In an age where digital devices are everywhere, the term “screen time” has become a buzz phrase in discussions about the impact of technology on people’s lives. Parents are concerned about their children’s screen habits. But what if this whole approach to screen time is fundamentally flawed?

While researchers have made progress in measuring screen use, a detailed critique of the research in 2020 revealed major problems in how screen time is conceptualized, measured and studied. I am studying how digital technology affects human cognition and emotions. My ongoing research with a cognitive psychologist Nelson Roque based on the results of that critique.

We categorized existing screen time measures, mapped them to attributes such as duration-based or context-specific, and studied how they relate to health outcomes such as anxiety, stress, depression, loneliness, mood, and sleep quality, creating a clearer framework for understanding screen time. We believe that grouping all digital activities together misses how different types of screen use affect people.

By applying this framework, researchers can better identify which digital activities are beneficial or potentially harmful, enabling people to adopt more intentional screen habits that support well-being and reduce negative mental and emotional health effects.

Screen time is not a thing

Screen time, at first glance, seems easy to understand: It is simply the time spent on devices with screens such as smartphones, tablets, laptops and televisions. But this basic definition hides the variety of people’s digital activities. To truly understand the impact of screen time, you need to look more closely at specific digital activities and how each one affects cognitive function and mental health.

In our research, we divide screen time into four broad categories: educational use, work-related use, social interaction, and entertainment.

For education, activities such as online courses and reading articles can improve cognitive skills such as problem solving and critical thinking. Digital tools like mobile apps can support learning by increasing motivation, self-regulation and self-control.

But these tools too poses challengessuch as distracting students and contributing to poorer memorability compared to traditional learning methods. For young users, screen-based learning can even have negative effects about development and their social environment.

Screen time for work, such as writing reports or participating in virtual meetings, is a central part of modern life. It can improve productivity and enable remote work. However, prolonged screen exposure and multitasking can also lead to stress, anxiety and cognitive fatigue.

Screen use for social connection helps people interact with others through video chat, social media or online communities. These interactions can promote social connection and even improve health outcomes such as reduced depressive symptoms and improved glycemic control for people with chronic conditions. But passive screen use, like endless social media scrolling, can lead to negative experiences such as cyberbullying, social comparison and loneliness, especially for teenagers.

Use of screen for entertainment provides relaxation and stress relief. Mindfulness apps or meditation tools can, for example reduce anxiety and improve emotional regulation. Creative digital activities, such as graphic design and music production, can reduce stress and improve mental health. However, too much screen use can reduce well-being by limiting physical activity and time for other rewarding pursuits.

Context matters

Screen time affects people differently depending on factors such as mood, social environment, age and family environment. Your emotions before and during screen use can shape your experience. Positive interactions can lift your mood, while loneliness can deepen with certain online activities. For example, we found it differences in age and stress levels affect how easily people become distracted on their devices. Alerts and other changes distract users, making it more challenging to focus on tasks.

The social context of screen use also matters. Watching a movie with family can strengthen bonds, while screens alone can increase feelings of isolation, especially when it replaces face-to-face interactions.

Family influence also plays a role. For example, parents’ screen habits influence their children’s screen behaviorand structured parental involvement can help reduce excessive use. It highlights the positive impact of structured parental involvement, along with conscious social context, in managing screen time for healthier digital interactions.

Consistency and nuance

Technology now allows researchers to accurately track screen use, but simply counting hours doesn’t give us the full picture. Even when we measure specific activities, like social media or gaming, studies often don’t capture engagement or intent. For example, someone may use social media to stay informed or to procrastinate.

Studies on screen time often vary in how they define and categorize it. Some focus on total screen exposure without distinguishing between activities. Others examine specific types of use but may not consider content or context. This lack of consistent definition of screen time makes it difficult to compare studies or generalize results.

Understanding screen usage requires a more nuanced approach than tracking how much time people spend on their screens. Recognizing the different effects of specific digital activities and distinguishing between active and passive use are crucial steps. Using standardized definitions and combining quantitative data with personal insights would provide a more complete picture. Researchers can also study how screen use affects people over time.

For policy makers, this means developing guidelines that go beyond the limits of a single size by focusing on recommendations that are tailored to specific activities and individual needs. For the rest of us, this awareness encourages a balanced digital diet that mixes enriching online and offline activities for better well-being.

Rinanda Shaleha is a PhD candidate in the College of Health and Human Development, Penn State

This article was first published on The conversation.