Overarching research priority

Digital devices and their associated use are commonplace within school settings around the world. NSW students are generally in-step with their national and international peers when it comes to the ownership of digital devices such as mobile phones. Digital device use, or screen use, is often problematised for its perceived impact on mental, physical and social health, but little is known about such impacts in NSW education settings.

The focus of the fund is to unpack the predictors, causes and effects of screen overuse in NSW schools, understand effective intervention practice, build a quality evidence base, and inform future policy development to transform lives through learning. Schools will be able to use the evidence generated to confidently apply device use policies and teaching practices, while parents, carers and children will be better supported to make healthy screen-related choices. This fund supports the department's commitment to strengthening student wellbeing and development and delivering outstanding leadership, teaching and learning through evidence-informed approaches. Research outcomes and resources will be made accessible to parents, carers and teachers through a data and research hub.

Two statements of opportunity and several associated research questions have been developed that highlight where we most need research evidence to support our policy goals.

Statement 1

We require research that investigates the effects of screen use for learning in schools and at home on students’ learning and behaviour outcomes.

Research questions

Focus research questions

1. (a) Is there a cumulative impact of screen use across the day at school and home on:

• learning,
  
• the development of cognitive abilities (e.g., attention and memory), and
• behaviour (e.g., self-regulation, social skills and school attendance)?

1. (b) Is there a cumulative impact of screen use over time?

2. Is there a relationship between the type/amount of screen use in school and home on learning, cognitive development, and behaviour?

3. How can the science of learning inform our understanding of best practice use of screens in schools?

(a) What are the most/least effective types of digital technologies for improving learning outcomes?

(b) What are the most/least effective pedagogies for incorporating digital technologies into an educational setting?

(c) Are there particular concerns or differences by age or stage of learning?

Other research questions

4. Do digital texts and media have an impact on students’ reading and writing (including handwriting) outcomes or cognitive development? If so, under what conditions?

5. How does the effect of screen use in schools interact with factors such as reading ability, motivation, reading material, text type (e.g., informational text vs narrative), and time constraints (e.g., reading under test conditions)?

6. Are learning outcomes of some subgroups of students or students in different settings more affected by screen use in school than others?

7. Does the proportion of time students spend reading on-screen vs paper impact learning, cognitive development, and behaviour?

8. What models of best practice could underpin guidance for schools or school communities about effects of screen use for students at different ages and stages?

Statement 2

We require research that investigates the effects on students of problematic and addictive screen use outside of school hours.

Research questions

Focus research questions

1. Separate from screen use in school hours, is there a point at which screen use outside of school hours becomes problematic and/or addictive?

2. Is there an overall level of screen use (within and outside of school hours) that has detrimental effects on:

• Mental health and wellbeing outcomes, including social skills,
• Health and physical outcomes, and/or
• Cognitive development and critical thinking skills

Other research questions

3. Is the advice on screen use outside of school hours different for different subgroups of students (e.g., age group; gender, demographic characteristics) and why?

4. Are the behavioural or wellbeing outcomes of some subgroups of students more affected by screen use outside of school than others?