Erica Hargreave

Bringing Stories to Life as a Speaker, & Digital & Immersive Media Strategist & Storyteller

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Online Course Activity Break #4 : Breath and Body Meditation

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Here is the fourth instalment of my ongoing series on creating a healthy balance between screentime and time being present in the real world in the online courses I teach. In an attempt at encouraging offline breaks, I am putting reminders into each Unit this term of my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I will be sharing these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Activity Break #4: Breath and Body Meditation

Cornelia and I meditating in a tree.

For this Unit’s Activity Break, as you begin to think about a video you’d like to share on YouTube as a part of your Video Creation Assignment, I thought I’d share a video screentime break from one of my past student’s Cornelia Krikke. When Cornelia was taking this course, it was to better build her story in the digital space, as a healing coach who helps people connect with their creativity and improve their well being in nature. One of the digital spaces that really resonates with her in this storytelling is the creation of online video.

Here is a video that she has created on her YouTube Channel to help people to take a break in their day to focus on breath and body:

Breath and Body Meditations like this one really help me with taking computer breaks in my day to keep my headaches and pain in check post my car accidents. They are also useful to calm down and relax the brain, so that when you return to work, you feel like a more relaxed and creative version of yourself.

You can checkout more videos on Cornelia’s Channel here: https://youtube.com/channel/UC7DhiE5zbEv0A2BbGPz2-tA

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

In case you missed it, here are Activity Break #1, #2, and #3:

Online Course Activity Break #3 : Office Chair Dancing

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Here is the third instalment of my ongoing series on creating a healthy balance between screentime and time being present in the real world in the online courses I teach. In an attempt at encouraging offline breaks, I am putting reminders into each Unit this term of my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I will be sharing these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Activity Break #3: Office Chair Dancing

Uptown Funk Office Chair Dance
From 4 Funky Agents’ Uptown Funk Synchronized Chair Dance.

With this Unit being on search engine optimization, I thought I’d build this Unit’s Activity Break purely based on the top listings under the search term of ‘Office Chair Dance’ on Google and YouTube.

Fittingly with Halloween approaching, here is the top listed link on Google:

And as I entered ‘Office Chair Dance’ into a YouTube search, here are the top 4 listed videos.  Take a look at the titles, meta descriptions, and tags for a hint at what is helping to boost them to the top of the search engine rankings.

It wasn’t long before I started to clue into the fact that I’d stumbled upon the Office Chair Dance Olympics.

So get your bodies moving in those chairs of yours, as your trainers are here …

It would be wrong to have a dance party without some Uptown Funk …

And last but not least, my personal favourite, which reminds me of some parties from the early days of social tech in Vancouver …

Okay, now your turn, anyone who feels so inclined to share a video with us in this Discussion of you doing an Office Chair Dance, would totally make my day!

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

In case you missed it, here are Activity Break #1 and #2:

Online Course Activity Break #2 : Full Body Shadow Puppetry

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Here is the second instalment of my ongoing series on creating a healthy balance between screentime and time being present in the real world in the online courses I teach. In an attempt at encouraging offline breaks, I am putting reminders into each Unit this term of my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I will be sharing these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Activity Break #2: Full Body Shadow Puppetry

A fun and playful reminder from my creative partner, Lori Yearwood, to take a break from your screentime, get up and stretch. What better way to do that this Halloween season, then by creating Shadow Monsters with some full body Shadow Puppetry!

If you feel so inspired to photograph or film a shadow monster or shadow puppetry of your own, then be sure to share it within this discussion, so the rest of us can enjoy it too!

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

In case you missed it, here is my Online Learning Activity Break #1: Git Up Challenge.

Online Course Activity Break #1 : Git Up Challenge

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I love teaching my online courses, and I love the freedom that taking online courses affords me as a student. It means that I don’t have to give up other work or life matters to teach and to study, and I can accept opportunities in other parts of the world while teaching and studying.

Thanks to studying online, I was able to partake in the OER19 conference in Galway, Ireland this past Spring.

