References
- Abramson, M. J., Benke, G. P., Dimitriadis, C., Inyang, I. O., Sim, M. R., Wolfe, R. S., & Croft, R. J. (2009). Mobile telephone use is associated with changes in cognitive function in young adolescents. Bioelectromagnetics, 30(8), 678–686. https://doi.org/https://doi.org/10.1002/bem.20534
- Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694. https://doi.org/https://doi.org/10.2307/3250951
- Alavi, M., Seng, J. H., Mustaffa, M. S., Ninggal, M. T., Amini, M., & Latif, A. A. (2019). Attention, impulsiveness, and gender in academic achievement among typically developing children. Perceptual and Motor Skills, 126(1), 5–24. https://doi.org/https://doi.org/10.1177/0031512518809163
- Ali, I., & Warraich, N. F. (2020). The relationship between mobile self-efficacy and mobile-based personal information management practices: A systematic review. Library Hi Tech, 39(1), 126–143. https://doi.org/https://doi.org/10.1108/LHT-06-2019-0116
- Aliyari, H., Sahraei, H., Erfani, M., Mohammadi, M., Kazemi, M., Daliri, M. R., … Farajdokht, F. (2020). Changes in cognitive functions following violent and football video games in young male volunteers by studying brain waves. Basic and Clinical Neuroscience, 11(3), 279–288. https://doi.org/https://doi.org/10.32598/bcn.9.10.335
- Alzahabi, R., & Becker, M. W. (2013). The association between media multitasking, task-switching, and dual-task performance. Journal of Experimental Psychology. Human Perception and Performance, 39(5), 1485–1495. https://doi.org/https://doi.org/10.1037/a0031208
- Amendola, S., Spensieri, V., Guidetti, V., & Cerutti, R. (2019). The relationship between difficulties in emotion regulation and dysfunctional technology use among adolescents. Journal of Psychopathology, 25(1), 10–17.
- Andrews, G., & Murphy, K. (2006). Does video game playing improve executive functioning? In M. A. Vanchevsky (Ed.), Frontiers in: Cognitive psychology (pp. 145–161). Nova Science Publishers.
- Bach, R. L., Wenz, A., & Borsci, S. (2020). Studying health-related internet and mobile device use using web logs and smartphone records. PLoS ONE, 15(6), 1–20. https://doi.org/https://doi.org/10.1371/journal.pone.0234663
- Bailey, K., West, R., & Anderson, C. A. (2010). A negative association between video game experience and proactive cognitive control. Psychophysiology, 47(1), 34–42. https://doi.org/https://doi.org/10.1111/j.1469-8986.2009.00925.x
- Ballesteros, S., Mayas, J., Prieto, A., Ruiz-Marquez, E., Toril, P., & Reales, J. M. (2017). Effects of video game training on measures of selective attention and working memory in older adults: Results from a randomized controlled trial. Frontiers in Aging Neuroscience, 9, 354-354. https://doi.org/https://doi.org/10.3389/fnagi.2017.00354
- Barton, A. C., Sheen, J., & Byrne, L. K. (2020). Immediate attention enhancement and restoration from ınteractive and ımmersive technologies: A scoping review. Frontiers in Psychology, 11, 1–14. https://doi.org/https://doi.org/10.3389/fpsyg.2020.02050
- Barton, B. A., Adams, K. S., Browne, B. L., & Arrastia-Chisholm, M. C. (2021). The effects of social media usage on attention, motivation, and academic performance. Active Learning in Higher Education, 22(1), 11–22. https://doi.org/https://doi.org/10.1177/1469787418782817
- Bavelier, D., Green, C. S., Pouget, A., & Schrater, P. (2012). Brain plasticity through the life span: Learning to learn and action video games. Annual Review of Neuroscience, 35(1), 391–416. https://doi.org/https://doi.org/10.1146/annurev-neuro-060909-152832
- Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77–110. https://doi.org/https://doi.org/10.1037/bul0000130
- Beijamini, F., Silva, A. G. T., Peixoto, C. A. T., & Louzada, F. M. (2008). Influence of gender on psychomotor vigilance task performance by adolescents. Brazilian Journal of Medical and Biological Research, 41(8), 734–738. https://doi.org/https://doi.org/10.1590/S0100-879X2008000800016
