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Introdução: O tempo passado diante de uma tela digital (i.e., tempo de ecrã) bem como o tipo de utilização de dispositivos eletrónicos na população infantojuvenil, têm sido alvo de interesse de investigação sendo sugeridos como fatores que interferem no desenvolvimento cognitivo. No entanto, é reconhecido como um tema complexo e em permanente investigação devido à inconsistência de resultados. Mais recentemente, o debate entre a comunidade científica e académica tem sido focado na digitalização do ensino português transitando de manuais impressos para manuais digitais. Aliado à preocupação do aumento do tempo de ecrã dos jovens, têm sido observados resultados mistos, em que alguns estudos concluem que o uso do digital no ensino pode não ser benéfico para as aprendizagens dos alunos. Por este motivo, pretendeu-se estudar o uso de ecrãs e as suas possíveis implicações na cognição e no rendimento académico de jovens entre 10 e os 11 anos de idade, pertencentes a turmas digitais (i.e., alunos usam manuais digitais em contexto de sala de aula) e a turmas não digitais (i.e., utilizam manuais impressos). Metodologia: Através de uma amostra selecionada por conveniência, recolhida em dois colégios privados pertencentes à zona de lisboa e vale do tejo, participaram neste estudo 20 pré-adolescentes com média de idade de 10,35 anos (DP=0,489), maioritariamente constituída pelo sexo feminino (75%) e a frequentar o 5º ano escolar (2º ciclo). Foram formados dois grupos: turma digital (n=11) e turma não digital (n=9). Aos Encarregados de Educação foram aplicados uma ficha de caracterização sociodemográfica e um questionário sobre o tempo de ecrã dos jovens por forma a caracterizar a utilização dos dispositivos dos seus filhos. Com o mesmo objetivo, os jovens preencheram questionários que avaliaram o tipo de utilização e o uso do digital nos momentos de aprendizagem/estudo, bem como uma escala de fadiga ao ecrã. As competências cognitivas (i.e., atenção e funcionamento executivo) foram medidas através dos subtestes Cancelamento de Sinais, Trilhas A e B, Memória de Dígitos e do teste Matrizes Progressivas Coloridas de Raven. O rendimento académico foi analisado com base nas notas finais à disciplina de Ciências Naturais do primeiro semestre escolar. Para assegurar uma caracterização do uso do digital na sala de aula, foi aplicado aos docentes um questionário para este efeito. Resultados: A maioria dos jovens da nossa amostra mostrou uma utilização equilibrada dos dispositivos (i.e., não exceder as duas horas diárias de acordo com as recomendações internacionais), no entanto, observou-se que 45,5% dos alunos da turma digital durante a semana, fora do horário escolar, pode usar os dispositivos por mais de duas horas relativamente aos alunos da turma não digital. Durante o fim de semana, independentemente do contexto de ensino, o tempo de ecrã recreativo aumenta significativamente sendo a televisão o dispositivo com maior consumo. Não foram encontradas diferenças significativas entre os jovens de turmas digitais vs. não digitais ao nível do desempenho cognitivo e académico, no entanto, os primeiros apresentaram tendencialmente resultados mais baixos. Simultaneamente no que concerne à fadiga de ecrã, não houve diferenças significativas embora o score dos jovens com maior condição digital escolar tenha sido superior. Quanto ao uso do digital nos momentos de aprendizagem, o grupo digital mostrou ter uma perceção mais depreciativa comparativamente aos seus pares, ao revelarem-se pouco motivados com o uso dos dispositivos e manuais digitais e com maior facilidade para se distraírem, cansando-se mais depressa, podendo interferir na compreensão da matéria durante o estudo. Conclusão: Os resultados revelam que uma utilização moderada dos ecrãs respeitando as recomendações internacionais, pode diluir os potenciais efeitos nocivos do uso do ecrã na cognição e aprendizagem dos jovens. No que concerne ao uso do digital como recurso educativo, devem ser encontradas estratégias equilibradas que atendam às dificuldades relatadas pelos jovens nos momentos de estudo, evitando que seja um potencial fator de prejuízo ao nível comportamental para o rendimento académico.
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.
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.
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Keywords
Manuais digitais Tempo de ecrã Atenção Funções executivas Aprendizagem Pré-adolescentes Digital textbooks Screen time Attention Executive functions Learning Pre-adolescents