However, like with most things in life there are ups and downs to teaching and learning online. One area that I have been questioning for sometime now, is finding a healthy balance between screentime and time being present in the real world. Exploring that balance was the focus of my research in Master of Educational Technology Course ETEC 500. As a result, I have decided to start to put reminders into each of my Units this term in my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I plan to share many of these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Learning to disconnect and be present in the natural world from Cornelia Krikke.

Here is the first activity break that I’ve shared with my students:

Activity Break #1: Git Up Challenge

Time to get up, swing your arms and dance! (Photo by Paulette Wooten, via UnSplash.)

After dealing with a concussion in my own online studies, and spending some time researching healthy screen-time / real world balance in one of my Master’s courses, I’ve decided to add some reminders for activity breaks into our course.

I thought, I’d start with a little dance break and the Git Up Challenge, as it is also a fun example of an interactive media craze in action.

From a couple of Canadians that have taken up the challenge …

In case you need to learn the steps …

An example of the Git Up Challenge being used to educate, and for social good …

And a bit of social media thinking with examples of the craze spreading across Tik Tok …

I made this a discussion, just in case anyone feels so inspired to partake in the challenge, and wishes to share their video with us!

Oh, and if you have a suggestion for future Activity Breaks in the course, feel free to share your ideas in the discussion.

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

A Tale of Two Research Studies – Contradictory Evidence

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A recent assignment for my Master of Educational Technology in ETEC 500 – Research Methodologies in Education had me examining two contradictory research studies to explore how they could come up with such different findings. For me, this shone a spotlight on why it is so very important to teach media literacy, critical thinking, research skills, the scientific method and proper scientific inquiry (as oppose to science as rote learning, which too often happens), and data analysis.

Photo care of Pawel Czerwinski via Unsplash.
Photo care of Brett Jordan via Unsplash

In the media that we consume, we see a lot of articles and statements with bold claims that contradict each other. As a scientist, I am all too aware of how data can be manipulated to seemingly support one claim or another out of bias or at times for more nefarious reasons involving things like politics and finances. Since I have been studying educational technologies, one such topic of contradiction in research studies has been the impact of screen time on children. This is further aggravated by media outlets utilizing the research to create sensationalized headlines, often that misrepresents the data.

Recently I read one such article by Andrew Przybylski and Amy Orben in The Guardian, We’re told that too much screen time hurts our kids. Where’s the evidence? At the time of reading this, I found myself questioning the validity of the questions that were asked of the teens around their social media use, in the collection of data. I also found the title of the article to be misleading, as it mentions screen time use, yet the study focuses on social media use. While you are on your screen when using social media, screen time is a much broader topic to social media use.

My niece’s screen use for the day.

Pondering this article, made me think that perhaps we are missing the important questions here. Screen based technologies are becoming more and more an important part of our lives, and as such part of our schooling, so rather than the extreme viewpoints of ‘screen based technologies are our salvation’ or ‘screen based technologies breed evil’, the questions I wish to ask are around healthy use of those screen based technologies to find the balance both in the classroom and outside of it. While I work on screen based technologies and create both screen based stories and edtech, it is important to me that I do so in a way that is healthy for my audience and my students. I know that for myself, personally, too much of certain types of screen use gives me headaches and can make me feel anxious. Video games were like this for me as a kid, and as I had a slightly addictive nature with them, is why I now avoid them. I also know that when dealing with a concussion, I’ve had to be very careful with my screen time, as too much screen time aggravates the concussion symptoms. This is something that I wrote about in this article on Researching Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities.

Screens, screens, and more screens, whichever way you look.
Photo care of Constellate via Unsplash.

From the list of research studies that I compiled in the aforementioned article, I looked for two articles with bolder statements in their titles that appeared to contradict one another. The contradictory articles I selected were ‘Everything in Moderation: Moderate Use of Screens Unassociated with Child Behaviour Problems‘ by Christopher J Ferguson in Psychiatric Quarterly (December 2017) and ‘Screen Time is Associated with Depression and Anxiety in Canadian Youth‘ by Danijela Maras, Martine F. Flament, Nicole Obeid, Marisa Murray, Annick Buchholz, Katherine A. Henderson, and Gary Goldfield in Preventative Medicine (April 2015).

