Advisor(s)
Kristie Payment and Phillip Zoladz
Confirmation
1
Document Type
Poster
Location
ONU McIntosh Center; Activities Room
Start Date
11-4-2025 12:00 PM
End Date
11-4-2025 12:50 PM
Abstract
With a recent spike in technology as a form of entertainment, the effects of too much screen time are unknown. This is especially true when evaluating the potential risk overexposure to digital media could have on the developing brain. As third grade is the time in which children begin to make the transition from learning to read to reading to learn, this age is a hallmark for grasping a child’s literacy ability. This is primarily done by use of the English Language Arts portion of the Ohio State Test and a standardized way to measure literacy.
Given that parents now have a highly accessible and affordable means of keeping their child occupied at all times, the harm of being placed in front of a screen at a young age is still unknown. However, the brain of a child is highly plastic. This means that it can easily adapt to its environment, and selectively choose which pathways are important for which behaviors. Media exposure has already shown to alter how dopamine is released and synthesized in the brain, and this research proposal aims to identify the effects on neuronal communication in regards to linguistics.
It is hypothesized that there will be a negative relationship between amount of screen time and literacy score. This proposed study prompts a discussion about how the moderation of technology in the lives of young children may be a necessity to allow them to reach their full potential within an educational setting.
Recommended Citation
Eaton, Riley N., "The Effects of Overstimulating Audio-Visual Media on Literacy Performance in Early Childhood" (2025). ONU Student Research Colloquium. 61.
https://digitalcommons.onu.edu/student_research_colloquium/2025/Posters/61
Restricted
Available to ONU community via local IP address and ONU login.
The Effects of Overstimulating Audio-Visual Media on Literacy Performance in Early Childhood
ONU McIntosh Center; Activities Room
With a recent spike in technology as a form of entertainment, the effects of too much screen time are unknown. This is especially true when evaluating the potential risk overexposure to digital media could have on the developing brain. As third grade is the time in which children begin to make the transition from learning to read to reading to learn, this age is a hallmark for grasping a child’s literacy ability. This is primarily done by use of the English Language Arts portion of the Ohio State Test and a standardized way to measure literacy.
Given that parents now have a highly accessible and affordable means of keeping their child occupied at all times, the harm of being placed in front of a screen at a young age is still unknown. However, the brain of a child is highly plastic. This means that it can easily adapt to its environment, and selectively choose which pathways are important for which behaviors. Media exposure has already shown to alter how dopamine is released and synthesized in the brain, and this research proposal aims to identify the effects on neuronal communication in regards to linguistics.
It is hypothesized that there will be a negative relationship between amount of screen time and literacy score. This proposed study prompts a discussion about how the moderation of technology in the lives of young children may be a necessity to allow them to reach their full potential within an educational setting.