Decoding 4 Myths About Screen Time That Are Impacting Online Education

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These are the 4 Myths about screen time that can help us understand the true impact of screen time among youngsters, based on research on the effects of screen time based on the content and context of screen use. In this article, I have shared “Decoding 4 Myths About Screen Time That Are Impacting Online Education”

Education technology is developing, and it will have a large impact in the near future. As a result of the pandemic, schools and parents have turned to online schooling, which has increased screen time.

Even with the return to traditional classrooms, technology is still an important component of the learning process, including spending more time in front of a screen!

However, many parents are concerned about this because their children are now exposed to extended periods of screen time at home and at school. Although these fears are understandable, they are not totally accurate.

Decoding 4 Myths About Screen Time That Are Impacting Online Education

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1. All Screen Time Is The Same

There are numerous different sorts of screen time, including passive screen time (such as watching Netflix), gaming, social media, and instructional screen time, which are all lumped together as “screen time.”

What is the significance of this? Although they differ drastically in terms of quality and how they engage students, few publications, social media posts, or WhatsApp forwards treat them as different entities.

2. Al Types Of Screen Time (Educational Vs Passive Vs Gaming Vs Social) Have An Equally Bad Effect And Must Be Dramatically Reduced

Educational screen time is the sort of screen time with the least amount of research on the harmful effects of screen time. This is screen time used for educational purposes, such as algorithm-based, individualized learning programs, instructional games, and instructor-led online courses such as MOOCs.

While the previous body of screen time’ studies appear to suggest that there may be many negative effects associated with screen time – including adverse physiological, psychological, and educational wellbeing outcomes (academic performance, weight gain, sleep, mental health), it is critical to note that almost all of these studies are focused on screen time categories such as gaming, passive viewing, and social media. In terms of instructional screen time, there is relatively little evidence.

What is the significance of this? It matters because claiming that ALL screen time is bad while entirely ignoring all of the tremendous positive benefits of educational technology encourages common fallacies that lead parents and governments to impose strict limits on screen time in schools.

3. Screen Time Causes Hypertensive Physiological Effects

It’s crucial to realise that ‘association’ is not the same as being responsible for causing screen time, whether it’s passive, gaming, or social. One of the main reasons for this link is that screen time can replace key activities like physical activity, social play, and sleep, all of which can have detrimental consequences.

What is the significance of this? Because it ensures that beneficial activities continue even when screens are used, negative impacts can be reduced.

4. The Screen Time Research Evidence Leaves No Room For Doubt

Many sorts of screen time are lumped together in one category, research effect sizes are minimal, and there are a limited amount of studies on educational screen time.

Furthermore, self-reported questionnaires are used to measure many of the screen-time effects. These are critical restrictions that we must keep in mind.

What is the significance of this? Because popular and social media condense them into dramatic headlines or bite-size chunks of information, all of the relevant information about the constraints is lost.

This frequently leads to misunderstandings and, in some cases, widespread misinformation.

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