Watching television or using electronic devices, such as smartphones, consoles, tablets or computers, affects children’s brains and has a long-term impact that can be measured and that depends on the time they dedicate to these activities, according to a review of studies carried out. over 23 years, which has found negative effects on the children’s brain, but also some positive ones.
The research has been published in Early Education and Development and is based on the analysis of 33 studies that use neuroimaging technology to measure the impact of digital technology on the brains of children ages 0 to 12. In total, data from 30,000 participants have been included.
The results reveal that the use of screens leads to changes in the prefrontal cortex of the brain, which is the basis of executive functions such as working memory and the ability to plan or respond flexibly to situations. They also show impacts on the parietal lobe, which helps us process touch, pressure, heat, cold and pain; the temporal lobe, which is involved in memory, hearing and language; and the occipital lobe, which helps us interpret visual information.
Researchers have not recommended setting limits on children’s screen time because they believe this can lead to confrontation, but Professor Hui Li, of the Faculty of Education and Human Development at the University of Education in Hong Kong and The author of the study stated in statements to Taylor & Francis that “both educators and caregivers must recognize that children’s cognitive development can be influenced by their digital experiences.”
How the use of electronic devices affects brain function
Experts from Shanghai Normal University in China and Macquarie University in Australia also participated in the research. Their goal was to understand how digital activity affected brain plasticity during key stages of development. It is known that visual development mostly occurs before the age of eight, while the critical time for language acquisition is until the age of 12.
The researchers synthesized and evaluated studies on children’s digital use and associated brain development published between January 2000 and April 2023. Screen-based media were the most used by participants, followed by games, scenes virtual visuals, viewing and editing videos and browsing the internet or using tablets.
Negative impacts were observed on how screen time influences brain function involved in attention, executive control abilities, inhibitory control…
The article concludes that these early digital experiences are having a significant impact on the shape of children’s brains and their functioning, which was considered potentially positive and negative, but mainly more negative. For example, some studies have observed negative impacts on how screen time influences brain function involved in attention span, executive control abilities, inhibitory control, cognitive processes, and functional connectivity.
Other studies suggest that increased screen time is associated with decreased functional connectivity in areas of the brain related to language and cognitive control, which could negatively impact cognitive development. The researchers found that tablet users had worse brain function and performance on problem-solving tasks.
Four studies found that playing video games and surfing the Internet frequently produces negative changes in areas of the brain, affecting intelligence scores and brain volume. And “heavy media use” in general was shown to have a potential impact on visual processing and regions of higher cognitive function.
Positive effects associated with digital experiences
However, there were six studies that demonstrate how these digital experiences can positively impact a child’s brain functionality. For example, an improvement in the ability to concentrate and learn was found in the frontal lobe of the brain. While another study suggested that playing video games can increase cognitive demand, potentially improving children’s executive functions and cognitive skills.
Professor Li’s team concludes that policymakers must act on these findings to support evidence-based practice for teachers and parents. Lead author Dr Dandan Wu from the Hong Kong University of Education said: “There is an urgent need for policymakers to develop and establish evidence-based measures to safeguard and improve children’s brain development as they navigate the era of digital”. “This could involve providing resources and incentives for the creation and testing of digital interventions aimed at boosting brain growth in children.”
One limitation of the study that the authors have acknowledged is the lack of reviewed research, and they explain that this may be because this topic is “novel and emerging, and research technologies are also evolving.” Furthermore, “this review has not addressed the critical questions, such as whether it was early digital use – for example, screen time – or cognitive processes – that is, the learning experience – that have driven the change in the function and structure of the brain, and whether there are different effects of the types of digital equipment and the mode of use.” Therefore, they recommend that future research explore techniques such as longitudinal research on the impact of screens on brain functions.
