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| Main Author: | |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2508.03705 |
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| _version_ | 1866911412624818176 |
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| author | Eldarov, Kanan |
| author_facet | Eldarov, Kanan |
| contents | This study explores how different modes of digital interaction -- namely, computers versus smartphones -- affect attention, frustration, and creative performance in adolescents. Using a combination of digital task logs, webcam-based gaze estimation, and expert evaluation of task outcomes, we analyzed data from a diverse sample of 824 students aged 11-17. Participants were assigned to device groups in a randomized and stratified design to control for age, gender, and prior experience. Results suggest moderate but statistically significant differences in sustained attention, perceived frustration, and creative output. These findings indicate that the nature of digital interaction -- beyond mere screen time -- may influence cognitive and behavioral outcomes relevant to educational design. Practical implications for user interface development and learning environments are discussed. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_03705 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Screen Matters: Cognitive and Behavioral Divergence Between Smartphone-Native and Computer-Native Youth Eldarov, Kanan Human-Computer Interaction Computers and Society This study explores how different modes of digital interaction -- namely, computers versus smartphones -- affect attention, frustration, and creative performance in adolescents. Using a combination of digital task logs, webcam-based gaze estimation, and expert evaluation of task outcomes, we analyzed data from a diverse sample of 824 students aged 11-17. Participants were assigned to device groups in a randomized and stratified design to control for age, gender, and prior experience. Results suggest moderate but statistically significant differences in sustained attention, perceived frustration, and creative output. These findings indicate that the nature of digital interaction -- beyond mere screen time -- may influence cognitive and behavioral outcomes relevant to educational design. Practical implications for user interface development and learning environments are discussed. |
| title | Screen Matters: Cognitive and Behavioral Divergence Between Smartphone-Native and Computer-Native Youth |
| topic | Human-Computer Interaction Computers and Society |
| url | https://arxiv.org/abs/2508.03705 |