- Benoit, J. J., Roudaia, E., Johnson, T., Love, T., & Faubert, J. (2020). The neuropsychological profile of professional action video game players. PeerJ, 8, 1–25. https://doi.org/https://doi.org/10.7717/peerj.10211
- Blacker, K. J., Curby, K. M., Klobusicky, E., & Chein, J. M. (2014). Effects of action video game training on visual working memory. Journal of Experimental Psychology: Human Perception and Performance, 40(5), 1992–2004. https://doi.org/https://doi.org/10.1037/a0037556
- Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychologica, 129(3), 387–398. https://doi.org/https://doi.org/10.1016/j.actpsy.2008.09.005
- Buelow, M. T., Okdie, B. M., & Cooper, A. B. (2015). The influence of video games on executive functions in college students. Computers in Human Behavior, 45, 228–234. https://doi.org/https://doi.org/10.1016/j.chb.2014.12.029
- Cain, M. S., Leonard, J. A., Gabrieli, J. D. E., & Finn, A. S. (2016). Media multitasking in adolescence. Psychonomic Bulletin & Review, 23(6), 1932–1941. https://doi.org/https://doi.org/10.3758/s13423-016-1036-3
- Cardoso-Leite, P., & Bavelier, D. (2014). Video game play, attention, and learning: How to shape the development of attention and influence learning? Current Opinion Neurology, 27(2), 185–191. https://doi.org/https://doi.org/10.1097/wco.0000000000000077
- Cardoso-Leite, P., Kludt, R., Vignola, G., Ma, W. J., Green, C. S., & Bavelier, D. (2016). Technology consumption and cognitive control: Contrasting action video game experience with media multitasking. Attention, Perception & Psychophysics, 78(1), 218–241. https://doi.org/https://doi.org/10.3758/s13414-015-0988-0
- Chan, R. C. K. (2001). A further study on the sustained attention response to task (SART): The effect of age, gender and education. Brain Injury, 15(9), 819–829. https://doi.org/https://doi.org/10.1080/02699050110034325
- Chen, C.-M., & Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108–121. https://doi.org/https://doi.org/10.1016/j.compedu.2014.08.015
- Cho, S., & Sung, M. (2007). Integrative analysis on service quality and user satisfaction of wired and mobile Internet. International Journal of Management Science, 13(2), 79–97.
- Chu, H.-C. (2014). Potential negative effects of mobile learning on students’ learning achievement and cognitive load—A format assessment perspective. Journal of Educational Technology & Society, 17(1), 332–344.
- Claypoole, V. L., & Szalma, J. L. (2019). Electronic performance monitoring and sustained attention: Social facilitation for modern applications. Computers in Human Behavior, 94, 25–34. https://doi.org/https://doi.org/10.1016/j.chb.2019.01.001
- Cocoradă, E., Maican, C. I., Cazan, A. M., & Maican, M. A. (2018). Assessing the smartphone addiction risk and its associations with personality traits among adolescents. Children and Youth Services Review, 93, 345–354. https://doi.org/https://doi.org/10.1016/j.childyouth.2018.08.006
- Cohen, R. A. (2011). Sustained Attention. In J. S. Kreutzer, J. DeLuca, & B. Caplan (Eds.), Encyclopedia of Clinical Neuropsychology. Springer. https://doi.org/https://doi.org/10.1007/978-0-387-79948-3_1334
- Cotten, S. R., Shank, D. B., & Anderson, W. A. (2014). Gender, technology use and ownership, and media-based multitasking among middle school students. Computers in Human Behavior, 35, 99–106. https://doi.org/https://doi.org/10.1016/j.chb.2014.02.041
- Coull, J. T. (1998). Neural correlates of attention and arousal: Insights from electrophysiology, functional neuroimaging and psychopharmacology. Progress in Neurobiology, 55(4), 343–361. https://doi.org/http://dx.doi.org/10.1016/S0301-0082(98)00011-2
- DeGangi, G., & Porges, S. (1990). Neuroscience foundations of human performance. American Occupational Therapy Association Inc.
