Digital Distractions in Education: A Study on the Adverse Effects of Prolonged Screen Time among

senior high school Students.

This research investigates the detrimental impact of prolonged screen time on senior high school
students in the Philippines within the context of their education. The study explores the pervasive issue
of digital distractions, assessing their influence on academic performance and overall well-being.

Annotated Bibliography:

Screen Time and Its Health Consequences in Children and Adolescents

Addresses the timely issue of digital distractions among children and adolescents, specifically exploring
the adverse effects of prolonged screen time (ST) on the health of senior high school students in the
Philippines. With a focus on the World Health Organization's guidelines for daily screen time, the study
delves into the impact of increased digital media (DM) use during the COVID-19 pandemic on various
aspects of modern life. The research is highly relevant to the exploration of digital distractions in
education, shedding light on potential health risks associated with excessive ST among the target
demographic.

The review presents a nuanced examination of the health effects of excessive ST viewing, drawing on 43
original articles to establish correlations with obesity, cardiometabolic risk factors, mental health issues,
unhealthy dietary habits, and disruptions in development and child-parent relationships. It also
considers the impact on sleep, physical activity, eyesight, headaches, and the musculoskeletal system.
The study highlights the nuanced outcomes associated with different types of ST, emphasizing the role of
factors such as the type of media used, the way it is used, age, timing, and gender. Notably, the findings
underscore the need for continuous investigations, particularly in the evolving landscape of digital media
usage.

The review presents a nuanced examination of the health effects of excessive ST viewing, drawing on 43
original articles to establish correlations with obesity, cardiometabolic risk factors, mental health issues,
unhealthy dietary habits, and disruptions in development and child-parent relationships. It also
considers the impact on sleep, physical activity, eyesight, headaches, and the musculoskeletal system.
The study highlights the nuanced outcomes associated with different types of ST, emphasizing the role of
factors such as the type of media used, the way it is used, age, timing, and gender. Notably, the findings
underscore the need for continuous investigations, particularly in the evolving landscape of digital media
usage.

Source:

Lissak, G. (2018). Adverse physiological and psychological effects of screen time on children and
adolescents: Literature review and case study. Environmental research, 164, 149-157.
The Influence of Gadget Dependency on the Academic Procrastination Levels of Grade 12 STEM
Students

This is highly relevant to the exploration of the negative effects of mobile phones and screen time on
students, particularly within the context of the Philippines. Focusing on Grade 12 STEM students, the
study investigates the impact of gadget dependency on academic procrastination, a crucial aspect given
the intensified screen time during the transition to online learning. Understanding how gadget
dependency influences academic procrastination is crucial for addressing the challenges students face in
the digital age, especially during online learning.

The study identifies a significant relationship between high gadget dependency and moderate levels of
academic procrastination among Grade 12 STEM students. Notably, it highlights that student from a
specific region (ROC) exhibit significantly higher levels of both gadget dependency and academic
procrastination. The research also emphasizes the role of learning modality in inducing gadget
dependency and academic procrastination, underlining the impact of the transition to online and
distance learning on student behavior. Importantly, the findings refute the influence of sex and screen
time on gadget dependency and academic procrastination.

This research contributes significantly to the understanding of how excessive phone use and gadget
dependency affect academic procrastination levels among senior high school students. By specifically
examining Grade 12 STEM students in the Philippines, the study provides context-specific insights into
the challenges posed by increased screen time during online learning. The findings suggest a direct link
between gadget dependency and academic procrastination, indicating that the intensification of screen
time exacerbates the tendency of students to delay tasks. The research not only contributes empirical
evidence to the discourse but also calls for further exploration of related effects of online and distance
learning, indicating avenues for future research in the field.

Source:

Garcia, M. I., Caraig, D. J., Carator, K., Oyco, M. T., Tababa, G. A., Linaugo, J., & De Oca, P. R. (2022). The
Influence of Gadget Dependency on the Academic Procrastination Levels of Grade 12 STEM Students.
International Journal of Multidisciplinary: Applied Business and Education Research, 3(6), 1197-1210.
https://doi.org/10.11594//ijmaber.03.06.22
Effects of Excessive Screen Time on Neurodevelopment, Learning, Memory, Mental Health, and
Neurodegeneration: a Scoping Review

This scoping review is highly relevant to the exploration of the negative effects of mobile phones and
screen time on students, focusing on the broader implications of excessive screen time on
neurodevelopment, learning, mental health, substance use disorders, and neurodegeneration. The study
delves into the potential risks associated with chronic sensory stimulation through screen time,
particularly on adolescents and young adults, providing valuable insights for understanding the
multifaceted impact of screen time on cognitive, behavioral, and emotional well-being.

