See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/389166878

The impact of screen time on students learning in higher education.

Article · January 2025

CITATIONS READS

0 2,354

3 authors, including:

Afshan Naseem Maryam Latif

University of Management and Technology University of Management and Technology
33 PUBLICATIONS 53 CITATIONS 1 PUBLICATION 0 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Afshan Naseem on 20 February 2025.

The user has requested enhancement of the downloaded file.

Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

The Impact of Screen Time on Students Learning in

Higher Education
Maryam Latif
Email: f2023262001@umt.edu.pk

Tuba Ali
Email: f2023262012@umt.edu.pk

Dr. Afshan Naseem (Corresponding Author)

Assistant Professor, Department of Education, University of Management and
Technology, Lahore. Email: afshan.naseem@umt.edu.pk

Abstract
This research looks into the impact of screen time on academic performance
among female students in higher education in Pakistan. Through a quantitative
approach with 116 female participants, the research reveals a weak positive
correlation between screen time and Cumulative Grade Point Average (CGPA).
Data of screen time, and academic performance was collected using a structured
questionnaire. The reliability (α) value was 0.83 for screen time demonstrating
high internal consistency. Validity was assured by experts’ review. The study
highlights the need for interventions to promote healthier screen time habits and
create conducive learning environments. The findings highlight that the use of
incorporating digital literacy into the curriculum and have implications for
educational institutions and policymakers and formulating policies to enhance
digital well-being. As we go through the digital age, more study is necessary to
investigate other elements impacting this relationship and improve the
development of successful strategies for maximizing student learning
experiences.
Keywords: higher education, impact, screen time, students’ learning

Introduction
Devices like smartphones and computers are common now a days, and they've
changed how people live every day. Young people especially, spend a lot of time
on these devices. Because high school is crucial time for students for thinking
and learning, people are worried about how much time students spend on
screens and how it affects their school performance (Twenge & Campbell, 2018).
As screens become an important part of school life, it's really important to
understand how the way students study habits effects their learning. Screens are
now used everywhere, spending too much time in front of them can lead to some
serious issues on our health and our education. Some smart researchers have
been looking into this, and their findings are quite interesting.
According to the study it is found that teenagers who are obese and are into habit
of excessive screen time will lead to have lower academic achievement.
Adolescents with low interest in physical activity or who have maximum time on
screen recommendations are less likely to get good grades. Overall, poor health
habits like laziness and too much screen time are linked to lower academic
performance (García-Hermoso & Marina, 2017). In Addition to this, using
330
Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

screens just right before bedtime showed links to obesity, dry eyes, and lower
academic performance. The research tells that both the duration and timing of
screen use play a role in these health and learning issues, focusing the
importance of considering when and how long children use screens. (Mineshita
et al., 2021).
Too much use of screen time, especially on smartphones, may cause harm to
brain development results in difficulties like lower self-esteem, more mental and
health issues, slow learning, and increase chance of early cognitive decline
(Neophytou et al., 2021). The research suggests that spending too much time on
smartphones and electronic media during teenage leads to negatively impact on
academic performance. The study tells how important it is to keep balance
between screen time and other activities for improved academic outcomes in
young individuals. It was also found that increased screen time, especially more
than three hours per day, is linked to lower academic performance (Patel et al.,
2022). Amez et al. (2023) found that for every increase in smartphone use by the
average amount, suggests a connection between more smartphone use and a
decrease in academic performance.
Smartphone are frequently used by university students across the globe. The
study found that how smartphone use affects university students, focusing on
techno stress triggered by excessive use, life disturbances, and overflow of
information. The research showed that habitual smartphone use indirectly
influences sleep and academic issues through techno stress. Most of researchers
discovered that too much screen time, especially beyond three hours each day, is
connected to doing worse in school (Giedd & Rajapakse, 2019). This study
investigates how screen time, like mobile or computer, affects female students in
universities in Lahore, Pakistan. Many studies worldwide have been conducted
on this topic, but there's a lack of research specifically considering Lahore's
unique culture and education system. It's important to explore how it impact
students' success in Lahore to understand what works best for them and their
specific challenges in academics and personal development.

