As digital devices become more integrated into children’s lives, concerns about their impact on physical and mental health continue to grow. In modern households, smartphones, tablets, and computers are now commonplace, leading to increased exposure to online content. This shift has raised important questions about how much screen time is appropriate and what effects it has on children’s well-being.
The issue of screen time has been widely debated, with research pointing to both potential risks and benefits. Excessive screen use has been linked to physical issues such as eye strain, headaches, and sleep disruption. There are also concerns about the relationship between increased screen time and physical inactivity, as children who spend more time on devices might be less engaged in outdoor play and exercise, both essential for their physical development.
On the other hand, the online world offers numerous opportunities for learning, creativity, and socialization. Educational apps, online learning platforms, and digital games can stimulate intellectual growth, promote critical thinking, and even foster social connections with peers across the globe. The challenge is finding a balance that maximizes the benefits of digital engagement while mitigating the potential negative effects on health and well-being.
Beyond physical health, the psychological effects of digital media are also a growing concern. Research indicates that extended use of devices, particularly those providing access to social media, can influence children’s emotional well-being, intellectual development, and sense of identity. While some cases have linked excessive screen time to negative outcomes, the full psychological impact of digital media remains an area of ongoing research. It is important to also acknowledge the positive effects, such as improved cognitive skills and the opportunity for global social connections.
Given these concerns, researchers are exploring more personalized methods of regulating screen time, such as the use of fuzzy logic inference systems. These systems, a type of artificial intelligence, can evaluate complex and imprecise data, making them ideal for tailoring screen time recommendations and restrictions based on a child’s unique characteristics.
Parents, guardians, or teachers could input data about a child’s age, health, and psychological profile into the system, which would then use this information to determine appropriate screen time and content limits. Unlike generic restrictions, which may be difficult to enforce or inappropriate for all young users, fuzzy logic systems offer a more customized and flexible approach to managing screen use.
While there are existing tools that restrict screen time and block content, an adaptive approach, could be key to managing both the quantity and quality of screen time. Younger, more vulnerable users would have stricter controls and limits, while older, more mature children could access a wider range of appropriate resources, all based on their individual developmental profiles.
Alguliyev, R.M., Abdullayeva, F.J. and Ojagverdiyeva, S.S. (2024) ‘Fuzzy expert system for access control of children to the internet’, Int. J. Reasoning-based Intelligent Systems, Vol. 16, No. 6, pp.455–462.