- Downs, E., Tran, A., McMenemy, R., & Abegaze, N. (2015). Exam performance and attitudes toward multitasking in six, multimedia-multitasking classroom environments. Computers & Education, 86, 250–259. https://doi.org/https://doi.org/10.1016/j.compedu.2015.08.008
- Dye, M. W. G., & Bavelier, D. (2004). Playing video games enhances visual attention in children. Journal of Vision, 4(11), 40-40. https://doi.org/https://doi.org/10.1167/4.11.40
- Dye, M. W. G., Green, C. S., & Bavelier, D. (2009). Increasing speed of processing with action video games. Current Directions In Psychological Science, 18(6), 321–326. https://doi.org/https://doi.org/10.1111/j.1467-8721.2009.01660.x
- Farisha, A. T., Salam, R., Nourin, N., & Fathima, N. (2019). Gender differences in visual scanning, response speed and sustained attention. Journal of Psychosocial Research, 14(1), 123–131. https://doi.org/https://doi.org/10.32381/JPR.2019.14.01.13
- Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications.
- Fogg, B. J. (2002). Persuasive technology: Using computers to change what we think and do. Morgan Kaufmann Publishers.
- Fogg, B. J. (2003). Computers as persuasive social actors. In B. J. Fogg (Ed.), Persuasive Technology (pp. 89–120). Morgan Kaufmann.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Higher Education.
- Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/https://doi.org/10.1038/nature01647
- Gunuc, S. (2015). Relationships and associations between video game and Internet addictions: Is tolerance a symptom seen in all conditions. Computers in Human Behavior, 49, 517–525. https://doi.org/https://doi.org/10.1016/j.chb.2015.03.063
- Haladjian, H. H., & Pylyshyn, Z. W. (2006). Implicit multiple object tracking without an explicit tracking task. Journal of Vision, 6(6), 773-773. https://doi.org/https://doi.org/10.1167/6.6.773
- Haluza, D., & Böhm, I. (2020). Mobile and online health information: Exploring digital media use among austrian parents. International Journal of Environmental Research and Public Health, 17(17), 1–10. https://doi.org/https://doi.org/10.3390/ijerph17176053
- Hartanto, A., Toh, W. X., & Yang, H. (2016). Age matters: The effect of onset age of video game play on task-switching abilities. Attention, Perception & Psychophysics, 78(4), 1125–1136. https://doi.org/https://doi.org/10.3758/s13414-016-1068-9
- Hokanson, B., & Hooper, S. (2000). Computers as cognitive media: Examining the potential of computers in education. Computers in Human Behavior, 16(5), 537–552. https://doi.org/https://doi.org/10.1016/S0747-5632(00)00016-9
- Ilgaz, H., Altun, A., & Aşkar, P. (2014). The effect of sustained attention level and contextual cueing on implicit memory performance for e-learning environments. Computers in Human Behavior, 39, 1–7. https://doi.org/https://doi.org/10.1016/j.chb.2014.06.008.
- Ilgaz, H., Kokoç, M., Akçay, A., & Altun, A. (2019). A norm study of computerized sustained attention test among university students. Elementary Education Online, 18(3), 1036–1045. https://doi.org/https://doi.org/10.17051/ilkonline.2019.610166
- Internet World Stats. (2019). Internet growth statistics. Retrieved June 27, 2019, from https://www.internetworldstats.com/emarketing.htm
- Kronenberger, W. G., Matthews, V. P., Dunn, D. W., Wang, Y., Wood, E. A., Giauque, A. L., Larsen, J. J., Rembusch, M. E., Lowe, M. J., & Li, T.-Q. (2005). Media violence exposure and executive functioning in aggressive and control adolescents. Journal of Clinical Psychology, 61(6), 725–737. https://doi.org/https://doi.org/10.1002/jclp.20022
- Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, Twitter, and message content on student learning. Communication Education, 64(3), 344–365. https://doi.org/https://doi.org/10.1080/03634523.2015.1038727
- Lee, J., Lin, L., & Robertson, T. (2012). The impact of media multitasking on learning. Learning, Media and Technology, 37(1), 94–104. https://doi.org/https://doi.org/10.1080/17439884.2010.537664
- Liu, W., Tan, L., Huang, D., Chen, N., & Liu, F. (2021). When preschoolers use tablets: The effect of educational serious games on children’s attention development. International Journal of Human-Computer Interaction, 37(3), 234–248. https://doi.org/https://doi.org/10.1080/10447318.2020.1818999
- Lodge, J. M., & Harrison, W. J. (2019). The role of attention in learning in the digital age. Yale Journal of Biology and Medicine, 92(1), 21–28.
