The Digital Dilemma: Prospects of Digital Technology in Post-Pandemic Times
Exploring the Influence of Digital Technology on Cognitive Development, Attention Span, and Overall Well-being in Children and Adolescents After COVID-19
Over the last two decades, digital technology has steadily transformed the way we live, work, and communicate. The reach and scale of information accessible at our fingertips has surpassed any previous era in human history. Arguably, however, the biggest jump in digital reliance occurred over the past two years. In the shadow of the COVID-19 pandemic, it has become increasingly clear that digital technology is no longer a secondary aspect of our lives, but fundamental.
At the peak of the pandemic, the global education landscape faced disruption as nearly 1.95 billion children across 195 countries were displaced from traditional learning environments [1]. During this period, children were deprived of archetypal social interaction, in-person learning, and interactive environments fostering independence, all of which profoundly affect healthy child development [2-4]. How can these effects be treated? How can such consequences be mitigated in the future? To answer these questions, it is important to consider the aftermath of prolonged digital use, taking an impartial approach towards its consequences and benefits.
Original Illustration by Raven Lee
Digital Technology on Cognitive Development
Prior to the pandemic, the number of children exposed to screens and digital devices had already been growing exponentially. This trend was only intensified by prolonged periods of lockdown. A study conducted by JAMA Pediatrics showed a stark increase in screen time for children aged 3 to 12 during the peak of the pandemic, from a pre-pandemic average of approximately 3 hours to nearly 5 hours a day. This is an astounding 50% increase [5].
According to research conducted by Dr. Jenny Radesky, a pediatrician specializing in child development, there are positive correlations between prolonged exposure to screens and delays in cognitive development, with deficits in language development, social development, cognitive skills, and emotional regulation [6]. This was especially true during the pandemic as schools shifted to remote learning on an unprecedented scale. Virtually all aspects of life, including classes, entertainment, and social interactions, occurred predominantly through screens.
“Digital Attention Deficit” Amidst Lockdown and Attentional Span Challenges
In addition to these delays in cognitive development, online classes even prior to the pandemic have been associated with long-term reductions in learning and attentional abilities [7]. This is because online learning often employs intricate, multi-method-based learning practices and various features such as audio-visual graphics, text, and animations in an effort to enhance interactivity. This approach, however, necessitates rapid task- and focus-switching, placing considerable demands not only on students’ metabolic resources but also their neuronal functions [2]. Indeed, studies have demonstrated that exposure to such multi-method screen presentations leads to a decrease in grey matter volume within the prefrontal cortex, a region crucial for learning, speech, and cognition [4]. The right frontal pole and anterior cingulate cortex are particularly susceptible, both of which are crucial for sustained attention and rapid information processing [3]. Experts have referred to this phenomenon as “cognitive overload,” with the resulting attentional deficit being termed “continuous partial attention.”
“…studies have demonstrated that exposure to such multi-method screen presentations leads to a decrease in grey matter volume within the prefrontal cortex, a region crucial for learning, speech, and cognition.”
While such teaching methods are somewhat effective in engaging children in short-term memory tasks by capturing their immediate focus, they may obstruct the ability of children to consolidate long-term memory over extended periods of time. Prolonged screen exposure may impede critical cognitive skills such as comprehension, prioritization, and deep-level processing. These are issues which have only become more pronounced by the pandemic as lockdowns were enforced for indefinite periods [8]. Concerningly, sustained attention forms the basis of effective learning and problem-solving, warranting careful consideration of how digital learning environments should be structured to minimize such cognitive declines.
Technology and Well-Being During Remote Distancing
One prevailing misconception of the COVID-19 lockdown is that it did not necessarily change the extent of overall social interactions, but rather, affected how individuals socialized. Though this shift significantly increased the risk of anxiety and depressive symptoms, particularly among young adults and children [9, 10], it also allowed for various new perspectives regarding the sociological and neurological standpoints of the human empathic process. This has allowed online psychological services to grow much larger in scale as well as effectiveness.
