Aims

The aims of this project are to assess the long-term effects that technology consumption may (or may not) have on an individual's development. Previous research into this area tends to look at specific subtypes of video games, or else categorise technology using terms which are too broad (e.g. 'internet use'). Moreover, such studies tend to use small populations of undergraduate students. This project would address these shortcomings by assessing long-term social and cognitive development in children who have be exposed to various, complex and interacting forms of technology. Very broadly, the project will look at how usage behaviour from an early age (9-12 years) predicts social behaviour and mental health at a later age (15-18 years).

Research Questions

1) How does 'screen time' (i.e. the amount of time that an individual spends per day or per week using some form of screen-based technology) result in positive or negative effects on the individual's prosocial behaviour? Does the context in which the technology is used (i.e. work vs leisure) matter?

2) How does the type of video game being played (e.g. aggressive vs non-aggressive), and the manner in which is it played (i.e. single vs. multiplayer) impact upon behaviour?

3) How does the use of social media affect an individual's ability to empathise with others?

Exploratory analyses will be used to determine what sort of effects light or heavy video game or technology usage (taking into consideration the types of video games being played and technology being used) have on an individual's ability to function normally in social settings later in life.

Exposure variables

1) Screen time. This is a broad measure that takes into account all instances of an individual's use of screen-based technology, and will include computer/internet usage, mobile phone usage, and console-based video game usage.

2) Video game usage. This measure will be broken down into three subcomponents; content (i.e. whether the video game could be primarily classed as aggressive or non-aggressive), context (i.e. whether the game is played online, played with others who are physically present in the room, or played with others who are not physically present in the room), and time spent playing.

3) Social media usage. This measure will attempt to assess the proportion of time that individuals spend on the internet whilst engaging in some form of social media, in particular Facebook and Twitter.

Additional factors that will be taken into account will be the proportion of time that computer use is for work or for pleasure, the amount of time socialising with peers, and the amount of time spent playing (both indoors and outdoors).

Outcome variables

1) Psychopathological factors. These mesaures will include assessments of aggression, depression, and anxiety in the individual.

2) Behavioural factors. These measures will include levels of conduct disorder reported at school, and the individual's ability to empathise with others.

3) Academic performance.

Confounding variables

1) Sex and socioeconomic status will likely impact upon access to, and desire to engage in, specific types of technology use.

2) Mental health and relationship status of parents may also impact upon the desire to engage with different types of technology, as well as predisposing individuals to depressive or anxious behaviour. As such, these factors will also be taken into consideration.

3) Parental monitoring will likely impact upon amount and type of aggressive behaviour.