Screen Handicap in Mathematics: A Meta‐Analysis of Mathematics Performance Related to Screen Time and Type

ABSTRACT This meta‐analysis offers a comprehensive examination of the relationship between screen time and mathematics performance in children and adolescents. Synthesising data from 17 studies conducted between 2004 and 2024, the analysis includes over 52,000 participants from diverse international settings. Overall findings reveal a small but statistically significant negative correlation between screen time and mathematics performance ( r = −0.034), though this effect is characterised by substantial heterogeneity across studies ( I 2 ≈95%). The nature of screen engagement strongly moderates the relationship; mentally inactive or passive activities, such as television viewing, are associated with more pronounced adverse effects, whereas the use of digital content for educational purposes may offset this association. Furthermore, the decline in performance becomes more pronounced with longer durations; screen time exceeding 3 h per day demonstrates the most substantial negative impact. Analyses by country confirm that the association varies by cultural and educational context, with adverse effects in Western nations contrasting with non‐significant or even positive trends in countries like China, where technology is often framed within an educational production function. These findings emphasise that screen time management policies should prioritise not just duration, but also the purpose and content of use. Contrary to developmental assumptions, age was not found to be a determinant moderator, suggesting its effect may be neutralised by varying usage patterns across different life stages. Future research should continue to explore these complex dynamics across other academic disciplines to develop a more holistic understanding.