Hypothesis of the study

Following were the hypothesis for the study
H01: There is no significant relationship between students' screen time and
academic performance in higher education.
H02: There is no significant effect of screen time on students' learning outcomes
in higher education.

Background Literature
Screen Time
The term "screen time" describes how much time individuals spend using digital
devices like computers, televisions, and smartphones. It has become a major
concern because to its potential impact on physical and mental health,
particularly among children and adolescents. The American Academy of
Pediatrics (AAP) advises limits on screen time for various age groups to ensure a
balanced lifestyle and reduce potential adverse effects on health (AAP, 2016).
Studies have shown that the relationship between screen time and mental health
outcomes, revealing associations with increased risk of depression, anxiety, and
331
Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

attention problems, particularly in adolescents (Twenge & Campbell, 2018).

According to the research the excessive use of social media , a significant
component of screen time, has also been a subject of interest and may associated
with low psychological well-being, such as feeling of loneliness and inferiority
complexes(Priimack et al., 2017). Some studies have looked into the effects of
screen time on language development, executive functions, and academic
achievement, presenting mixed findings that highlight the complexity of such
relations (Nathanson et al., 2014; Madigan et al., 2019). The COVID-19 pandemic
has increased worries about screen time concerns due to increased reliance on
digital gadgets for remote learning, work, and socializing. A study by Loades et
al. (2020) investigated the impact of the pandemic on the mental health of
children and adolescents, emphasizing the need for a balanced approach to
screen time management during these unusual times (Loades et al., 2020).

Student Learning
Students participate in a wide range of subjects and disciplines, fostering
intellectual growth and skill development. For example, they often involve into
critical thinking, research methodologies, and advanced subject matter within
their chosen majors subjects. According to Jones and Smith (2018), these
academic pursuits improve analytical skills and contribute to a well-rounded
educational experience. STEM students investigate cutting-edge technologies
and scientific advances (Brown & Miller, 2019), whereas humanities and social
science students examine historical events and societal patterns (Johnson,
2020).
Moreover, higher education encourages collaborative learning, prepare students
for real life challenges (Anderson et al., 2017). Courses often incorporate
practical experiences, such as internships or research projects, providing hands-
on application of theoretical knowledge (Clark & Davis, 2021). Additionally,
students improve communication skills through presentations and written
assignments (Taylor, 2018). In summary, students' overall learning experience is
enhanced by higher education, which combines academic understanding with
real-world applications in a variety of subjects (Smith, 2022). This varied
approach equips students with the tools necessary for personal and professional
success in an ever-evolving global landscape (Adams & White, 2019).

Screen time and Student learning

Recent studies have focused more on the impact of screen time on the academic
performance and overall well-being of adolescents. This review covers key
findings from multiple studies that investigate the associations between screen
time, various health behaviors, and academic achievement among adolescents in
different cultural contexts. Yan et al. (2017 Year) conducted a study in Wuhan,
China, involving 2625 middle and high school students, demonstrating
significant associations between screen time and unhealthy behaviors, academic
performance, and well-being. Activities that includes watching television,
playing electronic games, receiving electronic news, and using social networking
sites were lead to create negative outcomes, including lower academic
performance, less physical activity, sleep issues , and diminished overall well-
being.
332
Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

In a study involving 395 adolescents, García-Hermoso et al. (2017) investigated

the relationship between weight status, physical activity, screen time, and
academic achievement. Utilizing multiple tools, such as the International Obesity
Task Force cut-off points, a Physical Activity Questionnaire, and inquiries
regarding screen-time behaviors, the research discovered that teenagers who
were obese and engaged in excessive screen time also performed worse
academically. Obesity, inadequate physical activity, and excessive screen time
were all associated with lower academic achievement, according to logistic
regression analysis. Sinnarajah et al. (2019) studied 1200 primary school
children in Sri Lanka, focusing on associations between screen time, academic
performance, and behavior. While the majority of screen time was appropriate, a
notable percentage exceeded 2 hours. The study shows the connections between
screen time, academic performance, and behavioral changes, suggesting the
necessity for national screen time guidelines.
Additionally, Patel et al. (2022) investigated the association between screen time
and academic performance in 301 teenagers aged 10-18 years. Using a pilot-
tested semi-structured questionnaire, the study found a statistically meaningful
negative relationship between increased screen time (>3 hours per day) and
decreased academic performance. Those not using screen media achieved higher
average grades, emphasizing the potential detrimental impact of extended screen
time on academic success. Overall, these studies focus the importance of
understanding the multifaceted relation between screen time, academic
performance, and overall health in adolescents. The findings highlight the need
for detailed strategies to address screen time habits and promote healthy
behaviors among this demographic group.

