Screen Exposure and Academic Achievement: A Systematic Review
Abstract
This systematic review examined recent evidence on how screen exposure influences the development of academic skills and educational achievement. Digital technologies have become central to children's daily lives, reshaping both learning opportunities and leisure activities. Although recreational screen use has frequently been linked to negative outcomes, the effects of educational use remain less well defined. A bibliographic search was conducted in PubMed, Scopus, Web of Science, and Mendeley for articles published between 2020 and 2024 that addressed screen use in relation to academic skills. Thirty-one studies met the inclusion criteria. Excessive exposure was most often associated with delays in language development, poorer executive function and self-regulation and reduced motor proficiency. In contrast, interactive and well-structured educational applications showed potential to support literacy, numeracy, socio-emotional development, and classroom engagement. Limitations of the available evidence include the predominance of studies in preschool populations, a lack of clear definitions of "screen exposure" and "educational tool," and insufficient differentiation between devices and content types. The findings highlight the importance of parental and educational mediation and underscore the need for further longitudinal studies to clarify the long-term impact of educational screen use across developmental stages.
How strong is the evidence?
Evidence Hub reads this as a systematic review. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
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