative implications.
What does this have to do with anything? Negative effects can be reduced since it guarantees that good activities continue even when screens are utilized.
4. There Is No Room For Doubt in the Screen Time Research Evidence
Many types of screen time are grouped together in one category, research effect sizes are small, and studies on educational screen time are scarce.
Furthermore, self-reported surveys are utilized to assess many of the consequences of screen time. These are essential constraints that we must remember.
What does this have to do with anything? Because they are condensed into dramatic headlines or bite-size bits of information by popular and social media, all critical information about the limits is lost.
As a result, misconceptions and, in some circumstances, widespread misinformation is common.
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