The destructive and negative effect of computer and television on children's personality development

Within the extensive literature on the role of educational media in children's learning and the factors influencing that learning, the possible impact of media literacy remains unexamined. The present study examines the influence of media literacy on learning from television and hypermedia environments. In a sample of 150 children with a mean age of 5.33, a computer-based test was used to assess media literacy, and recognition and inference questions were used to measure learning. The influence of intelligence, media usage, and socioeconomic status a Ever since television and computers became widely available to a broad public, researchers have examined their effects on children's development. Both of these media have given rise to concerns based on assumptions or evidence of their negative influence on children's development in the suppression of other activities (Cantor, 2012; Koolstra, van der Voort, & van der Kamp, 1997) or in creating a disposition to aggressive behavior (Bushman & Huesmann, 2012). However, other research, focusing on the educational impact of media, suggests that well-designed and age-appropriate educative media can impart knowledge (e.g., Mares, Sivakumar, & Stephenson, 2015; Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011). Aside from the characteristics of educational media that influence learning, researchers have also examined personal characteristics of learners such as demographics, age, and gender (for an overview, see Kirkorian & Anderson, 2008). The present study examines the effect of media literacy as another personal characteristic that has not to our knowledge been examined to date.

Keywords:

negative effect , computer , television , children's personality development