‘Everything in Moderation: Moderate Use of Screens Unassociated with Child Behaviour Problems’ by Christopher J Ferguson takes a representative correlational sample of youth from the State of Florida and assessed them for links between screen time and risky behavioral outcomes. Risky behavioral outcomes in terms of this study were classified as delinquency, risky behaviors, sexual behaviors, substance abuse, reduced grades or mental health problems. In reading this study and comparing it to Maras et al (2015)’s study, my interests were specifically in regards to correlations between screen time and mental health problems. The conclusions made in this study were that “use of screens that was moderately high, in excess of the American Academy of Pediatrics’ former recommendations of limiting screen time per day to 2 hours, but not excessive, was not associated with delinquency, risky behaviors, sexual behaviors, substance abuse, reduced grades or mental health problems. Even excessive screen use was only weakly associated with negative outcomes related to delinquency, grades and depression only, and at levels unlikely to be practically significant.”

Photo care of Tom Sodoge via Unsplash.

The research study ‘Screen Time is Associated with Depression and Anxiety in Canadian Youth’ by researchers Danijela Maras, Martine F. Flament, Nicole Obeid, Marisa Murray, Annick Buchholz, Katherine A. Henderson, and Gary Goldfield, “examined the relationships between screen time and symptoms of depression and anxiety in a large community sample of Ottawa youth.” The conclusions drawn from this study are that “screen time may represent a risk factor or marker of anxiety and depression in adolescents”, and that “future research is needed to determine if reducing screen time aids the prevention and treatment of these psychiatric disorders in youth.”

Similarities that exist in both studies include the age of youth – 12 -18 in Ferguson (2017) and 11 – 20 in Maras et al (2015), large sample sizes – 6089 in Ferguson (2017) and 2482 in Maras et al (2015), and school based parent and student opt-in surveys. Difference include the communities the studies were conducted in – Florida in Ferguson (2017) and Ottawa in Maras et al (2015), the types of questions asked on the surveys, different intent between the studies – examining risky behaviour in Ferguson (2017) and examining mental wellbeing in Maras et al (2015), and the delineation of the types of screen based activities in the screen based portion of the questionnaire.

A wee drama queen in my life, hamming it up for the camera, as she laments hitting her screen time limits for the day.

There are many things that could cause the different findings in these two studies. Included in this could be external social and cultural differences that were not measured in the two different communities in which the studies were conducted that might be impacting student responses, the difference in the questions posed in the two different communities, bias of the researchers impacting the interpretation of the data collected, and the different intent in designing the two different studies with the intent of Ferguson (2017) examining risky behaviours and the intent of Maras et al (2015) examining mental wellbeing. In examining the two studies, I suspect the most likely cause for the contradictory findings between the two studies with regards to collecting data around depression is in the questions asked in the surveys with regards to depression. In Ferguson (2017) the scale used consisted of three items related to depressive symptoms. An example of one item was “During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities?” Whereas in (Maras et al, 2015) they used a pre-established and tested questionnaire, the Children’s Depression Inventory (CDI), consisting of 27 items reflecting cognitive, affective, and behavioural signs of depression (Kovacs, 1992). Similarly for anxiety, they used the Multidimensional Anxiety Scale for Children, which is a 10-item, self-reporting scale that is a short and efficient global measure of anxiety symptoms (March et al, 1999). Having spent the past 6-years having to fill out such surveys regularly during treatments, post two car accidents, depression is complex and multilayered and requires more than 3 questions to assess. Assessing depression as “During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities?” is more of an extreme scenario, and misses many other indicators of depression.

As such, after examining these two studies, I am more apt to give the data in Maras et al (2015) more credence. The only way, however, to scientifically test whether the difference in the two reports were based on the manner in which depression is being tested is to replicate the studies in the different communities. Using Ferguson’s scale, what results would be found in Ottawa? Using Maras et al’s questionnaire, what results would be found in Florida?

Have you discovered contradictory studies in your research? What were the potential causes of this?

Works Cited

Ferguson, C. J. (2017). Everything in moderation: moderate use of screens unassociated with child behavior problems. Psychiatric quarterly, 88(4), 797-805.