- Loredo E Silva, M. P., de Souza Matos, B. D., Da Silva Ezequiel, O., Lucchetti, A. L. G., & Lucchetti, G. (2018). The use of smartphones in different phases of medical school and its relationship to ınternet addiction and learning approaches. Journal of Medical Systems, 42(6), 8–12. https://doi.org/https://doi.org/10.1007/s10916-018-0958-x
- Magen, H. (2017). The relations between executive functions, media multitasking and polychronicity. Computers in Human Behavior, 67, 1–9. https://doi.org/https://doi.org/10.1016/j.chb.2016.10.011
- Matern, M. F., van der Westhuizen, A., & Mostert, S. N. (2020). The effects of video gaming on visual selective attention. South African Journal of Psychology, 50(2), 183–194. https://doi.org/https://doi.org/10.1177/0081246319871391
- Mathews, V. P., Kronenberger, W. G., Wang, Y., Lurito, J. T., Lowe, M. J., & Dunn, D. W. (2005). Media violence exposure and frontal lobe activation measured by functional magnetic resonance imaging in aggressive and nonaggressive adolescents. Journal of Computer Assisted Tomography, 29(3), 287–292. https://doi.org/https://doi.org/10.1097/01.rct.0000162822.46958.33
- Mertler, C. A. (2018). Introduction to educational research. Sage Publications.
- Moisala, M., Salmela, V., Hietajärvi, L., Salo, E., Carlson, S., Salonen, O., Lonka, K., Hakkarainen, K., Salmela-Aro, K., & Alho, K. (2016). Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults. NeuroImage, 134, 113–121. https://doi.org/https://doi.org/10.1016/j.neuroimage.2016.04.011
- Mondéjar, T., Hervás, R., Johnson, E., Gutierrez, C., & Latorre, J. M. (2016). Correlation between videogame mechanics and executive functions through EEG analysis. Journal of Biomedical Informatics, 63, 131–140. https://doi.org/https://doi.org/10.1016/j.jbi.2016.08.006
- Nayak, J. K. (2018). Relationship among smartphone usage, addiction, academic performance and the moderating role of gender: A study of higher education students in India. Computers & Education, 123, 164–173. https://doi.org/https://doi.org/10.1016/j.compedu.2018.05.007
- Oei, A. C., Patterson, M. D., & Geng, J. J. (2013). Enhancing cognition with video games: A multiple game training study. PLoS One, 8(3), e58546. https://doi.org/https://doi.org/10.1371/journal.pone.0058546
- Oei, A. C., & Patterson, M. D. (2014). Are video game training gains specific or general? Frontiers in Systems Neuroscience, 8, 54. https://doi.org/https://doi.org/10.3389/fnsys.2014.00054
- Oei, A. C., & Patterson, M. D. (2015). Enhancing perceptual and attentional skills requires common demands between the action video games and transfer tasks. Frontiers in Psychology, 6, 113. https://doi.org/https://doi.org/10.3389/fpsyg.2015.00113
- Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587. https://doi.org/https://doi.org/10.1073/pnas.0903620106
- Özgür, H. (2016). Adapting the media and technology usage and attitudes scale to Turkish. Educational Sciences: Theory & Practice, 16(5), 1711–1735. https://doi.org/https://doi.org/10.12738/estp.2016.5.0085
- Park, S. T., Im, H., & Noh, K. S. (2016). A study on factors affecting the adoption of LTE mobile communication service: The case of South Korea. Wireless Personal Communications, 86(1), 217–237. https://doi.org/https://doi.org/10.1007/s11277-015-2802-7
- Parong, J., Mayer, R. E., Fiorella, L., MacNamara, A., Homer, B. D., & Plass, J. L. (2017). Learning executive function skills by playing focused video games. Contemporary Educational Psychology, 51, 141–151. https://doi.org/https://doi.org/10.1016/j.cedpsych.2017.07.002
- Pažur, I. (2014). Attitude of the Rudjer Boškovic Institute’s scientists to the small screen mobile devices library services: A user survey. Library Hi Tech, 32(4), 628–644. https://doi.org/https://doi.org/10.1108/LHT-03-2014-0025
- Quaglio, G., & Millar, S. (2020). Potentially negative effects of internet use. European Parliamentary Research Service. Retreived January 8, 2021, from https://www.europarl.europa.eu/RegData/etudes/IDAN/2020/641540/EPRS_IDA(2020)641540_EN.pdf
