The post-digital age has presented many challenges to the lives of children and young people. In particular, the issue of excessive screen time, that is, time spent using electronic devices, watching television or playing on games consoles. Whilst time spent on these devices is considered part of the ‘norm’ in the post digital age and indeed part of academic learning, some argue that there is a need to self-regulate excessive screen time to prevent any long-term effects on young people. Self-regulation can be learnt in a variety of ways and recent studies into classroom based programmes that promote self-regulation have shown some promise that this skill is transferable outside of the classroom. Many interventions that address self-regulation are implemented in the classroom environment. One such intervention, is the PAX Good Behaviour Game (PAX GBG) with its evidence-base, is a cost-effective way to improve self-regulation. The PAX GBG program was designed by Embry (Paxis Institute, 2018) and has been used in randomised trials in the US and Europe with the aim of building self-regulation during learning. If young people in the classroom environment can learn how to self regulate and self mange manage their impulses, perhaps this transferrable skill will help them to control tendencies to indulge in excessive screen time. With better self managed screen time the young people will be empowered to maximise the opportunities that screen time can offer in the post digital age.
|Publication status||Published - 28 Oct 2022|
|Event||CUC 2022 : Opening up in a closed world: Postdigital science and education - Hrvatska, Croatia|
Duration: 26 Oct 2022 → 28 Oct 2022
|Conference||CUC 2022 : Opening up in a closed world: Postdigital science and education|
|Period||26/10/2022 → 28/10/2022|