Screens

Screens in a broader perspective

Screen time

Screens and what the latest science say about screens. Learn about the science behind so you can use your knowledge in the debate.

The impact of technology on learning, empathy, and critical thinking

GenZ is the first generation to show declines on key cognitive measures like memory, attention, and IQ)

Source: Dr. Jared Cooney Horvath (neuroscientist; educator; author) — M4L Academy interview/feature on EdTech and learning.

Horvath argues that screen-based edtech often conflicts with established learning mechanisms and should be evaluated by outcomes rather than promises.

“If tech helped learning, I’d be the first one to say use it. It just doesn’t.”

Gen Z: cognitive decline

Horvath argues that Gen Z is the first generation to show declines on cognitive measures such as memory, attention, and IQ compared to prior generations, and adds that Gen Alpha is “a little bit worse.”

“Gen Z is the first generation to dip on all those.”

“Gen Alpha is doing a little bit worse than them.”

Re-norming (test scaling)

Horvath describes re-norming as recalibrating scoring so results remain comparable across cohorts, illustrated through an adults-versus-kids example and score adjustments to keep scales aligned.

“Researchers do what’s called reorming. Basically, let’s say let’s say we all as adults take a test today and then our kids all take the same test. If they score significantly higher or lower than us, in order to make our two tests comparable, what they’re going to do is just smush the two tests together. They’re either going to give our kids extra points to make it look like they’re the same or take away points from them to make it look the same. Basically, they’re going to take two different measures and so we can compare it, they’re going to reorm it and just kind of push it up to say it looks equivalent. So, they reorm every test. So, every year looks about the same.”

Attention and distraction

Learning depends on sustained focus. Screens make task switching easy; Horvath argues this undermines learning efficiency and memory encoding.

“All learning… is focused attention.”

“The human brain cannot tackle more than one focused task at a time.”

Multitasking and memory

He argues multitasking during learning reduces accuracy and produces weaker, less usable memories.

“If you multitask while you learn, you go slower, your accuracy drops, and your memory tanks.”

Context and transfer

He argues learning is context-dependent; screen-based learning can become “screen-bound,” which can reduce transfer to offline performance.

“All learning is highly contextual.”

“They will be tying that learning to an incredibly narrow context, a screen.”

Spatial cues and note-taking

He argues physical materials provide stable spatial cues for memory, while scrolling text removes them; handwriting forces meaning selection.

“One of the biggest aspects of human memory… it’s space.”

“The effort is where the learning happens.”

Human factors (empathy & motivation)

He defines empathy as biological synchrony between people and argues it is a primary learning mechanism screens cannot reproduce. He also argues devices are widely experienced as entertainment tools, which competes with sustained learning.

“We define empathy as biological synchrony between two people.”

“Technology… does not have… biology.”

“Human beings stopped seeing them as learning tools and started seeing them as entertainment tools.”

Note: Quotes are reproduced verbatim from the transcript you provided.

What has happened to learning?

2025

The impact of technology on learning, empathy, and critical thinking.

Children with ADHD are more vulnerable to screen overuse

Does Screen Time Help Kids with ADHD?

2025

It might seem calming in the moment — fun, fast, and engaging — but Prof. Aida Bikic warns there’s a deeper cost.

🌀 Kids with ADHD are more vulnerable to screen overuse
Why? Because ADHD symptoms like:
✦ inattention
✦ impulsivity
✦ reward sensitivity
✦ emotional ups and downs
…make it harder to unplug — and screens are built to be addictive.

📊 Research shows:
✔️ Higher risk of internet/gaming addiction
✔️ Stronger reaction to likes, swipes & fast content
✔️ Screen time linked to worse ADHD symptoms
✔️ Social media tied to more impulsive behavior
✔️ Fast content may affect brain development — we’re still learning how

🛠 A Real Solution: OST (Organizational Skills Training)
In a 10-week program led by Prof. Bikic:
🌟 ADHD symptoms dropped and stayed lower for 6+ months
🌟 Kids got more organized
🌟 Families cut down screen time — and made it stick

Screen time may soothe in the short term — but long-term, it can make ADHD harder to manage.
Let’s shift from digital escape to real-life support, structure, and balance.

