Digital Devices and Student Interaction: A Post-Pandemic Examination

N

10

Elementary Secondary Education; Computer Use; Peer Relationship; Interaction; Social Isolation; Student Behavior; Age Differences; Technology Uses in Education; COVID-19; Pandemics

The purpose of this study was to examine how screen time and peer interaction affect student focus and social engagement across K-12 classrooms, particularly in light of changes observed since the COVID-19 pandemic. This study collected survey data from K-12 educators across three grade bands (K-4, 5-8, and 9-12) to assess students' device use during school hours, quality of peer-to-peer interactions, and frequency of observed social isolation. Educators reported their observations of students' behaviors and interactions, which were analyzed using frequency tables and cross-tabulations to identify patterns between digital device use, peer interaction, and social engagement. Device use was found to increase with grade level, with high school students spending the most time on digital devices. Educators reported a decline in productive peer interactions and an increase in social isolation across all grade levels. Students who spent more time on devices were more likely to exhibit signs of social withdrawal and distractibility. Educators might consider balancing technology integration with structured, collaborative, and hands-on learning activities that promote social engagement and focus. Additional strategies could include teaching explicit social-emotional skills and scheduling tech-free periods to enhance peer interactions. The following are appended: (1) Four data tables summarizing device use, peer interaction, and social isolation; (2) Survey instruments and demographic data; and (3) Visualizations of key findings.

As Provided

2025

ED676272