The impact of interactive electronic devices on young children
Research type
Research Study
Full title
The impact of interactive electronic devices: understanding the mechanisms of benefits and harms on young children’s development, behaviour and health outcomes using a multimethod approach
IRAS ID
346226
Contact name
Liane Beretta de Azevedo
Contact email
Sponsor organisation
Sheffield Hallam University
Clinicaltrials.gov Identifier
ID: ER69550320, Sheffield Hallam University - Ethical approval number; NCT06810570, Clinical Trial reference
Duration of Study in the UK
3 years, 11 months, 30 days
Research summary
There is evidence of both positive and negative impacts of interactive electronic devices (IEDs), such as tablets and smartphones, on the development and health of young children. While early years practitioners, parents, and policymakers view IEDs as valuable for early learning, concerns exist about their effects on self-regulation, parent-child interaction, and physical activity.
This study aims to understand the long-term impact of IED use—focusing on duration (hours per day) and mode (educational vs. non-educational; age-appropriate vs. non-age-appropriate) on emerging abilities like self-regulation, social development, executive function, language, and numeracy in children aged 3 to 5 years. We also seek to explore IEDs' effects on health-related outcomes (such as body mass index and motor skills), behavioural outcomes (movement behaviour and parent-child interaction), and educational outcomes (school readiness).
We plan to recruit 1,377 children from diverse areas in the Midlands and the North of England. To recruit parents, we will utilise two approaches: 1) through early years settings and 2) directly, using social media, flyers, and engagement with general practitioners (GPs). Children's exposure to IEDs will be measured using a mobile sensing application that records app usage, while emerging abilities will be assessed through the Early Years Toolbox. Secondary outcome measures will include accelerometry (to assess 24-hour movement behaviour), the NIH Toolbox (for motor skills), the STIM-Q preschool questionnaire (for parent-child interaction), and the Early Years Foundation Stage Profile (for school readiness). We will employ multilevel regression models to examine the associations between the duration and mode of IED usage and the development of emerging abilities. We hope this study will contribute to establishing guidelines for parents and educators regarding the use of IEDs.
The insights from this project will be disseminated through publications and policy briefs for health and educational organisations.REC name
West Midlands - Coventry & Warwickshire Research Ethics Committee
REC reference
25/WM/0191
Date of REC Opinion
8 Sep 2025
REC opinion
Unfavourable Opinion