Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction.

GyeongAe Seomun,Wonjung Noh

doi:10.3390/ijerph182111061

Abstract

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.

Highlights

Health 2021, 18, 11061. https://New technologies have reshaped learning and education
The benefits of digital learning are appealing in terms of achieving learning goals, the guardians and teachers of students participating in digital learning are concerned about the potential side effects on these adolescents’ mental health because of the increase in device usage time [2,3]
One study found that digital learning did not affect the attention of learners based on their brain activity [35], whereas another study reported digital learning to be more effective at encouraging students to concentrate while studying [36]

Summary

Introduction

Health 2021, 18, 11061. https://New technologies have reshaped learning and education. The benefits of digital learning are appealing in terms of achieving learning goals, the guardians and teachers of students participating in digital learning are concerned about the potential side effects on these adolescents’ mental health because of the increase in device usage time [2,3]. Concerns related to the potential for health problems related to digital learning include physical health problems, such as musculoskeletal disorders and headache, and psychological health problems, such as depression, stress, and concentration disorders, which may emerge from early childhood onwards [4,5,6,7,8,9]. Research on the effect of increasing digital device usage time on the health of adolescents is insufficient

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Conclusion