Type of screen time moderates effects on outcomes in 4013 children: evidence from the Longitudinal Study of Australian Children

Taren Sanders,Philip D Parker,Chris Lonsdale,Michael Noetel,Borja Del Pozo-Cruz

doi:10.1186/s12966-019-0881-7

Taren Sanders, Philip D Parker + Show 3 more

Open Access

https://doi.org/10.1186/s12966-019-0881-7

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Abstract

BackgroundExcessive engagement with digital screens is harmful to children’s health. However, new evidence suggests that exposure at moderate levels may not be harmful and may even provide benefit. Therefore, our objective was to determine if there are curvilinear relationships between different types of screen time and a diverse set of outcomes, including health and education.MethodsWe address our objective using a repeated measures design. Children (N = 4013), initially aged 10–11 were assessed every 2 years between 2010 and 2014. Children’s screen time behavior was measured using time-use diaries, and categorized into five types: social, passive, interactive, educational, or other. We used measures of children’s physical health, health-related quality of life, socio-emotional outcomes, and school achievement. The analysis plan was pre-registered. Models were adjusted for gender, socio-economic status, ethnicity, number of siblings, and housing factors.ResultsThere were linear associations between total screen time and all outcomes, such that more screen time was associated with worse outcomes. However, there was variability when examined by screen time type. Passive screen time (e.g., TV) was associated with worse outcomes, educational screen time (e.g., computer for homework) was associated with positive educational outcomes and had no negative relations with other outcomes. Interactive screen time (e.g., video games) had positive associations with educational outcomes but negative associations with other outcomes. In all instances, these significant associations were small or very small, with standardised effects < 0.07. We found little evidence of curvilinear relationships.ConclusionsThe small effects of screen time on children’s outcomes appear to be moderated by the type of screen time. Policy makers, educators, and parents should consider the type of screen time when considering the benefits and harms of use.

Highlights

Excessive engagement with digital screens is harmful to children’s health
We further extended the Przybylski and Weinstein (2017) study of adolescents by examining these hypotheses in a large sample of children, and by examining if these relationships are stable as children age
Most children lived in a detached house (88.2%), and the study children had a mean of 1.7 siblings (SD = 1.2)

Summary

Introduction

Excessive engagement with digital screens is harmful to children’s health. Our objective was to determine if there are curvilinear relationships between different types of screen time and a diverse set of outcomes, including health and education. High levels of engagement with digital screens (i.e., ‘screen time’) are harmful to children’s physical health [1]. A body of evidence underpins guidelines that recommend limiting children’s screen time exposure [2, 3]. There is evidence that screen time is associated with negative psychological and educational outcomes, such as greater depression [4] and lower academic achievement [5], respectively. Guidelines [3, 6] advise that lower levels of screen time are associated with benefits for children. We refer to this as the less-is-better hypothesis

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