Theoretical framework
The theoretical framework is based on cognitive load theory, digital distraction
theory, social cognitive theory, and self-regulated learning theory.
Cognitive Load Theory: Cognitive Load Theory (CLT) explains how the human
brain processes and retains information. It suggests that learning is most
effective when cognitive load, or the mental effort required to process
information, is managed. If the cognitive load is too high, it can hinder learning
(Sweller, 2020). Educators use CLT to design instructional materials that
minimize unnecessary cognitive load, allowing students to focus on essential
content.
Self-Regulated Learning: The process through which students actively direct
their own educational experiences is known as self-regulated learning, or SRL. It
entails establishing objectives, keeping track of results, and modifying tactics as
necessary. Effective SRL enhances academic performance, as students become
more autonomous in their learning (Zimmerman, 2018). Educators can promote
SRL by teaching students metacognitive strategies.
Digital Distraction Theory: According to this theory, always being around digital
devices can cause distractions that make it harder for us to focus on our
academic work. Overusing screens can raise the likelihood of becoming
sidetracked which can impact students’ ability to focus and do well in school.
Student miss uses electronic devices for non-academic purposes has been
increases all over the world (Flanigan et al; Jamet et al., 2020; Ravizza et al.,
333
Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

2017; Wammes et al., 2019) it is also known as digital distraction (Flanigan et al;
McCoy, 2020)
Social Cognitive Theory: According to Social Cognitive Theory (SCT), people
pick up new behaviors and abilities from seeing other people in their
surroundings as well as from their own experiences. This theory places a strong
emphasis on the value of social influence, observational learning, and self-
efficacy in altering behavior. Bandura (2018) argues that cognitive processes
such as attention, retention, and motivation are key to how individuals acquire
and perform new behaviors.

Materials and Methods

Research Design
This study, which looked at the relationship between screen time and learning
outcomes among female students in higher education institutions in Lahore,
Pakistan, used a correlational research design and was quantitative in nature.

Study Participants
Non-Probability convenient sampling strategy was used to select 116 female
students from various Universities in Lahore, Pakistan from graduate and
undergraduate level. The use of convenient sampling aimed to ensure
representation from different academic disciplines and levels within the
institutions.

Instrumentation
The data collection instrument includes a structured questions written in English
language and included 10 items to measure participants' academic performance
using Cumulative Grade Point Average (CGPA) and their involvement in screen
use. The questionnaire was adapted from a validated and reliable tool used to
measure factors associated with screen time in Brazilian students, as developed
by Filho et al. (2021). This adaptation ensures the relevance and cultural
appropriateness of the instrument for the current study context. The response
scale for questionnaire items was based on a Likert scale varying from 1 (Strongly
Disagree) to 5 (Strongly Agree). Participants were invited to complete the
questionnaire online via Google form. The reliability of the scale was measured
by using Cronbach's alpha (α) value. The alpha (α) value was 0.83 for screen time
demonstrating high internal consistency. Validity was assured by three experts’
opinion.

Ethical Consideration
The study's ethical consideration was carefully taken into account. Several of the
study's participating institutes received request letters requesting data on their
subjects. The participants were briefed by the researcher about the nature and
goals of the study prior to the commencement of data collection. Additionally,
participants received assurances that the data they submitted would only be
utilized for instructional reasons. The freedom of participants to drop their
participation or to withhold information was honored.

