Home · Areas · Screens, devices and attention
Screens, devices and attention
Phones, laptops and on-screen extras — when they help and when they get in the way.
5 claims in this area.
Claims here
- C6 Phones in lessonsPhone bans raised results in some places; no clear average gain.Challenged 5 times, still holds in a narrower form ·
- C7 Handwritten notesHandwritten notes may aid understanding tested days later; the evidence is mixed.Challenged 3 times, still holds in a narrower form · 0 attacks left it unchanged (3 needed) ·
- C8 Distracting extrasUnmarked off-topic extras can hinder applying knowledge; the harm isn't consistent.Challenged 5 times, still holds in a narrower form ·
- C9 One laptop per pupilLaptops for every pupil haven't raised average results in Swedish schools.Challenged 1 time, still holds in a narrower form · 0 attacks left it unchanged (3 needed) ·
- C36 Phone bans and lower achieversSchool phone bans raise test results more for lower-achieving pupils than for higher-achieving pupils.Not challenged yet
Open questions nearby
Open question 27Does a stricter phone rule (phones kept out of school, switched off all day, or handed in) help more than a looser one (phones kept on silent, or off only during lessons)?Open question 7Does the harm from distracting extras depend on the learning being mandatory, and does it hold when transfer is measured on its own?Open question 12Do distracting extras mainly hurt learners with weaker academic prerequisites?Open question 15Does a learner's state of arousal decide whether distracting extras do harm?