Hargreave, E. (2019, July 26). Researching Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities [Web log post]. Retrieved August 16, 2019, from https://ericahargreave.com/2019/07/researching-optimal-screen-time-limits-for-classroom-activities-for-different-screen-based-activities/

Kovacs, M. (1992). Children’s depression inventory: Manual(p. Q8). North Tonawanda, NY: Multi-Health Systems.

Maras, D., Flament, M. F., Murray, M., Buchholz, A., Henderson, K. A., Obeid, N., & Goldfield, G. S. (2015). Screen time is associated with depression and anxiety in Canadian youth. Preventive, 73, 133-138.

March, J. S., Sullivan, K., & Parker, J. (1999). Test-retest reliability of the Multidimensional Anxiety Scale for Children. Journal of anxiety disorders, 13(4), 349-358.

Przybylski, A., & Orben, A. (2019, July 7). We’re told that too much screen time hurts our kids. Where’s the evidence? The Guardian. Retrieved August 16, 2019, from https://www.theguardian.com/commentisfree/2019/jul/07/too-much-screen-time-hurts-kids-where-is-evidence?

Researching Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities

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As a part of ETEC 500: Research Methodology in Education for my Master of Educational Teachnology, I was asked to experiment with using a citation manager to compile a list of research studies that are relevant to my research area of interest.

Research Areas of Interest of Erica Hargreave in July of 2019.
My Erica Hargreave’s Research Areas of Interest in July 2019

For those of you that read my post entitled ‘An Introduction to ETEC 500: Research Methodology in Education, and my Current Research Interests‘, you will remember that my research areas of interest are many and are quite broad. As such I decided to define my search to address an area that has been concerning me from a design perspective around an upcoming educational storytelling piece that my team and I at Ahimsa Media are developing. To explore history immersively around World War II, both in places where history took place and to take that back into classrooms, we are looking at educational technology solutions in AR and VR. As these will create better learning experiences if the users are comfortable in the space, I have been concerned over VR motion sickness and have been attending talks for over a year now, including medical ones, asking questions with regards to ideal times spent in these virtual spaces to limit the likelihood of negative health impacts on the user, like VR motion sickness. Subjectively with the sample size of me, along with anecdotal conversations I have had with people working with virtual reality, it would seem that elements like higher quality filming and the comfort and ease of use of the headset all help in limiting VR motion sickness. But in terms of optimal time limits in the virtual space to limit the impact of those experiences on users and how this differs between age groups and people with different health issues, due to how quickly virtual reality technology has been changing researcher and practitioners still do not have any significant data on this. While this is something that I am continuing to keep a close eye on, so that when creating our storytelling pieces we are creating pieces that are comfortable for the user, it did bring up broader questions for me about screen time in education.

Children in Virtual Reality
Photo care of the stem.T4L project, via Unsplash. 

Often what we read in the media, with regards to screen time and youth, are extreme pieces of woe, warning people of screen time perils, or the polar opposite of that, presenting the warnings as the subjective ramblings of people afraid of technological advancements. My own personal believes, from my own experiences of at times excessive screen use, is everything in moderation. Screen based technologies are a part of our lives now, and they come with both positive and negative outcomes. As educators, I feel that one of our roles now is to teach healthy use of those screen based technologies – whether our student is 3 years old, a twenty-something, or over the age of seventy. In order to do that, we also need to gain understanding of optimal screen times for different screen based activities ourselves – whether working on the computer, gaming, watching a video, experiencing a virtual environment …etc. As a classroom teacher, how should I break up the day / activities, so as to not cause adverse health impacts on my students and to teach them to diversify their activities to break up their screen time? What if the classes are intensives on working with screen based technologies – how do I keep student wellbeing top of mind, and teach them healthy screen time skills at the same time? In my case, many of my classes are online, so are entirely screen based – are there ways that I can help remind my students to take digital breaks within that?

Child gaming.
Photograph by Alex Haney, via Unsplash.

These many questions, lead to the query for my research investigation, which is on the ‘Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities’. As you will see below, most of the research studies I found were driven by health professionals, rather than educators. To focus my findings, I excluded studies that were focused on obesity or violence. A lot of research studies I compiled explore screen time and health and wellbeing, as you will see from the screen shot of the research list that I compiled in Mendeley (the citation manager that I chose to use).

