From Playgrounds to PlayStations: The Growth of Digital Addiction Among Children

Abstract

Excessive screen time among children and adolescents has become a growing concern, with many youths spending more than 7 hours per day engaged in digital activities such as social media, video games, and streaming content. The present study investigates the impact of screen time on cognitive functioning, social interaction, academic motivation, and emotional responses among adolescents ages 13–17 attending a Boys and Girls Club in the southeastern United States. We examined how the purpose of screen use (e.g., social media, gaming, academic work), gender, and duration of daily screen engagement relate to children’s study habits, peer relationships, focus, and perceived well-being after screen use. Participants completed a survey consisting of validated items and response scales assessing daily screen time hours, typical media usage, sleep-related device behavior, study time adequacy, frequency of in-person peer interaction, emotional states following prolonged screen use, cognitive distractions (such as forgetting tasks), and whether screen time is perceived as helpful for learning or harmful to focus. Results indicated that study time was identical across genders (males: M = 3.18, SD = 1.07; females: M = 3.18, SD = 0.53), suggesting no meaningful gender difference in reported study behavior. However, differences emerged in other areas. Females reported higher levels of social interaction with friends (M = 1.88, SD = 0.78) compared to males (M = 1.53, SD = 0.87), as well as stronger emotional responses to screen use (females: M = 2.76, SD = 1.25; males: M = 1.88, SD = 1.27). Additionally, females slightly exceeded males in reported distraction (forgetfulness) related to screen time (females: M =2.41, SD = 0.87; males: M = 2.18, SD = 1.07). In contrast, males reported slightly higher agreement that screen use helps them (M - 2.24, SD - 1.09) compared to females (M= 2.00, SD = 0.87).