School-Aged Children Paper-Book Read Concentration and Digital Technology Use

DOI

10.2991/assehr.k.220704.018How to use a DOI?

Keywords

Attention; Paper-book reading concentration; Digital technology device; Adolescence

Abstract

Reading attention has caught the interest of academics and society for years. With more children exposed to digital technology devices since a young age, a previous study pointed out that some digital stimulation would decrease the children reading concentration. However, whether the digital technology device use would influence attention was not mentioned. This study aims to explore the association between digital technology use and paper-book reading attention. A two-week experiment was designed and two groups of participants aged from 10 to 12 years old attended. Using counterbalancing across groups, one week was the control week, during which participants were prohibited from using any digital technology device, and the paper-book reading concentration relating data was collected, and the other was the natural observation week collecting the same behavioral data but without manipulation. The results supported the idea that less time spent on the digital technology device would help children concentrate for a longer attention span on paper-book reading. This finding noted a possible implication on education and children’s reading attention improvement.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Yuyin Wei
PY  - 2022
DA  - 2022/07/11
TI  - School-Aged Children Paper-Book Read Concentration and Digital Technology Use
BT  - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
PB  - Atlantis Press
SP  - 104
EP  - 109
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220704.018
DO  - 10.2991/assehr.k.220704.018
ID  - Wei2022
ER  -