A small tease to the research I have been compiling into optimal screen times.

102 papers is A LOT, so I organized the research findings into a number of folders, and focused on the ones that I thought most likely to show evidence of optimal screen times before we spark adverse symptoms in our students from too much screen time. Below is the reference list of research studies, that will hopefully help to answer my query of ‘Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities’.

>> Reference List of Research Studies for Investigating Optimal Screen Time Limits for Classroom Activities as Created by Erica HargreaveDownload

REFERENCE LIST (compiled by Erica Hargreave)

Exploring Query on:

Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities

Screen time and young children: Promoting health and development in a digital world. (2018). Paediatrics & Child Health, 23(1), 83–83. https://doi.org/10.1093/pch/pxx197

Atkin, A. J., Sharp, S. J., Corder, K., & Van Sluijs, E. M. F. (2014). Prevalence and correlates of screen time in youth: An international perspective. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2014.07.043

Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., Eather, N., Skinner, G., … Lubans, D. R. (2015). Rationale and study protocol for “Switch-off 4 Healthy Minds” (S4HM): A cluster randomized controlled trial to reduce recreational screen time in adolescents. Contemporary Clinical Trials. https://doi.org/10.1016/j.cct.2014.12.001

Babic, M. J., Smith, J. J., Morgan, P. J., Eather, N., Plotnikoff, R. C., & Lubans, D. R. (2017). Longitudinal associations between changes in screen-time and mental health outcomes in adolescents. Mental Health and Physical Activity. https://doi.org/10.1016/j.mhpa.2017.04.001

Babic, M. J., Smith, J. J., Morgan, P. J., Lonsdale, C., Plotnikoff, R. C., Eather, N., … Lubans, D. R. (2016). Intervention to reduce recreational screen-time in adolescents: Outcomes and mediators from the ‘Switch-Off 4 Healthy Minds’ (S4HM) cluster randomized controlled trial. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2016.07.014

Blinka, L., Ška?upová, K., Šev?íková, A., Wölfling, K., Müller, K. W., & Dreier, M. (2014). Excessive internet use in European adolescents: What determines differences in severity? International Journal of Public Health. https://doi.org/10.1007/s00038-014-0635-x

Brindova, D., Pavelka, J., Šev?ikova, A., Žežula, I., van Dijk, J. P., Reijneveld, S. A., … Madarasova Geckova, A. (2014). How parents can affect excessive spending of time on screen-based activities. BMC Public Health, 14(1), 1261. https://doi.org/10.1186/1471-2458-14-1261

Brindova, D., Veselska, Z. D., Klein, D., Hamrik, Z., Sigmundova, D., van Dijk, J. P., … Geckova, A. M. (2014). Is the association between screen-based behaviour and health complaints among adolescents moderated by physical activity? International Journal of Public Health. https://doi.org/10.1007/s00038-014-0627-x

Busch, V., Manders, L. A., & De Leeuw, J. R. J. (2013). Screen time associated with health behaviors and outcomes in adolescents. American Journal of Health Behavior. https://doi.org/10.5993/AJHB.37.6.11

Domingues-Montanari, S. (2017). Clinical and psychological effects of excessive screen time on children. Journal of Paediatrics and Child Health. https://doi.org/10.1111/jpc.13462

Duch, H., Fisher, E. M., Ensari, I., & Harrington, A. Screen time use in children under 3 years old: A systematic review of correlates. , 10 § (2013).

Ferguson, C. J. (2017). Everything in Moderation: Moderate Use of Screens Unassociated with Child Behavior Problems. Psychiatric Quarterly. https://doi.org/10.1007/s11126-016-9486-3

Fitzpatrick, C., Burkhalter, R., & Asbridge, M. (2019). Adolescent media use and its association to wellbeing in a Canadian national sample. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2019.100867

Friedrich, R. R., Polet, J. P., Schuch, I., & Wagner, M. B. (2014). Effect of intervention programs in schools to reduce screen time: A meta-analysis. Jornal de Pediatria. https://doi.org/10.1016/j.jped.2014.01.003

