Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379–390. Web.
This paper is a literature review designed to ascertain the effects of technology on student distractions. Specifically, the authors explore how laptops, smartphones, and social media prevent people from focusing. This issue has become critical with the rising prevalence of distance learning. This source provides a research basis for teaching children to manage distractions. It will showcase scientific sentiment toward nurturing self-discipline and attention management.
Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in English language learning—A challenge for foreign language education. Education Sciences, 9(3), 1-9. Web.
This is a rare study that endorses the use of smartphones for learning. The paper explores peer-reviewed studies that explored the use of smartphone applications designed to learn English. In contrast to the habitual sentiment, the results show that mobile learning is effective because it offers an interactive way to memorize and recall essential rules and words. This is a surprisingly positive outlook on using smartphones, considering that the same devices contain a multitude of other distractions, and yet they can be efficient. This study will provide an example of how screen time can be used productively.
Liebherr, M., Schubert, P., Antons, S., Montag, C., & Brand, M. (2020). Smartphones and attention, curse or blessing?-A review on the effects of smartphone usage on attention, inhibition, and working memory. Computers in Human Behavior Reports, 1, 1–8. Web.
This paper provides an overview of previous findings on the effects of smartphones on cognitive functions. The authors identify several research gaps that have not been explored. This paper is essential to the argument because it offers a non-traditional outlook on the consequences of using mobile devices. Unlike most studies that conclude that smartphone use is a negative phenomenon, this one argues that smartphones can have a beneficial effect. This paper will be used to explain how children can benefit from smartphones.
Meng, S. Q., Cheng, J. L., Li, Y. Y., Yang, X. Q., Zheng, J. W., Chang, X. W., & Shi, J. (2022). Global prevalence of digital addiction in general population: A systematic review and meta-analysis. Clinical Psychology Review, 92, 102128. Web.
This source explores the prevalence of digital addiction in today’s world. Being a systematic review, the study analyzes common themes among the findings of 507 studies. The authors have ascertained different types of addiction, namely smartphone, social media, Internet, cybersex, and game addictions. Unsurprisingly, the COVID-19 pandemic has significantly exacerbated the problem. This source will be used to prove the point that unlimited smartphone use is dangerous and is a valid cause for concern.
Otrel-Cass, K. (2022). Presenting a students’ tale: The smartphone manifesto. International Journal of Educational Research, 114, 1-10. Web.
This source analyzes a Danish primary school’s manifesto regulating smartphones’ role in students’ lives. This paper is essential because it provides a physiological explanation of smartphone harm – screen time impacts young people’s brain cells. The same reasoning is also used to underscore the importance of self-discipline. This paper will showcase an example of a real-life institution that accepts smartphones instead of banning them. It will also provide further validity to the argument that smartphones can have a positive impact, provided they are used moderately.
Park, E. Y. (2021). Relation between the degree of use of smartphones and negative emotions in people with visual impairment. Frontiers in Psychology, 12 (653796), 1–7. Web.
This source explores a survey conducted in South Korea on the prevalence of negative emotions among smartphone users. This study is intriguing in that it provides evidence both for and against the use of smartphones. The negative effects are presented in the form of depression, anxiety, and loneliness. At the same time, the study highlights the reduction of negative emotions in some of the participants who used smartphones. This paper will be used to accentuate that smartphones themselves are not the source of anxiety.
Park, J. H. (2020). Smartphone use patterns of smartphone-dependent children. Child Health Nursing Research, 26(1), 47–54. Web.
This paper explores the reasons behind children’s time spent using smartphones. The study establishes that many children develop dependencies, but the source is not smartphones. Children turn to smartphones because they provide addictive activities that they enjoy, such as gaming. Therefore, parents should focus on teaching children the importance of discipline. This paper will be used to prove that addiction is not caused by smartphones but rather by one’s inability to regulate oneself.
Portugal, A. M., Hendry, A., Smith, T. J., & Bedford, R. (2022). Pre-schoolers with high touchscreen use show reduced cognitive flexibility. Computers in Human Behavior, 139, 1–9. Web.
This source explores the cognitive abilities of children who regularly use smartphones. The authors conclude that children with high screen time have difficulty focusing their attention. Furthermore, their ability to solve complex tasks is significantly diminished. The authors clearly attribute this finding to high screen time and smartphones, in particular. This paper will showcase the dangers of not regulating screen time.
Santos, R. M. S., Mendes, C. G., Marques Miranda, D., & Romano-Silva, M. A. (2022). The association between screen time and attention in children: A systematic review. Developmental Neuropsychology, 1–18. Web.
This paper is another study exploring children’s ability to concentrate. It is a systematic review of existing research on the relationship between screen time and attention. This review is noteworthy because it also acknowledges that screen time can positively influence attention. This is important because most other papers focus on the negative aspects of screen time. This review will validate that proper smartphone use can improve children’s attention.
Thulin, E., Vilhelmson, B., & Schwanen, T. (2020). Absent friends? Smartphones, mediated presence, and the recoupling of online social contact in everyday life. Annals of the American Association of Geographers, 110(1), 166-183. Web.
This study provides insight into the positive aspects of smartphones and social media. Specifically, the authors explore how digital devices help people communicate and socialize. The reasoning is simple: Social networks allow like-minded people to connect and form online communities. Without such opportunities, many people would not have been able to find friends and colleagues or make useful acquaintances. This source will be used to showcase that smartphones can contribute to children’s socialization when appropriately used.
Tulasiram, B., & Chandrasekaran, B. (2021). Are smartphones better at guiding physical activity among sedentary young adults? A randomized controlled trial. Muscles, Ligaments & Tendons Journal, 11(1), 83-91. Web.
This paper explores the prevalence of a sedentary lifestyle among young people. The authors establish that the lack of physical activity is a recurring theme among young people. However, it is also noted that smartphones are not the only distracting element. Most people are surrounded by TVs, computers, laptops, tablets, and other mobile devices that provide distractions. This paper will emphasize the fact that media and connectivity to the Internet are a part of life and must be appropriately managed.