Online psychological services brought forth numerous advantages that would not otherwise be available without the prevalence an accessibility of digital technology. Remote interaction with a therapist not only effectively reduced the risk of contagion, but also helped overcome geographical and health barriers that would have otherwise hindered individuals from obtaining appropriate therapeutic interventions. Initiatives set forth by technological companies, such as the “helpdesk” on Facebook, as well as similar services via platforms like Skype, which utilizes webcams, have proven effective in increasing individuals’ access to psychological care and their overall personal motivation [11, 12].
“Remote interaction with a therapist not only effectively reduced the risk of contagion, but also helped overcome geographical and health barriers…”
To prepare for potentially similar emergencies in the future, many experts have suggested that psychological organizations should equip psychologists and psychotherapists with specific training. This training would encompass managing the effects of a pandemic during prolonged periods of isolation while also sensitizing patients to the dynamics of an online therapeutic relationship [13]. In fact, institutions such as the Virginia Commonwealth University (VCU) have already taken the initiative in exemplifying this approach by proposing a PhD program in “telepsychology,” a contemporary field investigating the psychological implications of social distancing and possible interventions by online psychology services. This program by VCU has shown effectiveness not only in alleviating symptoms of anxiety or depression but also in supporting hospital recoveries, thereby playing a key role in the healthcare process [14, 15]. Despite the impact of social distancing on mental health and overall well-being, advancements in remote psychological treatments offer promising avenues for handling similar events in the future.
Where Do We Go From Here?
Though the detriments to excessive screen time are apparent, creating solutions to these widespread concerns is a highly nuanced endeavour. This increase in screen time can be accredited to a variety of different factors, one being growing access to technology. During the COVID-19 pandemic, and even in post-pandemic periods, various school boards across Ontario have introduced 1:1 device programs, equipping elementary school students with their own personal computing devices. This move marks progress towards achieving academic equity and providing equal opportunities for students, especially for those from families with limited socioeconomic resources.
Moreover, simply imposing regulations on screen exposure may disregard personal backgrounds and oversimplify a multifaceted issue. Uses for technology have expanded significantly throughout the past decade, and the necessities of a digital device will vary from individual to individual as more accommodating features are added. For example, students facing learning challenges or difficulties with social interactions in traditional settings may benefit from digital educational resources and communication methods. This makes finding solutions to screen time usage much more complex and person-specific than simply imposing widespread restrictions on access to digital devices and the internet [16, 17].
A more positive approach towards cultivating healthy digital habits would be prioritizing teaching responsible and mindful tech usage from an early age. This is a responsibility that does not solely rest on policymakers, but also on parents, educators, and tech companies. Beyond providing electronic devices, schools should raise awareness about the advantages and cautionary aspects of technology use. Further, encouraging diversified engagement with these devices is essential. Research has shown that digital social spaces can facilitate improved peer connections between children if they are able to self-regulate their device usage [18]. Additionally, highly interactive activities such as encouraging physical activity during remote learning, compelling students to participate in in-class discussions, and activities such as “co-viewing” with an adult effectively prevent cognitive decline while stimulating social interaction.
It would be untruthful to deny the value of digital technology throughout such unprecedented times, such as the COVID-19 pandemic, and its significance will only likely continue to grow. Nevertheless, educating our current generation about responsible screen time habits, healthy technology usage, and the potential hazards of extensive use is necessary as we prepare for further technology integration among future generations.
Franco (he/his) is a second-year undergraduate student at the University of Toronto studying Neuroscience, Psychology, and Computer Science. He is an Associate Editor and Staff Writer for Juxtaposition. Franco is extremely passionate about the interdisciplinary nature of cognition and its potential in healthcare research. He particularly enjoys promoting scientific outreach, reading philosophy, and watching Steins;Gate.
References
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