334
Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

Data Analysis and Results

Statistical software was used to analyze quantitative data. To summarize screen
time and academic performance, descriptive statistics were computed, including
means and standard deviations. Regression analysis and correlation were also
used to ensure reliability and test the hypotheses and also to explore
relationships between screen time and student learning.
The following results are interpreted in alignment with the hypothesis.
H01: There is no significant relationship between students' screen time and
academic performance in higher education.
The Pearson correlation coefficient between screen time (ST) and student
Cumulative Grade Point Average (CGPA) was calculated to assess the
relationship between these two variables. Table 1 below summarizes the
descriptive statistics and the correlation analysis results.
Table 1: Correlation between Screen Time (ST) and Student Cumulative Grade
Point Average (CGPA)
Variable N M ST Screen time CGPA
Screen time 116 39.77 6.75 - .034
CGPA 116 4.53 8.72 .034 -
** Correlation is significant at the 0.01 level
Table 1 reveals that screen time has a weak positive correlation with CGPA (r =
0.034, p < 0.01). The correlation was not statistically significant, supporting the
null hypothesis that there is no significant relationship between students' screen
time and academic performance in higher education. Therefore, H01 is accepted.
H02: There is no significant effect of screen time on students' learning outcomes
in higher education.
To test this hypothesis, a regression analysis and ANOVA were conducted. Table
2 below shows the regression coefficients for the variables, including CGPA and
screen time.

Table 2: Regression Coefficients for CGPA and Screen Time

Variable B β ST
Constant 2.77 4.87
CGPA and ST .044 .034 .121
R² = 0.001, N = 116, p < 0.05
The R² value of 0.001 revealed that the predictor variable (screen time)
explained only 0.1% of the variance in the outcome variable (CGPA). The findings
indicate that CGPA and screen time predicted a non-significant and weakly
positive relationship (β = 0.034, p < 0.05). The screen time coefficient was
0.044, indicating that a student's CGPA was expected to rise by 0.044 units for
every unit increase in screen time. The analysis of variance (ANOVA) results, as
shown in Table 3, further supports the findings.

335
Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

Table 3: Analysis of Variance (ANOVA) for the Influence of Screen Time on

Academic Achievement in Higher Education
Model Sum of Squares df MS F Sig.
Regression 10.261 1 10.26 .134 0.72
Residual 8726.92 114 76.55
Total 8737.18 115

According to the ANOVA results, the regression model did not significantly
predict the impact of screen time on academic achievement (CGPA) in higher
education, with F= 0.134 and p = 0.72 indicating that the model was not
statistically significant. This result supports the earlier finding that screen time
does not have a significant effect on students' learning outcomes. Therefore, H02
is accepted.

Discussion and Conclusions

The current study examines how screen time affects students' learning in the
context of higher education. The statistical analyses conducted indicate a positive
relationship between screen time and academic performance. However, this
research also underscores a weak correlation between excessive screen time and
academic success, emphasizing the urgency for interventions aimed at
encouraging responsible screen time practices among students. Additionally, it
stresses the importance of optimizing learning environments to address the
detrimental effects of excessive screen time. This study found no significant
relationship between screen time and academic performance. These results are
not aligned with the previous study by Yan et al. (2017) and Patel et al. (2022),
which highlighted the counterproductive nature of excessive screen time on
learning outcomes, regardless of the age group. However, this study contrasts
with the findings of Nathanson et al. (2014) and Madigan et al. (2019), who
reported positive effects of screen time on certain aspects of cognitive
development. The current research did not differentiate between types of screen
time, leaving unanswered questions about whether specific types or more acute
screen time are the key factors influencing academic performance. The study
advocates for universities to adopt effective policies and strategies to mitigate the
negative effects of screen time and improve learning conditions. While the study
provides valuable insights, limitations such as sample size and the cross-
sectional design suggest the need for further research using longitudinal designs
to better understand the impact of screen time on academic success.
In conclusion, the analysis conducted for this study suggests that there is no
significant relationship between students' screen time and academic
performance in higher education. Similarly, screen time does not have a
significant effect on students learning outcomes. The results support the
acceptance of both hypotheses, suggesting that other factors may be more
influential in determining students' academic success. It is appropriate to
conduct additional research in the future to investigate other factors that could
mediate or moderate the effect of screen time on student learning outcomes. This
will help shape the creation of more comprehensive interventions and policies
that maximize learning opportunities for students in the digital age.
336
Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

