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Technology and Children’s Screen-Based Activities in the UK: The Story of the Millennium So Far

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  • Killian Mullan

    (University of Oxford)

Abstract

Much has changed over recent years in the technology that children use in their daily lives. The impact of these changes on children's time in screen-based activities has been the source of much debate and concern. Yet we know very little about change in children's daily time in screen-based activities, including their time using devices such as smartphones and tablets. Using data from two nationally representative UK Time Use Surveys 2000–01 and 2014–15, this paper presents a detailed study of change in children's (8–18 years) daily time in screen-based activities (TV, videogames, and computers), together with the latest data on their time using computers and mobile devices throughout the day. We find that children's screen-based activities increased by around half an hour between 2000 and 2015, but that this was concentrated among boys who increased their time playing videogames. Dwarfing this, however, was the additional time children spent using computers and mobile devices when engaging in other activities throughout the day, especially for girls. Multivariate analysis of factors associated with children's screen-based activities revealed that gender differences in children's time playing videogames widened significantly over this period, while socio-economic differences in children's screen-based activities remained fixed. This study highlights how children are combining old and new technologies in their daily lives, and points to issues for future developments in the measurement of children's engagement in screen-based activities to aid in assessing the impact of technology on children's well-being.

Suggested Citation

  • Killian Mullan, 2018. "Technology and Children’s Screen-Based Activities in the UK: The Story of the Millennium So Far," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(6), pages 1781-1800, December.
    • Handle: RePEc:spr:chinre:v:11:y:2018:i:6:d:10.1007_s12187-017-9509-0
    DOI: 10.1007/s12187-017-9509-0
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    References listed on IDEAS

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    1. Stewart, Jay, 2013. "Tobit or not Tobit?," Journal of Economic and Social Measurement, IOS Press, issue 3, pages 263-290.
    2. Kelly Silva & Adair Silva Lopes & Samuel Dumith & Leandro Garcia & Jorge Bezerra & Markus Nahas, 2014. "Changes in television viewing and computers/videogames use among high school students in Southern Brazil between 2001 and 2011," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 59(1), pages 77-86, February.
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    Cited by:

    1. Smyth, Emer, 2022. "The changing social worlds of 9-year-olds," Research Series, Economic and Social Research Institute (ESRI), number RS151, June.
    2. Killian Mullan & Sandra L. Hofferth, 2022. "A Comparative Time-Diary Analysis of UK and US Children’s Screen Time and Device Use," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(3), pages 795-818, June.
    3. Claire Dorris & Karen Winter & Liam O'Hare & Edda Tandi Lwoga, 2021. "PROTOCOL: A systematic review of mobile device use in the primary school classroom and its impact on pupil literacy and numeracy attainment," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(2), June.
    4. Kaiseree I Dias & James White & Russell Jago & Greet Cardon & Rachel Davey & Kathleen F Janz & Russell R Pate & Jardena J Puder & John J Reilly & Ruth Kipping, 2019. "International Comparison of the Levels and Potential Correlates of Objectively Measured Sedentary Time and Physical Activity among Three-to-Four-Year-Old Children," IJERPH, MDPI, vol. 16(11), pages 1-16, May.

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