- Ralph, B. C. W., Thomson, D. R., Cheyne, J. A., & Smilek, D. (2014). Media multitasking and failures of attention in everyday life. Psychological Research, 78(5), 661–669. https://doi.org/https://doi.org/10.1007/s00426-013-0523-7
- Ralph, B. C. W., Thomson, D. R., Seli, P., Carriere, J. S. A., & Smilek, D. (2015). Media multitasking and behavioral measures of sustained attention. Attention, Perception & Psychophysics, 77(2), 390–401. https://doi.org/https://doi.org/10.3758/s13414-014-0771-7
- Ramos, D. K., & Melo, H. M. (2019). Can digital games in school improve attention? A study of Brazilian elementary school students. Journal of Computers in Education, 6(1), 5–19. https://doi.org/https://doi.org/10.1007/s40692-018-0111-3
- Rapp, D. N. (2006). The value of attention aware systems in educational settings. Computers in Human Behavior, 22(4), 603–614. https://doi.org/https://doi.org/10.1016/j.chb.2005.12.004
- Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8- to 18-years-olds. Kaiser Family Foundation.
- Riley, E., Okabe, H., Germine, L., Wilmer, J., Esterman, M., Degutis, J., & Christiansen, H. (2016). Gender differences in sustained attentional control relate to gender inequality across countries. PLoS ONE, 11(11), 1–15. https://doi.org/https://doi.org/10.1371/journal.pone.0165100
- Roda, C. (2011). Human attention in digital environments. Cambridge University Press.
- Rosen, L. D., Whaling, K., Rab, S., Carrier, L. M., & Cheever, N. A. (2013). Is Facebook creating “iDisorders”? The link between clinical symptoms of psychiatric disorders and technology use, attitudes and anxiety. Computers in Human Behavior, 29(3), 1243–1254. https://doi.org/https://doi.org/10.1016/j.chb.2012.11.012
- Rovai, A. P., Wighting, M. J., Baker, J. D., & Grooms, L. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education, 12(1), 7–13. https://doi.org/https://doi.org/10.1016/j.iheduc.2008.10.002
- Sala, G., Tatlidil, K. S., & Gobet, F. (2018). Video game training does not enhance cognitive ability: A comprehensive meta-analytic investigation. Psychological Bulletin, 144(2), 111–139. https://doi.org/https://doi.org/10.1037/bul0000139
- Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31. https://doi.org/https://doi.org/10.1016/j.compedu.2012.10.003
- Sarter, M., Givens, B., & Bruno, J. P. (2001). The cognitive neuroscience of sustained attention: Where top-down meets bottom-up. Brain Research Reviews, 35(2), 146–160. https://doi.org/https://doi.org/10.1016/S0165-0173(01)00044-3
- Schmidt, M. E., & Vandewater, E. A. (2008). Media and attention, cognition, and school achievement. The Future of Children, 18(1), 63–85. https://doi.org/https://doi.org/10.1353/foc.0.0004
- Shi, J., Renwick, R., Turner, N. E., & Kirsh, B. (2019). Understanding the lives of problem gamers: The meaning, purpose, and influences of video gaming. Computers in Human Behavior, 97, 291–303. https://doi.org/https://doi.org/10.1016/j.chb.2019.03.023
- Singh, D., Psychoula, I., Kropf, J., Hanke, S., & Holzinger, A. (2018). Users’ perceptions and attitudes towards smart home technologies. In M. Mokhtari, B. Abdulrazak, and H. Aloulou (Eds.), ICOST 2018: Smart homes and health telematics, designing a better future: Urban assisted living (pp. 203–214), Lecture Notes in Computer Science, (Vol 10898). Cham: Springer. https://doi.org/https://doi.org/10.1007/978-3-319-94523-1_18
- Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having ınformation at our fingertips. Science, 333(6043), 776–778. https://doi.org/https://doi.org/10.1126/science.1207745
- Statista. (2019). Video games & gaming. Retreived June 27, 2019, from https://www.statista.com/statistics/246888/value-of-the-global-video-game-market/
- Stothart, C., Mitchum, A., & Yehnert, C. (2015). The attentional cost of receiving a cell phone notification. Journal of Experimental Psychology. Human Perception and Performance, 41(4), 893–897. https://doi.org/https://doi.org/10.1037/xhp0000100
- Sussman, J., & Tasso, A. F. (2013). The mesulam continuous performance test (M-CPT): Age-related and gender differences in the sustained attention of elementary school children. The New School Psychology Bulletin, 10(2), 1–13.
