Authors: Paul Oduor Oyile, Eric Sifuna Siunudh, Daniel Khaoya Muyobo, Anselemo Peters Ikoha
Abstract: This study examined the impact of prolonged digital device use on cognitive development and attention span among children aged 6-8 years in four counties of Western Kenya: Bungoma, Kakamega, Vihiga, and Busia. Employing a mixed-methods approach, the research combined surveys, interviews, and observational assessments to evaluate how exposure to tablets and computers affects cognitive skills, problem-solving abilities, and attention retention. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative insights revealed behavioral patterns and parental mediation practices. Findings demonstrated a significant negative correlation between increased daily screen time and both cognitive and attention performance. Children exposed to less than one hour of screen time daily scored considerably higher on cognitive and attention measures compared to those with over four hours of exposure. Parental mediation emerged as a crucial moderating factor, with high parental engagement substantially buffering negative outcomes. Gender differences were subtle, though boys engaged more in recreational activities while girls favored educational content. The study supports the displacement hypothesis, suggesting that excessive screen use replaces developmentally essential activities. Results underscore the necessity for balanced technology integration in early education, evidence-based screen time guidelines, and collaborative efforts among policymakers, educators, and parents to maximize educational benefits while safeguarding children's cognitive development and attention capabilities.
DOI: https://doi.org/10.5281/zenodo.17463828
