Associations between screen use, learning and concentration among children and young people in western countries: a scoping review

Abstract

Background

Screens have become an integral part of the daily lives of children and young people and play a crucial role in both educational and leisure activities. The aim of this scoping review was to explore and map the existing evidence on the potential influence of recreational screen use on concentration ability and learning in individuals aged 6–25 years.

Methods

A search of the literature published between 2013 and 2023 was performed in three databases (PsycINFO, CINAHL, and Web of Science). The search was conducted using relevant search terms related to screen use, concentration and learning, and children, adolescents, and young adults. Inclusion criteria included reviews, meta-analyses, cohort studies, cross-sectional studies, and experimental studies. Data was synthesized using thematic analysis

Results

A total of 33 original studies and reviews were included and encompassed a close to equal distribution in terms of age groups. Of these studies and reviews, 33 % examined screen time, 58 % media multitasking, 27 % gaming, and 6 % television viewing. The results of the studies indicated that excessive screen time was associated with concentration difficulties, which suggests that the associations are bidirectional. Some studies identified poor sleep quality, influenced by pre-bedtime screen use, as a mediating factor. Recreational media multitasking in school settings was consistently correlated with inferior learning outcomes, whereas studies on television use and gaming showed inconsistent results.

Conclusion

Findings from this scoping review suggest a small yet consistent correlation between screen use and concentration difficulties among children and young people. Further research is needed to establish causal relations and to examine how different aspects and uses of screens affect concentration.