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ya-screen-time.docx
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Page 2 of 5 - AI Writing Overview Submission ID trn:oid:::10015:103931105
0% detected as AI Caution: Review required.
The percentage indicates the combined amount of likely AI-generated text as It is essential to understand the limitations of AI detection before making decisions
well as likely AI-generated text that was also likely AI-paraphrased. about a student’s work. We encourage you to learn more about Turnitin’s AI detection
capabilities before using the tool.
Detection Groups
0 AI-generated only 0%
Likely AI-generated text from a large-language model.
0 AI-generated text that was AI-paraphrased 0%
Likely AI-generated text that was likely revised using an AI-paraphrase tool
or word spinner.
Disclaimer
Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify
writing that is likely AI generated as AI generated and AI paraphrased or likely AI generated and AI paraphrased writing as only AI generated) so it should not be used as the sole basis for
adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any
academic misconduct has occurred.
Frequently Asked Questions
How should I interpret Turnitin's AI writing percentage and false positives?
The percentage shown in the AI writing report is the amount of qualifying text within the submission that Turnitin’s AI writing
detection model determines was either likely AI-generated text from a large-language model or likely AI-generated text that was
likely revised using an AI-paraphrase tool or word spinner.
False positives (incorrectly flagging human-written text as AI-generated) are a possibility in AI models.
AI detection scores under 20%, which we do not surface in new reports, have a higher likelihood of false positives. To reduce the
likelihood of misinterpretation, no score or highlights are attributed and are indicated with an asterisk in the report (*%).
The AI writing percentage should not be the sole basis to determine whether misconduct has occurred. The reviewer/instructor
should use the percentage as a means to start a formative conversation with their student and/or use it to examine the submitted
assignment in accordance with their school's policies.
What does 'qualifying text' mean?
Our model only processes qualifying text in the form of long-form writing. Long-form writing means individual sentences contained in paragraphs that make up a
longer piece of written work, such as an essay, a dissertation, or an article, etc. Qualifying text that has been determined to be likely AI-generated will be
highlighted in cyan in the submission, and likely AI-generated and then likely AI-paraphrased will be highlighted purple.
Non-qualifying text, such as bullet points, annotated bibliographies, etc., will not be processed and can create disparity between the submission highlights and the
percentage shown.
Page 2 of 5 - AI Writing Overview Submission ID trn:oid:::10015:103931105
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Screen Time
Children have been spending much more time in front of the screen, particularly when they have
been undergoing the COVID-19 pandemic, and its effects have resulted in a more persistent
reliance caused by the use of digital devices in acquiring education and then entertainment (Nagata
et al., 2020). Although technology may assist in learning, the long-term effect of using screens has
been associated with adverse health behaviors, including poor sleeping patterns, eye fatigue, and
psychological disorders (Sultana et al., 2021). Moreover, excessive screen time has been
demonstrated to favor a lack of exercise, which indirectly causes obesity and other health issues
(Xiang et al., 2020). The inability to concentrate was reported by many learners during online
studying, and the more schoolchildren spent their time in front of the screen, the more attention
issues and exhaustion they dealt with (Dangi & George, 2021). In addition to that, longer screen
time was correlated with social isolation and the lack of contact with peers, which impacted the
emotional development of children (Pujol et al., 2021). Notably, considerations focus on the
necessity of a balanced use of screens, the relevance of parental supervision and regularly planned
breaks to reduce the harmful outcomes (Ravens-Sieberer et al., 2021).
Academic Productivity
In the last several years, screen time patterns affected academic productivity, that is the efficiency
of students in learning activities and accomplishing academic objectives (Dong et al., 2020).
Limited learning and poor academic success in school-going children has been found to be related
to excessive use of screens that are not related to education (Alonso et al., 2021). It has been
demonstrated that spending much time in connection with entertainment media affects the
activities and progress of learners because it means looking less and working more (Domingues-
Montanari, 2021). Furthermore, sleep pattern interruptions because of screen use at night may lead
to concentration and memory loss, which also decreases academic effectiveness (Lissak, 2020).
