Abstract
Abstract Aim: to investigate through a systematic review of randomized controlled trials (RCTs) the effects of interactive media on the cognitive, language, and motor development of children and adolescents. Methods: Searches were performed with the Medline, AMED, Embase, PEDro, Cochrane, Psychinfo, and ERIC databases in May 2017 with updated in July 2020. For the search strategy, we used descriptors related to “randomized controlled trial”, “interactive media” and “children and adolescents up to 18 years old”. RCTs that investigated the effectiveness of interactive media in cognitive, motor, and language development of children and adolescents up to 18 years of age with typical development were included. When appropriate, meta-analyses were conducted using a random-effects model. Pooled data were presented using standardized mean difference and 95% confidence interval. We assessed the quality of evidence using the GRADE methodology and the methodological quality using the PEDro scale. Results: of the trials found, 14 references were eligible for this study. The GRADE methodology was used in 13 RCTs. Estimates showed a low level of evidence of a small effect of media use on cognitive development compared to that in the control group and another intervention. No effect on motor and language development. Conclusion: The results of this systematic review do not support claims about the advantages or disadvantages of interactive media in child development. High-quality evidence was found that interactive media is not superior to other interventions for cognitive and language development outcomes and quality of moderate evidence for motor and language development.
Highlights
There is an increasing number of children and adolescents who use portable tablets, smartphones, and video games1,2
Exclusion criteria were: not being an randomized controlled trials (RCTs) study (n=17); not using interactive media in the intervention (n=7); having children and adolescents with atypical development (n=6); having people over 18 years old among the participants (n=5); results not related to child development (n=14), or not having a comparison of interest (n=1)
Fourteen original RCTs were eligible for this study[7,12,24,25,30,32,33,45 52,53]
Summary
There is an increasing number of children and adolescents who use portable tablets, smartphones, and video games1,2 These devices are classified as interactive media, defined as multimedia systems that simultaneously integrate numerous audio and video elements that result in programs, games, animations, and graphics that promote interaction with the user, generating responses with visual and sound elements, with or without movement[3 ]. Increased use of interactive media is mainly due to its portability, being lightweight, mobile, versatile, and intuitive[13,14]. Their uses range from leisure and entertainment to communicate with distant relatives, to educational learning[6,15,16,17,18]. It is extremely important to note that the duration, mode, and activity performed when using interactive media determines its effect on the child and adolescent development[1,19] since their brain is still under extensive changes in structure and function until the adolescence[5,20]
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