Students Plugged: The Psychological Impact of Smart Devices Screen Time Exposure on Cognitive Concentration Skills in Primary School Students in Abu Dhabi

Abstract

This study examined the relationship between the time primary school students spend on screens and their cognitive concentration. It gathered quantitative and qualitative data using a mixed-methods approach to provide a comprehensive view of the effects of excessive screen exposure. The cognitive concentration of students was assessed through a modified version of the CAB_AT test administered via Google Forms, which collected the quantitative data. Additionally, parents recorded screen time data over three weeks in daily logs detailing the types of content (educational and entertainment), categorised into seven types: games, social media, phone usage, watching TV or movies, and playing on LCD screens. Increased engagement with entertainment and gaming content was linked to lower cognitive scores; in other words, screen time correlated with diminished cognitive concentration. However, high screen exposure was identified as a factor influencing health, correlating with reduced cognitive concentration, while physical activity proved to be a mitigating factor. These findings were further supported by qualitative data from parental interviews, where parents expressed concerns that excessive screen time may negatively affect their children’s attention spans and behavioural outcomes. While educational content may appear beneficial for cognitive outcomes, it seems unsuitable for cognitive development—there’s a detrimental impact due to insufficient use of screens for entertainment and gaming. The findings hold significance for parents, educators, and policymakers, emphasising the importance of considering screen time for children and promoting healthy cognitive development. Keywords: screen time, cognitive skills, physical activity, selective attention, divided attention, social interaction, mental health, cognitive load theory