King Abdulaziz University

Faculty of Nursing
Public Health Department
9. Use the template below to present an annotated bibliography of the articles you have found (summary of each paper, expand as necessary).
Research Major Study
Authors and Sample and
Study Question and Measures/ Findings
year setting
overall design variable/ features

• Andrew D. Ribner, PhD1,

• 2516 parents and/or To evaluate changes in
care- givers with 1 or electronic screen-based media Screen Time in the Coronavirus • The global COVID-19 pandemic has boosted
Linsah Coulanges,
more children between use in 3- to 7-year-old children
MA1,2, Samantha
across 6 countries as a result usage of electronic screens in general. Due to the
Friedman, MA3, and the ages of 3.00 and
Melissa E. Libertus of the coronavirus disease 2019 requirement of living increasingly digitally, children
7.99 years (COVID-19) pandemic. online survey measures reporting
•
current (“now”) and retrospective spent an average of 50 more minutes per day
• 15 November 2021.
(“before the pandemic”) interacting with screens than they had previously,
Administered an online
questionnaire Screen use for entertainment (nearly 40 minutes)
and educational apps (more than 20 minutes)
Study 1
increased the majority of this.
• Compared to children from better socioeconomic
class families, children from lower socioeconomic
status households increased their use of screens
for both entertainment and educational apps.

Ribner, A. D., Coulanges, L., Friedman, S., Libertus, M. E., & I-FAM-Covid Consortium (2021). Screen Time in the Coronavirus 2019 Era: International Trends of Increasing Use Among 3- to 7-Year-Old Children. The Journal of pediatrics,
Complete reference of the paper using faculty guidelines
239, 59–66.e1.
• There is a relationship between children's screen time and that
• Emine ÇELİK, Yelda
ÖZER, Sevgi ÖZCAN 198 parents whose The aim of this study was Screen time of preschool children of their parents, as well as between daily screen time for children
to investigate the screen time in relation to their parents screen and the communication subscale of family activities and their
children were attending
of preschool children in usage habits and family functions
• 31.03.2021 a kindergarten in relation to their parents’
education.
Sarıçam district of screen-use habits and family • The child's screen time on weekdays and weekends greatly
Adana functions. reduces as the mother's education level rises, and children of
Measures: fathers with college degrees have also been found to have
• Information sheet
Data were collected using a • Family Assessment Scale (FAS)
significantly lower screen time. Parental education levels may
questionnaire and raise knowledge of and adherence to rules regulating screen
Study 2 the Family Assessment Scale. use.

• Also, Screen time is decreased when parents have rules in place

about usage. Children with parents that have screen rules
(88.9%) in the current study had decreased screen times, which
is consistent with the literature. In addition, children who had
their own screens (44.4%) spent more time in front of screens.
On the other hand, parents with low levels of education, families
without rules regarding screen use, and children who had their
own screens were all associated with greater screen time
Çelik, E., Yelda, Ö. Z. E. R., & Özcan, S. (2021). Screen time of preschool children in relation to their parents screen usage habits and family functions. Cukurova Medical Journal, 46(1), 343-351.
Complete reference of the paper using faculty guidelines

Research 1444 (smyaghmour1@kau.edu.sa)

King Abdulaziz University
Faculty of Nursing
Public Health Department
Research Major Study
Authors and Sample and
Study Question and Measures/ Findings
year setting
overall design variable/ features

Prof. Roman Globokar, 2018

• The utilization of digital media has a significant
impact on children’s cognitive and emotional
development.

• Nowadays, the use of social context by children

and young people is marked by seeking
Study 3 validation from others. The child keep striving
for a thumbs-ups, and never wants to be alone.

Complete reference of the paper using faculty guidelines

Globokar, R. (2018). Impact of digital media on emotional, social and moral development of children. Nova prisutnost, 16(3), 545-560.

• Children are exposed to both traditional and modern

Mustafaoğlu, Zirek,
Yasacı, Özdinçler, 2018 technology, the two of them have a serious negative
effects with excessive use.
• Video games, television, digital toys and computers;
each one of them effects the child differently.It
negatively impact academic success due to low
Study 4 concentration.
• There’s a strong relation between violence in video
games and real life violence, as it also leads to many
other social consequences. For example, social
isolation and lack of communication.

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Mustafaoğlu, R., Zirek, E., Yasacı, Z., & Özdinçler, A. R. (2018). The negative effects of digital technology usage on children’s development and health. Addicta: the Turkish journal on addictions, 5(2), 13-21

Research 1444 (smyaghmour1@kau.edu.sa)

King Abdulaziz University
Faculty of Nursing
Public Health Department
Authors and
Study
year
2019 The Authors.
Child and Adolescent
Mental Health
published by John
Wiley & Sons Ltd on
behalf of Association
for Child and
Adolescent Mental
Health.
Study 5
Cliffe, B., Croker, A., Denne, M., & Stallard, P. (2020). Clinicians' use of and attitudes towards technology to provide and support interventions in child and adolescent mental health services. Child and Adolescent Mental Health, 25(2), 95-101.
Authors are: Sanjay
Tejasvee, Devendra
Gahlot, Rakesh Poonia
& Manoj Kuri
19 August 2020
Study 6
Tejasvee, S., Gahlot, D., Poonia, R., & Kuri, M. (2020). Digital Learning: A Proficient digital learning technology beyond to classroom and traditional learning. Advances in Information Communication Technology and Computing,
303–312. https://doi.org/10.1007/978-981-15-5421-6_31
Research 1444 (smyaghmour1@kau.edu.sa)
Research
Sample and
Question and
setting
overall design
The study used cross-
sectional design.
Data was collected using an
online questionnaire sent to
child mental health
professionals about their use
of, and attitudes towards,
using technology with
children and adolescents
The main questions of this
study were :
• Do child mental health
professionals currently use
technology in their everyday
practice?
• What are child mental
health professional's
attitudes towards
technology?
• Do any factors influence
child mental health
professional's attitudes
towards using technology in
practice?
Complete reference of the paper using faculty guidelines
Complete reference of the paper using faculty guidelines
Major Study
Measures/ Findings
variable/ features
Informed by previous studies, an
online survey was developed
Child mental health professionals showed positive
consisting of a combination of free responses towards using technology in child and
text and forced choice responses.
adolescent health services, as they find technology to
be beneficial for their clinical work and named several
benefits of technology such as accessibility,
convenience, appeal, and so on.
Professionals have found technology to be a
preventative and psycho-educational tool that further
helps them in the treatment of clients despite the
barriers that may prevent them from using it, such as
lack of knowledge, especially for the older generation
As the number of Internet users grew, more people were
able to benefit from the newest developments in
education. The future of innovative learning is digital
learning. Digital learning will undoubtedly become more
popular. Today, anyone can find a solution to their issue
with a few clicks. This includes teachers, students, and
learners. A forward-thinking environment is created by
digital learning. Digital learning is a very potent
instrument for learning vast amounts of information
throughout the entire world, thus it is true that if it is used
intelligently, one can change the world. Academics and
families will be quickly and easily connected thanks to
digital learning. Digital learning enables greater goal
visualization, better information exchange, and excellent
collaboration. Additionally, it enhances a learner's
system-based learning capacities. at last