Manuais digitais, cognição e aprendizagem em jovens do 2º ciclo escolar

Abstract

Background: The time children and adolescents spend in front of screens—and the ways they use these devices—has been a growing focus of research, often seen as a mediating factor in the negative relationship between screen exposure and cognitive development. However, this remains a complex issue, with ongoing research and debate in the field due to mixed findings in the literature. Recently, a new topic has sparked discussion among the scientific and academic communities, as Portuguese education considers moving from printed to digital textbooks. Given concerns about increased screen time among young people, findings are mixed, with some studies suggesting that digital tools in education may not support effective learning. Therefore, this study seeks to explore the use of screens and its implications for cognition and academic performance among 10- to 11-year-olds in both digital classrooms (i.e., students using digital textbooks) and traditional classrooms (i.e., students using printed textbooks). Methodology: A convenience sample was drawn from two private schools located in the Lisbon and Setubal. The final sample consisted of 20 pre-adolescents with a mean age of 10.35 years (SD = 0.489), predominantly female (75%), all enrolled in the 5th grade (2nd cycle). Parents or guardians completed a sociodemographic questionnaire and a survey on their children's screen time to assess their device usage. Similarly, the students filled out questionnaires assessing their device usage patterns, the role of digital tools during learning/study sessions, as well as a screen fatigue scale. Cognitive skills (i.e., attention and executive function) were measured using the Cancelamento de sinais, Trails A and B, Digit Span, and Raven's Coloured Progressive Matrices. Academic performance was evaluated based on the final grades in the Natural Sciences subject during the first school semester. Finally, teachers completed a questionnaire regarding the use of digital tools in the classroom. Results: According to international recommendations, most young people showed balanced device usage (i.e., not exceeding two hours per day). However, it was observed that 45.5% of students in the digital group reported using devices for more than four hours during the week, outside of school hours. On weekends, recreational screen time increased significantly, with television being the most used device. No significant differences were found between students in digital vs. traditional classrooms in terms of cognitive and academic performance; however, the digital group tended to show lower results. Similarly, regarding screen fatigue, no significant differences were found, although the screen fatigue scores for students in the digital condition were higher. As for digital use during learning moments, the digital group had a more negative opinion compared to their peers, expressing that they did not feel more motivated by the use of digital devices and textbooks. They reported feeling more easily distracted, tiring faster, needing more breaks, which may affect their understanding of the material. Conclusion: The results suggest that moderate screen usage, in line with international recommendations, can mitigate the harmful effects on young people's cognition and learning. Regarding the use of digital tools as an educational resource, strategies should be developed to address the difficulties experienced by young people during study sessions, in order to prevent future consequences on their academic performance.

Date of Award	17 Dec 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joana Rodrigues Rato (Supervisor)