References
Amez, S., Vujić, S., De Marez, L., & Baert, S. (2023). Smartphone use and
academic performance: First evidence from longitudinal data. New Media &
Society, 25(3), 584-608.
Astin, A. W. (1984). Student involvement: A developmental theory for higher
education. Journal of College Student Personnel, 25(4), 297-308.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
undergraduate education. AAHE Bulletin, 3-7.
Filho, V. C. B., Bandeira, A. S., Rech, C. R., Lopes, A. S., Mota, J., & Silva, K. S.
(2021). Validity and reliability of an instrument to measure factors
associated with screen time in Brazilian students.
Flanigan, A. E., Brady, A. C., Dai, Y., & Ray, E. (2023). Managing student digital
distraction in the college classroom: A self-determination theory
perspective. Educational Psychology Review, 35(2), 60.
García-Hermoso, A., & Marina, R. (2017). Relationship of weight status, physical
activity and screen time with academic achievement in adolescents. Obesity
research & clinical practice, 11(1), 44-50.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning:
Improving university instruction by basing practice on validated theory.
Journal on Excellence in College Teaching, 25(3-4), 85-118.
Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R.,
Brigden, A., ... & Crawley, E. (2020). Rapid systematic review: the impact of
social isolation and loneliness on the mental health of children and
adolescents in the context of COVID-19. Journal of the American Academy
of Child & Adolescent Psychiatry, 59(11), 1218-1239.
Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association
between screen time and children's performance on a developmental
screening test. JAMA Pediatrics, 173(3), 244–250.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online
and blended learning: A meta-analysis of the empirical literature. Teachers
College Record, 115(3), 1-47.
Mineshita, Y., Kim, H. K., Chijiki, H., Nanba, T., Shinto, T., Furuhashi, S., ... &
Shibata, S. (2021). Screen time duration and timing: effects on obesity,
physical activity, dry eyes, and learning ability in elementary school
children. BMC public health, 21, 1-11.
Nathanson, A. I., Aladé, F., Sharp, M. L., Rasmussen, E. E., & Christy, K. (2014).
The relation between television exposure and executive function among
preschoolers. Developmental Psychology, 50(5), 1497–1506.
Neophytou, E., Manwell, L. A., & Eikelboom, R. (2021). Effects of excessive
screen time on neurodevelopment, learning, memory, mental health, and
neurodegeneration: A scoping review. International Journal of Mental
Health and Addiction, 19, 724-744.
Patel, M., Patel, S. K., Suresh, S., Vishwakarma, K., & Singh, S. (2022).
Relationship between screen time and academic performance in
adolescents. Caspian Journal of Pediatrics, 8(2), 746-754.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching,
and assessing. Theory Into Practice, 41(4), 219-225

337
 Dialogue Social Science Review (DSSR)
www.thedssr.com
ISSN Online: 3007-3154
ISSN Print: 3007-3146

Vol. 3 No. 1 (January) (2025)

Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Colditz, J. B., ...
& Miller, E. (2017). Social media use and perceived social isolation among
young adults in the U.S. American Journal of Preventive Medicine, 53(1),
1–8.
Sinnarajah, K., Balachandran, K., & Thuraisingham, T. (2019). Association of
screen time with academic performance and behaviour among primary
school children of Kandy district Sri Lanka. Open Journal of Pediatrics and
Child Health, 4(1), 047-052.
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and
lower psychological well-being among children and adolescents: Evidence
from a population-based study. Preventive Medicine Reports, 12, 271–283
Yan, H., Zhang, R., Oniffrey, T. M., Chen, G., Wang, Y., Wu, Y., ... & Moore, J. B.
(2017). Associations among screen time and unhealthy behaviors, academic
performance, and well-being in Chinese adolescents. International journal
of environmental research and public health, 14(6), 596.
Yao, N., & Wang, Q. (2023). Technostress from smartphone use and its impact
on university students’ sleep quality and academic performance. The Asia-
Pacific Education Researcher, 32(3), 317-326.

338

View publication stats