How Screen Time Affects Young Minds – Prof. Aida Bikic

Prof. Aida Bikic, clinical psychologist at the University of Southern Denmark, researches how screen time impacts focus, learning, and mental health—especially in kids and teens with ADHD.

With a Ph.D. in Clinical Cognitive Psychology and training from Yale, she leads studies on non-medication treatments like screen time reduction.

Her mission: to help children build healthier screen habits and thrive in the digital age.

“We must stop seeing screen time as a harmless coping strategy for ADHD.
It may relieve stress in the moment, but over time, it risks making things worse — not better.” Prof. Aida Bikic

Link: https://www.linkedin.com/posts/aida-bikic-103b84103_adhd-screentime-executivefunction-activity-7320732070727589888-EnTn?utm_source=share&utm_medium=member_desktop&rcm=ACoAAAge7z4BIJ5BBqlIzw_7b3FN1ggZzxcZZgI

Aida Bikic - Concentration and focus in the digital age

Addiction, burnout, and depression

“This circuit is overstimulated – it gets high. And that’s addiction.”

– Prof. Dr. Gertraud Teuchert-Noodt

In her talk, Prof. Teuchert-Noodt explains how digital media overstimulates the mesolimbic dopamine system, also known as the reward circuit in the brain. This system is evolutionarily designed for survival and motivation – but in children, it’s still immature and highly sensitive.

“This circuit is overstimulated – it gets high. And that’s addiction. You can’t just give a child a little bit of screen time. It doesn’t work. The child always wants more.”

Her main points include:

🧠 Screen time creates a drug-like effect
Children’s brains are not equipped to handle the constant dopamine stimulation from fast, flashing screen content. The effect is similar to that of stimulants – it produces a “high” that can become addictive.

📉 Early screen use disrupts brain development
Digital media replaces essential motor and sensory experiences, which are critical for proper brain maturation. Without movement, exploration, and real-world interaction, the brain’s architecture is weakened.

⚠️ Addiction starts early
Even short periods of screen exposure can kickstart long-term dependency, especially if introduced during sensitive developmental windows.

🚫 Fine motor skills suffer
Swiping and tapping don’t activate the fine motor circuits needed for learning. These underdeveloped areas weaken the neural networking necessary for thinking, memory, and creativity.

Conclusion:

“..allow for the conclusion that, under defined extrinsic electromagnetic oscillations, functions in the frontal brain and association cortices could be significantly interfered with in their function. This applies to the learning ability, concentration and reasoning.

Visionsblog.info: What is the consequence for everyday life?

Prof. Gertraud Teuchert-Noodt: As little use as possible of electronic devices in the household and the rest of private life. No WLAN in schools!”

Prof. Dr. Gertraud Teuchert-Noodt, a renowned neurobiologist, has extensively studied the impact of digital media on children’s brain development. She emphasizes that even minimal screen exposure can be detrimental, stating, “… even half an hour is too much for the child!”

In her research, Prof. Teuchert-Noodt explains that digital media overstimulate the brain’s reward systems, particularly affecting the frontal brain regions responsible for memory formation and cognitive functions. This overstimulation can lead to addiction, burnout, and depression. She warns that without proper control over media usage, users may unknowingly subject their brains to a kind of “cyberattack,” disrupting neural networks essential for cognitive development

Link: https://youtu.be/TzW_41WG_tE?si=biHj-mfmMBg2eUNb

Link: https://ehtrust.org/growing-up-healthy-in-a-world-of-digital-media-what-parents-and-educators-should-know-how-the-use-of-digital-media-affects-brain-development/?utm_source=chatgpt.com

Link: https://visionsblog.info/en/2017/05/20/digital-media-great-danger-brain/?utm_source=chatgpt.com

Link: https://www.pablomarinero.com/DIGITALIZACION-ESCOLAR/Interview-Gertraud-Teuchert-Noodt-in-English-14-12-2023.pdf?utm_source=chatgpt.com