review-article

Child–smartphone interaction: relevance and positive and negative implications

Authors:

Pinaki ChakrabortyAuthors Info & Claims

Universal Access in the Information Society, Volume 21, Issue 3

Pages 573 - 586

https://doi.org/10.1007/s10209-021-00807-1

Published: 01 August 2022 Publication History

Abstract

An increasing number of children are now using smartphones, and the phenomenon is being studied keenly by computer scientists, pediatricians, developmental psychologists and educationists. We reviewed the research literature on what we call child–smartphone interaction. We found that children start actively using smartphones at around the age of two. Two- and three-year-old children can tap the screen at intended places, four-to-six-year-old children can perform single-finger touchscreen gestures and follow instructions provided in non-textual modes, and seven- and eight-year-old children can perform multi-finger touchscreen gestures, follow instructions provided as text, navigate hypertext and use simple augmented reality apps. Suitably designed apps can facilitate child development. For example, video chatting apps can help children communicate with parents, drawing apps and storytelling apps can nurture creativity, vocabulary apps can help children learn new words, and concepts of science and mathematics can also be explained to children using appropriate apps. At the same time, overuse of smartphones has negative consequences such as sleep disorders and may also contribute to obesity in children. Children as young as nine years now access the Internet. Reckless use of the Internet can expose children to inappropriate materials and cyberbullying. Therefore, content filtering software should be installed in smartphones used by children. We recommend objective assessment of children’s ability to use smartphones, designing of apps according to the capabilities and interests of children belonging to different age groups, effective use of apps in child rearing and parental oversight on children’s use of digital technologies.

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Cited By

Quander KMilky TAponte NCaceres Carrascal NWoodward J(2024)“Are you smart?”: Children's Understanding of “Smart” TechnologiesProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655787(625-638)Online publication date: 17-Jun-2024
https://dl.acm.org/doi/10.1145/3628516.3655787
Yadav SChakraborty P(2024)Reinforcing biology education in schools using smartphones: a post-COVID pandemic studyEducation and Information Technologies10.1007/s10639-023-11987-z29:3(3615-3635)Online publication date: 1-Feb-2024
https://dl.acm.org/doi/10.1007/s10639-023-11987-z

Index Terms

Child–smartphone interaction: relevance and positive and negative implications
1. Applied computing
2. Human-centered computing
  1. Human computer interaction (HCI)

Index terms have been assigned to the content through auto-classification.

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cover image Universal Access in the Information Society

Universal Access in the Information Society Volume 21, Issue 3

Aug 2022

210 pages

ISSN:1615-5289

EISSN:1615-5297

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© The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021.

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Published: 01 August 2022

Accepted: 20 March 2021

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Quander KMilky TAponte NCaceres Carrascal NWoodward J(2024)“Are you smart?”: Children's Understanding of “Smart” TechnologiesProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655787(625-638)Online publication date: 17-Jun-2024
https://dl.acm.org/doi/10.1145/3628516.3655787
Yadav SChakraborty P(2024)Reinforcing biology education in schools using smartphones: a post-COVID pandemic studyEducation and Information Technologies10.1007/s10639-023-11987-z29:3(3615-3635)Online publication date: 1-Feb-2024
https://dl.acm.org/doi/10.1007/s10639-023-11987-z

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