Conversely, when learners are engaged in purposeful screen use at moderate amounts and when it
is well supervised and combined with active learning strategies, screen use can become an entirely
academically inclusive experience (Zhao et al., 2021). Nevertheless, lacking the adequate time
management and screen-time control, numerous students do not manage to engage in both
academic and leisure screen to the required extent, which eventually influences their productivity
and academic achievements (Viner et al., 2021).
References
Alonso, C., Fernández, D., & González, M. (2021). The influence of digital device use on
academic performance: Evidence from children. Computers & Education, 172, 104262.
https://doi.org/10.1016/j.compedu.2021.104262
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Dangi, R. R., & George, M. (2021). Psychological perception of students during COVID-19
pandemic in India. Children and Youth Services Review, 127, 106085.
https://doi.org/10.1016/j.childyouth.2021.106085
Domingues-Montanari, S. (2021). Clinical and psychological effects of excessive screen time
on children. Acta Paediatrica, 110(1), 22–26. https://doi.org/10.1111/apa.15282
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19
pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118,
105440. https://doi.org/10.1016/j.childyouth.2020.105440
Lissak, G. (2020). Adverse physiological and psychological effects of screen time on children
and adolescents: Literature review and case study. Environmental Research, 184, 109209.
https://doi.org/10.1016/j.envres.2020.109209
Nagata, J. M., Abdel Magid, H. S., & Pettee Gabriel, K. (2020). Screen time for children and
adolescents during the coronavirus disease 2019 pandemic. Obesity, 28(9), 1582–1583.
https://doi.org/10.1002/oby.22917
Pujol, J., Martinez-Vilavella, G., Macia, D., Fenoll, R., Martinez-Zalacain, I., Morales, M., ...
& Soriano-Mas, C. (2021). Traffic pollution exposure is associated with altered brain
connectivity in school children. NeuroImage, 228, 117712.
https://doi.org/10.1016/j.neuroimage.2020.117712
Ravens-Sieberer, U., Kaman, A., Erhart, M., Devine, J., Schlack, R., & Otto, C. (2021). Impact
of the COVID-19 pandemic on quality of life and mental health in children and adolescents in
Germany. European Child & Adolescent Psychiatry, 30, 1389–1400.
https://doi.org/10.1007/s00787-021-01726-5
Sultana, A., Tasnim, S., Hossain, M. M., Bhattacharya, S., Purohit, N., & Hossain, S. (2021).
Digital screen time during the COVID-19 pandemic: A public health concern. Heliyon, 7(12),
e08537. https://doi.org/10.1016/j.heliyon.2021.e08537
Viner, R. M., Russell, S. J., Saulle, R., Croker, H., Stansfield, C., Packer, J., ... & Ward, J.
(2021). School closures during social lockdown and mental health, health behaviors, and well-
being among children and adolescents: A systematic review. JAMA Pediatrics, 175(6), 635–
645. https://doi.org/10.1001/jamapediatrics.2021.0180
Xiang, M., Zhang, Z., & Kuwahara, K. (2020). Impact of COVID-19 pandemic on children
and adolescents’ lifestyle behavior larger than expected. Progress in Cardiovascular Diseases,
63(4), 531–532. https://doi.org/10.1016/j.pcad.2020.04.013
Zhao, Y., Guo, Y., Xiao, Y., Zhu, R., Sun, W., Huang, W., & Wu, Y. (2021). The effects of
online learning on college students in China during the COVID-19 pandemic: An empirical
study. Sustainability, 13(13), 7610. https://doi.org/10.3390/su13137610
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Cronbach
Cronbach alpha was calculated in order to guarantee the reliability of the structured questionnaire
that was used in data collection. Particularly, a single Cronbach alpha was drawn on each group of
questions that estimated screen use and academic productivity respectively. Each of the scales
contained a minimum of 10 items aimed at determining a constant measure amongst the
participants. An acceptable Cronbach alpha value of 0.70 and above is representative of positive
internal consistency of the instrument.
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