Digital Devices and Cognitive Functions in Children

Каркашадзе, Г. А.; Namazova-Baranova, Leyla; Вишнева, Е.А.; Sergeeva, Natalia E.; Gogberashvili, Tinatin Yu.; Ulkina, Nadezhda A.; Kaytukovа, Elena V.; Kratko, Dmitriy S.; Kondratova, Svetlana E.; Sadilloeva, Safarbegim Kh.; Kurakina, Marina A.; Rykunova, Anastasiya I.; Yatsick, Leonid M.; Povalyeva, Inessa A.; Konstantinidi, Tatiana A.; Bushueva, Daria A.; Prudnikov, Pavel A.; Sergienko, N. V.; Nesterova, Yuliya V.; Leonova, Elizaveta V.; Gazalieva, Aishat M.; Zelenkova, Irina V.; Sukhanova, Natella V.

doi:10.15690/vsp.v20i6.2357

Cited by 3 publications

(1 citation statement)

References 116 publications

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“…Multitasking in screen environments relates to distraction, distractibility, and impulsivity (Anderson & Subrahmanyam, 2017;Levine et al, 2012). Research provides clear evidence that screen multitasking is distracting (Eirich et al, 2022;Karkashadze et al, 2022), with consequences for divided attention (Vedechkina & Borgonovi, 2021), focus deficiency (Lissak, 2018), and cognitive loads (Kim et al, 2020). Greater use of multiwindow switching and pop-up notifications is correlated with higher levels of trait impetuosity and inattentiveness (Corkin et al, 2021).…”

Section: Mobile Instructions and Vocabulary Learningmentioning

confidence: 99%

Screen distractions and vocabulary gains in Memrise mobile-assisted vocabulary learning (MAVL) setting

Abidin

2023

J. Eng. Foreign. Lang.

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Despite the significance of investigating the impact of screen distractions on mobile-assisted vocabulary learning (MAVL), research in this area is limited. This experimental study investigated the impact of screen distractions on participants’ Memrise MAVL experience. It employed an exploratory case study design in an EFL flipped classroom setting and examined the impact of a two-week Memrise MAVL experience on participants' vocabulary gains, time spent on the process, engagement with screen activities, and the effect of screen distractions. The results showed no significant differences in the completion of target units between the control and experimental groups. However, there was a significant difference in the total amount of screen distractions among individuals in both groups. The study also found significant correlations between participants’ total finished target words and other dependent variables. The linear regression test indicated a strong correlation between total screen distractions and participants' finished target words. Although screen distractions did not significantly affect individual performance on vocabulary gains, they did contribute to the total time spent on the process. Overall, this study highlights the potential of mobile-based apps in self-directed and independent vocabulary learning within the flipped classroom setting.

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Section: Mobile Instructions and Vocabulary Learningmentioning

confidence: 99%

Screen distractions and vocabulary gains in Memrise mobile-assisted vocabulary learning (MAVL) setting

Abidin

2023

J. Eng. Foreign. Lang.

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Adolescents’ Digital activity and its Correlation with Cognitive-Emotional Features, School Performance, and Social and Age Factors: Cross-Sectional Study

Каркашадзе

Sergeeva

Namazova-Baranova

et al. 2023

Vopr. sovr. pediatr.

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Background. The study of digital activity correlation with cognitive-emotional features, as well as with other parameters of adolescents’ life-activity in non-capital regions of Russian Federation remains relevant.Objective. The aim of the study is to analyze the digital activity structure in adolescents and its correlation with cognitive-emotional features, school performance and social and age factors.Methods. Participants are secondary school students of the 8th–11th grades. Digital activity was examined via online survey among adolescents. We took into account the use of social media, information search, watching videos on the Internet, using of messengers, playing games with electronic devices. Cognitive features (memory, thinking, executive functions, sensory information procession, reading and speech, understanding of emotions, decision-making) and emotional state of adolescents (anxiety) were evaluated by clinical psychologists via various tests. School performance was determined by the recent results of the school quarters/semester finished by the time of the survey. Social and age factors included regular out-of-school physical activity and family structure (complete/ incomplete).Results. We have examined 438 teenagers. 53 (12%) respondents spend more than 5 hours a day with digital devices on weekdays, 133 (30%) — on weekends, 147 (34%) — during the holidays. Structure of digital activity during weekdays (≥ 1 hour) among adolescents was the following: activity in social media prevailed (63.5% of respondents), fewer teenagers searched for information or watched videos on the Internet (47.3 and 42.9%, respectively), about a third (34.9%) played via electronic devices. Structure of digital activity changed over the weekend and during the holidays. We have revealed differences between the information search activity and the volume of short-time memory, understanding the verbal messages, and verbal-logical operations level. Adolescents with different levels of computer gaming activity have shown diversity in sensomotor reaction speed, visuospatial memorization accuracy, number of errors in high-speed reading, reading pace, and understanding text basic meaning.Conclusion. The greater time of digital activity among 8th–11th grades students is associated with negative results of cognitive activity and school performance.

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Evaluation of the impact of mobile communication devices on cognitive functions in students

Novikova

Zubtsovskaya

Lobkis

et al. 2022

Zdravoohran. Ross. Fed.

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Introduction. The widespread use of mobile phones/smartphones and other multimedia devices in children makes the scientific community look for answers to questions about the impact of these devices on health. Currently, there are scientific studies both confirming the fact of harmful effects of mobile devices on cognitive functions in children, and refuting it. Material and methods. In the experimental part of the research the follow-up group consisted of schoolchildren who did not use mobile phones while at school (n = 100), and the control group consisted of children who did not have restrictions on the use of mobile phones (n = 101). The research was conducted by evaluating the dynamics of work capacity, attention span during the day (Schulte test), and by means of a social survey (n = 392). Results. The proportion of students with high and good independent work performance at the end of the school day was significantly higher among students in the school with complete restrictions on mobile communication devices. The survey found students in the unrestricted school to be more active while gadget users to be more likely to report signs of phone and problems with falling asleep. However, the differences are not significant (p > 0.05). Limitations. The study of the assessment of the influence of mobile phones on the cognitive functions of schoolchildren aged 11-16 years was carried out on a representative sample of 201 people, which was divided into an observation group and a control group. Conclusion. The results of the study confirm the negative impact of a distraction (mobile phones) on mental performance.

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Digital Devices and Cognitive Functions in Children

Cited by 3 publications

References 116 publications

Screen distractions and vocabulary gains in Memrise mobile-assisted vocabulary learning (MAVL) setting

Screen distractions and vocabulary gains in Memrise mobile-assisted vocabulary learning (MAVL) setting

Adolescents’ Digital activity and its Correlation with Cognitive-Emotional Features, School Performance, and Social and Age Factors: Cross-Sectional Study

Evaluation of the impact of mobile communication devices on cognitive functions in students

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