Attention Span Changes in Children Using Digital Platforms

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Gagan Thakur

Independent Researcher

India

Abstract

The ubiquity of digital platforms has transformed children’s everyday experiences, reshaping how they learn, play, and socialize. Concurrently, concerns have emerged regarding the impact of prolonged digital engagement on children’s attentional capacities and overall cognitive development. This study investigates changes in attention span among children aged 6–12 who regularly use digital platforms, comparing high‑engagement (≥ 3 hours/day) and low‑engagement (≤ 1 hour/day) cohorts over a six‑month period. Employing a convergent mixed‑methods approach—quantitative assessments via the Conners’ Continuous Performance Test (CPT‑3) and qualitative insights from semi‑structured parental interviews—this research evaluates three core attention metrics: sustained attention, selective attention, and reaction‑time stability. Quantitative results reveal that high‑engagement children exhibit statistically significant declines in sustained attention (18 % increase in omission errors, p < .01) and selective attention (15 % increase in commission errors, p < .05), alongside greater variability in reaction times. Qualitative themes highlight parents’ concerns about distractibility in low‑stimulus settings, heightened impulsivity linked to autoplay and reward‑driven design features, and the emergence of self‑regulation strategies when structured screen‑time protocols are enforced. By integrating objective performance data with lived family experiences, the study elucidates how rapid stimulus novelty, multitasking pressures, and conditioned reward loops collectively undermine attention systems during a critical developmental window. Findings underscore the necessity of balanced digital literacy programs, evidence‑based usage guidelines, and “attention‑friendly” platform designs that reduce unnecessary notifications and pacing overload. This manuscript provides actionable recommendations for educators, app developers, and policymakers seeking to safeguard attentional health while preserving the educational and social benefits of digital media.

Keywords

Attention span; digital platforms; children; sustained attention; selective attention; divided attention; Conners’ CPT‑3; mixed methods

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