Interactive technology use and child development: A systematic review

Abstract

Background There is mixed evidence regarding the impact of interactive digital devices on child development. Tentatively some studies suggested that the use of digital devices may correlate negatively with language, executive function, and motor skills. However, attempts to amalgamate this evidence has been limited related to the available number of experimental and cohort studies that have evaluated the impact of digital technology use on child development. We conducted this review to determine the impact of interactive digital devices on child development among children aged 7 years or younger. Interactive technology has been defined as methods, tools, or devices that users interact with in order to achieve specific tasks. Data source To carry out this systematic review, databases CINAHL, MEDLINE, Embase, PsychINFO, Scopus and Google Scholar were searched for relevant studies. Study selection We used the Joanna Briggs Institute methodology for systematic reviews. Data extraction Data extraction and synthesis was carried out by two reviewers and checked by a third reviewer. Studies were stratified into tiers depending on the level of evidence provided and the domain of development assessed. Results Fifty‐three studies were eligible for inclusion in the review, 39 Tier 1 (randomized controlled trials and quasi‐experimental studies) and 16 Tier 2 (descriptive studies). Children's use of interactive digital technology was positively associated with receptive language and executive function and negatively associated or unrelated to motor proficiency. Other critical aspects informing the evidence, such as dose of exposure, intensity, or duration, were inconsistently reported, making estimates of exposure tentative and imprecise. Conclusion The studies included in this review were predominantly correlational or comparative in nature and focuses on cognitive domains of learning rather than a specific developmental outcome. It is difficult to generalize our findings beyond the digital devices or applications that have been evaluated by earlier studies. The contextual factors that may moderate the relationship require elaboration in future studies.

Digital Devices Use and Fine Motor Skills in Children between 3–6 Years

“…Some parents reported atypical behaviors in their children during the digital device use: the children did not respond when called (5%), they did not interact (2%), and they appeared frustrated when the digital tool was take away (7%) (Table 2). This result confirms that digital devices use in some children can compromise social interaction and lead to an emotional deregulation [36,37].…”

“…The recent review by Arabiat and colleagues (2022) [36] reported that interactive digital technology was negatively associated or unrelated to motor skills. Moon et al (2019) [37] reported that smart device use was positively related with fine motor skills in children aged three, but no significant relationship was found for children aged four to five years.…”

Unsupervised Screen Exposure and Poor Language Development: A Scoping Review to Assess Current Evidence and Suggest Priorities for Research

“…A total of 21 articles were included in this scoping review (Table 1 ) [ 1 , 4 , 7 , 10 , 13 - 15 , 17 - 30 ]. The full-text articles were reviewed with emphasis on the possible association of unsupervised screen exposure with language skills, academic performance, autistic spectrum disorder (ASD) symptoms, cognitive development, content characteristics, school readiness, and quality of sleep.…”

“…With these new user-friendly technologies, screen exposure has become more frequent, not only for adult users but also for children, lowering the age at which screen consumption begins while extending the duration of exposure [ 2 , 3 ]. This rise has generated discussions regarding the impact it has on the different aspects of children’s health and well-being [ 4 ].…”

Effects of the Use of Screens in Pediatric Patients: A Review of the Consequences on Physical, Behavioral and Cognitive Health

“…A study conducted by Arabiat et al (2022) aimed to assess the impact of technology use on child development, especially in cognitive domains. The results were not consistent when concluding the influence of prolonged use of screens on language impairment, as reported in the literature.…”