Grøntved, A., Singhammer, J., Froberg, K., Møller, N. C., Pan, A., Pfeiffer, K. A., & Kristensen, P. L. (2015). A prospective study of screen time in adolescence and depression symptoms in young adulthood. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2015.08.009

Guernsey, L. (n.d.). Into The Minds Of Babes: How Screen Time Affects Children From Birth To Age Five. Retrieved from www.naeyc.org

Hamer, M., Stamatakis, E., & Mishra, G. D. (2010). Television- and Screen-Based Activity and Mental Well-Being in Adults. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2009.12.030

Herman, K. M., Hopman, W. M., & Sabiston, C. M. (2015). Physical activity, screen time and self-rated health and mental health in Canadian adolescents. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2015.01.030

Hinkley, T., Salmon, J., Okely, A. D., & Crawford, D. (2013). The correlates of preschoolers’ compliance with screen recommendations exist across multiple domains. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2013.05.020

Iannotti, R. J., Kogan, M. D., Janssen, I., & Boyce, W. F. (2009). Patterns of Adolescent Physical Activity, Screen-Based Media Use, and Positive and Negative Health Indicators in the U.S. and Canada. Journal of Adolescent Health. https://doi.org/10.1016/j.jadohealth.2008.10.142

Jongenelis, M. I., Scully, M., Morley, B., Pratt, I. S., & Slevin, T. (2018). Physical activity and screen-based recreation: Prevalences and trends over time among adolescents and barriers to recommended engagement. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2017.10.006

Keane, E., Kelly, C., Molcho, M., & Nic Gabhainn, S. (2017). Physical activity, screen time and the risk of subjective health complaints in school-aged children. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2016.12.011

Kremer, P., Elshaug, C., Leslie, E., Toumbourou, J. W., Patton, G. C., & Williams, J. (2014). Physical activity, leisure-time screen use and depression among children and young adolescents. Journal of Science and Medicine in Sport. https://doi.org/10.1016/j.jsams.2013.03.012

Lissak, G. (2018). Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study. Environmental Research. https://doi.org/10.1016/j.envres.2018.01.015

Madhav, K. C., Sherchand, S. P., & Sherchan, S. (2017). Association between screen time and depression among US adults. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2017.08.005

Maniccia, D. M., Davison, K. K., Marshall, S. J., Manganello, J. A., & Dennison, B. A. (2011). A Meta-analysis of Interventions That Target Children’s Screen Time for Reduction. PEDIATRICS. https://doi.org/10.1542/peds.2010-2353

Maras, D., Flament, M. F., Murray, M., Buchholz, A., Henderson, K. A., Obeid, N., & Goldfield, G. S. (2015). Screen time is associated with depression and anxiety in Canadian youth. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2015.01.029

Marques, A., Calmeiro, L., Loureiro, N., Frasquilho, D., & de Matos, M. G. (2015). Health complaints among adolescents: Associations with more screen-based behaviours and less physical activity. Journal of Adolescence. https://doi.org/10.1016/j.adolescence.2015.07.018

Martin, K. (2011). Electronic Overload: The Impact of Excessive Screen Use on Child and Adolescent Health and Wellbeing.

Ponti, M. (2019). Digital media: Promoting healthy screen use in school-aged children and adolescents. Retrieved from Canadian Paediatric Society website:  https://www.cps.ca/en/documents/position/digital-media

Ponti, M., Bélanger, S., Grimes, R., Heard, J., Johnson, M., Moreau, E., … Williams, R. (2017). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health, 22(8), 461–468. https://doi.org/10.1093/pch/pxx123

Przybylski, A. K., & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis: Quantifying the Relations Between Digital-Screen Use and the Mental Well-Being of Adolescents. Psychological Science. https://doi.org/10.1177/0956797616678438

Przybylski, A. K., & Weinstein, N. (2019). Digital Screen Time Limits and Young Children’s Psychological Well-Being: Evidence From a Population-Based Study. Child Development. https://doi.org/10.1111/cdev.13007

Ralph, R., & Petrina, S. (2018). Social Learning with Mobile Devices in Preschool Classrooms. European Journal of STEM Education, 3(3). https://doi:10.20897/ejsteme/3872

