The effects of screen time and selective attention on individuals: A systematic review

Extensive screen time in the digital age is thought to affect thinking skills, particularly the ability to pay attention to important things. However, concrete evidence regarding this impact remains conflicting and requires further clarification. This study aimed to synthesize and evaluate the existing empirical evidence on the relationship between the quantity (duration) and quality (type, content) of screen time and measures of selective attention across different age groups (e.g., children, adolescents, adults) and identify the direction of the relationship between screen time and selective attention, specifically determining whether increased screen time is associated with enhancements, impairments, or has no significant effect on selective attention capabilities. The method used was a thorough literature review using the PRISMA framework, the studies must have had an experimental or longitudinal design, published between the years 2019 and 2024, with real-world (empirical) studies investigating screen time and attention and available in the databases searched, namely PubMed, ScienceDirect, and APA PsycNet. Based on these criteria, a total of fifteen (15) studies were ultimately selected for inclusion in the systematic review. The results showed that the impact of screen time depends on the type of content, duration of use, and individual characteristics. Interactive and educational screen time (≤1 hour/day) improves viewing accuracy, while passive and entertainment screen time (>2 hours/day) reduces task-switching ability (β = -0.24). Neural mapping shows decreased ACC-PFC connectivity in frequent users. Physical activity and parental interaction have been shown to mitigate adverse effects. Therefore, policies on screen time should consider differences in content types and usage contexts. Future research should focus on long-term neural mechanisms and tailor intervention design to individual needs.