Impact of screen-based activities on cognitive learning in early childhood: implications for memory, attention, and executive functioning – a systematic review

This review aims to portray the impact of Screen-Based Activities on Cognitive Learning in Early Childhood, with the implications of cognitive measures. Various databases were searched using a predefined strategy, and ten studies met the eligibility criteria. Studies that used either screen-based or a combination of digital-physical elements with or without the implication of simulated reality employed as an educational or entertainment basis were pertinent. Attention, memory, executive functions, or related implications were considered as outcome measures. Studies mainly demonstrated positive effects on outcomes. Improvements in executive functions were reported in inhibitory control, self-regulation, and task switching, with one study showing significant differences among experimental and control groups. Attention was also improved, including better sustained and visual attention, longer fixation duration, and enhanced attentional accuracy on computerized tasks. EEG findings in a study indicated higher amplitudes following screen-based book reading, while there were gains in visual attention in the comparison group, which underwent dialogic reading. Moreover, results for memory were encouraging, with several studies reporting gains in working memory and spatial memory. Overall, the evidence suggests that screen-based activities can enhance multiple cognitive domains in early childhood, and with the combination of physical activities, they can be a promising approach.