Radesky, J. S., Schumacher, J., & Zuckerman, B. (2014). Mobile and interactive media use by young children: The good, the bad and the unknown | EurekAlert! Science News. Pediatrics. https://doi.org/10.1542/peds.2014-2251

Ramirez, E. R., Norman, G. J., Rosenberg, D. E., Kerr, J., Saelens, B. E., Durant, N., & Sallis, J. F. (2011). Adolescent screen time and rules to limit screen time in the home. Journal of Adolescent Health. https://doi.org/10.1016/j.jadohealth.2010.07.013

Ramsey Buchanan, L., Rooks-Peck, C. R., Finnie, R. K. C., Wethington, H. R., Jacob, V., Fulton, J. E., … Glanz, K. (2016). Reducing Recreational Sedentary Screen Time: A Community Guide Systematic Review. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2015.09.030

Saunders, T. J., & Vallance, J. K. (2017). Screen Time and Health Indicators Among Children and Youth: Current Evidence, Limitations and Future Directions. Applied Health Economics and Health Policy. https://doi.org/10.1007/s40258-016-0289-3

Schaan, C. W., Cureau, F. V., Sbaraini, M., Sparrenberger, K., Kohl, H. W., & Schaan, B. D. (2019). Prevalence of excessive screen time and TV viewing among Brazilian adolescents: a systematic review and meta-analysis. Jornal de Pediatria. https://doi.org/10.1016/j.jped.2018.04.011

Shiue, I. (2015). Duration of daily TV/screen watching with cardiovascular, respiratory, mental and psychiatric health: Scottish Health Survey, 2012-2013. International Journal of Cardiology. https://doi.org/10.1016/j.ijcard.2015.03.259

Smith, L., Louw, Q., Crous, L., & Grimmer-Somers, K. (2009). Prevalence of neck pain and headaches: Impact of computer use and other associative factors. Cephalalgia. https://doi.org/10.1111/j.1468-2982.2008.01714.x

Swartz, M. K. (2017). Taking Another Look at Screen Time for Young Children. Journal of Pediatric Health Care. https://doi.org/10.1016/j.pedhc.2017.01.006

Taehtinen, R. E., Sigfusdottir, I. D., Helgason, A. R., & Kristjansson, A. L. (2014). Electronic screen use and selected somatic symptoms in 10-12 year old children. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2014.07.017

Torsheim, T., Eriksson, L., Schnohr, C. W., Hansen, F., Bjarnason, T., & Välimaa, R. (2010). Screen-based activities and physical complaints among adolescents from the Nordic countries. BMC Public Health. https://doi.org/10.1186/1471-2458-10-324

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. https://doi.org/10.1016/j.pmedr.2018.10.003

Wahi, G., Parkin, P. C., Beyene, J., Uleryk, E. M., & Birken, C. S. (2011). Effectiveness of interventions aimed at reducing screen time in children: A systematic review and meta- analysis of randomized controlled trials. Archives of Pediatrics and Adolescent Medicine. https://doi.org/10.1001/archpediatrics.2011.122

Wang, C., Li, K., Kim, M., Lee, S., & Seo, D. C. (2019). Association between psychological distress and elevated use of electronic devices among U.S. adolescents: Results from the youth risk behavior surveillance 2009-2017. Addictive Behaviors. https://doi.org/10.1016/j.addbeh.2018.10.037

Zhao, J., Zhang, Y., Jiang, F., Ip, P., Ho, F. K. W., Zhang, Y., & Huang, H. (2018). Excessive Screen Time and Psychosocial Well-Being: The Mediating Role of Body Mass Index, Sleep Duration, and Parent-Child Interaction. Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2018.06.029

Zink, J., Belcher, B. R., Kechter, A., Stone, M. D., & Leventhal, A. M. (2019). Reciprocal associations between screen time and emotional disorder symptoms during adolescence. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2019.01.014

If you have a research study that you think I should add to this list, please add it in the comments below. I would also love to hear in the comments below, if you have ways to maintain healthy screen time limits, either in your classroom or within your life and work.

Oh, and if you would like any of the lists of research studies that I have begun to compiled please shoot me an email via my ‘Contact Page‘.