More often than not, people assume that screen time reduces the cognitive capacities of a person. However, with the progress of technology, learning may have to take place in the digital space. Later generations are now becoming what people know as “digital natives”. These “digital natives” are more accustomed to the usage of gadgets and have grown with the presence of technology all their life.
However, many cognitive psychologists argue that the increased amount of screen time does leave considerable damage on the brain. Behaviorists argue that the increased amount of screen time was both the cause and effect of loneliness which then resulted into harmful behavior (Kim, La Rose & Peng, 2009). Others have mentioned that screen time does affect the physiological appearance of your brain, reducing the amount of grey matter. But the question is, is reducing screen time down to nothing really possible? Nowadays, everyone uses a device which has a screen to call, message, plan things, and all the other simple things. So regardless, there will be screen time. Parents also find themselves exhausted with interacting with their children that they use a device to distract them or entertain them (Richtel, 2010). However, there are some arguments that screen time does help with the socio-cognitive development for adolescents especially when they are looking deeper into their identity (Pfundmair et. al, 2015; Valkenburg, 2009; Valkenburg, 2006).
But there’s one thing for sure: we cannot deny that gadgets are now becoming a bigger part of an individual’s life. And we wanted to bring something productive and helpful to the digital space. Not only do we have online tutorials that help students doing well in their college entrance exams but we intend to create a safe space for learning. A place where students could learn safely without the increased risk of psychosocial distress. And we know just the place…
Kim, J., LaRose, R., & Peng, W. (2009). Loneliness as the cause and the effect of problematic Internet use: The relationship between Internet use and psychological well-being. CyberPsychology & Behavior, 12(4), 451-455.
Pfundmair, M., Eyssel, F., Graupmann, V., Frey, D., & Aydin, N. (2015). Wanna play? The role of self-construal when using gadgets to cope with ostracism. Social Influence, 10(4), 221-235.
Richtel, M. (2010). Growing up digital, wired for distraction. The New York Times, 21, 1-11.
Richtel, M. (2010). Attached to technology and paying a price. The New York Times, 6.
Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). Friend networking sites and their relationship to adolescents’ well-being and social self-esteem. CyberPsychology & Behavior, 9(5), 584-590.
Valkenburg, P. M., & Peter, J. (2009). Social consequences of the Internet for adolescents: A decade of research. Current directions in psychological science, 18(1), 1-5.