The scoping review systematically assesses theoretical and empirical evidence across various domains,
including neurodevelopment, learning and memory, mental health, substance use disorders, and
neurodegeneration. The findings highlight that increased screen time is associated with negative
outcomes such as lowered self-esteem, elevated incidence and severity of mental health issues and
addictions, slowed learning, and an increased risk of premature cognitive decline. The research draws
attention to the potential long-term consequences of excessive screen time on cognition and mental
health, emphasizing the need for expanded research methodologies and a comprehensive
understanding of these effects in diverse populations and contexts.

This scoping review significantly contributes to the understanding of the adverse effects of prolonged
screen time on students by exploring the broader spectrum of neurodevelopment, mental health, and
cognitive implications. The study not only identifies specific negative outcomes associated with
increased screen time, such as lowered self-esteem and heightened mental health issues, but also
emphasizes the potential long-term risks, including an increased risk of early onset dementia in late
adulthood. The research provides a comprehensive overview of the existing evidence, guiding future
directions for research methodologies and policy considerations. Overall, it strengthens the argument for
the need to address and mitigate the negative consequences of excessive screen time on the cognitive
and mental well-being of students.

Source:

Neophytou, E., Manwell, L. A., & Eikelboom, R. (2021). Effects of excessive screen time on
neurodevelopment, learning, memory, mental health, and neurodegeneration: A scoping review.
International Journal of Mental Health and Addiction, 19, 724-744.
Adverse physiological and psychological effects of screen time on children and adolescents: Literature
review and case study

This study is highly relevant to understanding the negative effects of mobile phones and screen time on
children and adolescents. It provides a comprehensive overview of the physical, psychological, and
neurological consequences associated with excessive and addictive use of digital media, focusing on
factors such as duration, content, after-dark use, media type, and the number of devices. The study
explores how screen time impacts physical health, psychological well-being, and psychoneurological
functioning, shedding light on the implications for the psychophysiological resilience of the young
generation.

The article presents a detailed examination of the effects of excessive screen time across different
domains. In terms of physical health, it discusses associations between excessive screen time and poor
sleep, cardiovascular risk factors, obesity, stress regulation issues, and other physical health
consequences. The psychological effects are explored, linking screen time to internalizing and
externalizing behavior, depressive symptoms, suicidal tendencies, and ADHD-related behavior.
Psychoneurological effects are also considered, emphasizing the addictive nature of screen time use and
its impact on brain structural changes related to cognitive control and emotional regulation. The article
concludes with the crucial components for psychophysiological resilience and highlights the potential
inaccuracies in diagnosing ADHD-related behavior solely based on screen time effects.

This article significantly contributes to the exploration of the negative effects of mobile phones and
screen time on students by providing a comprehensive overview of the diverse consequences associated
with excessive digital media use. It emphasizes the multifaceted impact on physical health, psychological
well-being, and neurodevelopment. The inclusion of a case study on an ADHD-diagnosed child illustrates
the real-world effects of screen time on behavior and raises awareness about potential misdiagnoses.
The study's focus on psychophysiological resilience underscores the importance of considering the long-
term implications of excessive screen time on the overall well-being of the young generation, adding
valuable insights to the broader discussion on mitigating the negative effects of digital media use.

Source:

Lissak, G. (2018). Adverse physiological and psychological effects of screen time on children and
adolescents: Literature review and case study. Environmental research, 164, 149-157.
Reading in the age of digital distraction

This source is helpful for understanding how digital distractions affect college students, especially when
they read on screens. It looks at the issue from different angles, considering the information, the
students, and the devices they use, with a special focus on doing multiple things at once while reading
on screens.

The study shows that many college students get distracted when using digital devices, especially by
activities like chatting. It also points out that girls usually stay more focused than boys when reading on
screens. Interestingly, most students prefer reading on paper to avoid distractions and stay focused. The
study suggests that doing too many things at the same time during college work can have big downsides.

This source adds to our understanding of how digital devices can be a distraction for students. It
highlights that talking with others online is a big source of distraction. It also notes that girls tend to stay
more focused than boys when using screens. The fact that many students choose to read on paper to
avoid distractions is an important finding. Overall, the study suggests that trying to do too many things at
once during college work can be a problem, and it gives us some ideas for how to handle these issues in
the future.

Source:

Liu, Z. (2022). Reading in the age of digital distraction. Journal of Documentation, 78(6), 1201-1212.