The impact of computer use on children's and adolescents' development

By Kaveri Subrahmanyam, Patricia M. Greenfield, Robert E. Kraut, Elisheva F. Gross. Journal of Applied Developmental Psychology, 2001

602 citations recorded by the source corpus.

In recent years, electronic games, home computers, and the Internet have assumed an important place in our lives. This paper presents a review of the research on the impact of home computer use on the development of children and adolescents. Time use data are presented along with a discussion of factors such as age, gender, and ethnicity, which impact the time spent on computers as well as the activities engaged in. Research on the impact of computer use on cognitive skill and academic development, social development and relationships, and perceptions of reality and violent behavior is reviewed. The special role of the Internet in the lives of adolescents is brought out using data from the HomeNet study. The paper concludes with recommendations for future study in order to better understand the growing impact of computers on our youth. D 2001 Elsevier Science Inc. All rights reserved.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/29a2c31e996c89882af89681c132ed326d2cd774

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Citations in the corpus

Primary school students' perceptions of interactive whiteboards (2005, background): “Games certainly add an element of excitement and fun for students and there is evidence to suggest that they can in certain circumstances have beneficial effects (Subrahmanyam et al. 2000, 2001).”
Adolescents’ identity experiments on the internet (2005, background): “Whereas boys more often prefer fantasy games with violent and adventurous themes, girls tend to prefer games based on reality involving themes with realistic or familiar characters (Subrahmanyam and Greenfield, 1998; Subrahmanyam et al., 2001).”
Adolescents' Identity Experiments on the Internet (2008, background): “Whereas boys more often prefer fantasy games with violent and adventurous themes, girls tend to prefer games based on reality involving themes with realistic or familiar characters (Subrahmanyam and Greenfield, 1998; Subrahmanyam et al., 2001).”
Use of information and communication technology (ICT) and perceived health in adolescence: the role of sleeping habits and waking-time tiredness. (2007, background): “However, also positive impacts of ICT have been reported, especially on children’s cognitive skills, intelligence and school achievement ( Subrahmanyam, Greenfield, & Kraut, 2001; Rocheleau, 1995).”
Validating the Fun Toolkit: an instrument for measuring children’s opinions of technology (2008, background): “Telephone, post, e-mail, and Internet surveys would be unusual with children younger than 12, but e-mail and Internet surveys have been used with teenagers in several attitude studies (Lenhart et al. 2005; Subrahmanyam et al. 2001).”
Family characteristics and intergenerational conflicts over the Internet (2006, background): “standards (reading short articles instead of books) and the credibility of online information (Subrahmanyam et al. 2001), and expressed concern that the Internet might distract children from other activities.”
The Impact of using Gadgets on Children (2017, background): “Too much gadget use can also affect the long-term vision problem [3].”
A short-term longitudinal study of Internet and computer game use by adolescent boys and girls: prevalence, frequency of use, and psychosocial predictors. (2008, background): “Previous research also has highlighted that boys are more likely to engage in computer game playing than girls (Subrahmanyam, Greenfield, Kraut, & Gross, 2001).”
The digital divide shifts to differences in usage (2014, unknown): “…Internet’s communication tools, whereas adult males are more likely to use the Internet for information, entertainment, commerce (Jackson et al., 2001; Subrahmanyam et al., 2001; Valkenburg and Peter, 2007; Zillien and Hargittai, 2009) and online gaming (e.g. Schumacher and Morahan-Martin, 2001).”