- Terry, C. A., Mishra, P., & Roseth, C. J. (2016). Preference for multitasking, technological dependency, student metacognition, & pervasive technology use: An experimental intervention. Computers in Human Behavior, 65, 241–251. https://doi.org/https://doi.org/10.1016/j.chb.2016.08.009
- Thornton, B., Faires, A., Robbins, M., & Rollins, E. (2014). The mere presence of a cell phone may be distracting: Implications for attention and task performance. Social Psychology, 45(6), 479–488. https://doi.org/https://doi.org/10.1027/1864-9335/a000216
- Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2021). Perceived challenges and online harms from social media use on a severity continuum: A qualitative psychological stakeholder perspective. International Journal of Environmental Research and Public Health, 18(6), 3227. https://doi.org/https://doi.org/10.3390/ijerph18063227
- Toril, P., Reales, J. M., Mayas, J., & Ballesteros, S. (2016). Video game training enhances visuospatial working memory and episodic memory in older adults. Frontiers in Human Neuroscience, 10, 206-206. https://doi.org/https://doi.org/10.3389/fnhum.2016.00206
- Trisolini, D. C., Petilli, M. A., & Daini, R. (2018). Is action video gaming related to sustained attention of adolescents? Quarterly Journal of Experimental Psychology, 71(5), 1033–1039. https://doi.org/https://doi.org/10.1080/17470218.2017.1310912
- Uncapher, M. R., Thieu, M. K., & Wagner, A. D. (2016). Media multitasking and memory: Differences in working memory and long-term memory. Psychonomic Bulletin & Review, 23(2), 483–490. https://doi.org/https://doi.org/10.3758/s13423-015-0907-3
- Vedechkina, M., & Borgonovi, F. (2021). A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children. Frontiers in Psychology, 12(487). doi:https://doi.org/10.3389/fpsyg.2021.611155
- Vega-Barbas, M., Pau, I., Ferreira, J., Lebis, E., & Seoane, F. (2015). Utilizing smart textiles-enabled sensorized toy and playful ınteractions for assessment of psychomotor development on children. Journal of Sensors, 2015, 1–9. https://doi.org/https://doi.org/10.1155/2015/898047
- Villani, D., Lucchetta, M., Preziosa, A., & Riva, G. (2009). The role of interactive media features on the affective response: A virtual reality study. e-Minds: International Journal on Human-Computer Interaction, 1(5), 35–55. Retrieved from https://dblp.org/rec/journals/eminds/VillaniLPR09
- Vujic, A. (2017). Switching on or switching off? Everyday computer use as a predictor of sustained attention and cognitive reflection. Computers in Human Behavior, 72, 152–162. https://doi.org/https://doi.org/10.1016/j.chb.2017.02.040
- Waite, B. M., Lindberg, R., Ernst, B., Bowman, L. L., & Levine, L. E. (2018). Off-task multitasking, note-taking and lower- and higher-order classroom learning. Computers & Education, 120, 98–111. https://doi.org/https://doi.org/10.1016/j.compedu.2018.01.007
- Waris, O., Jaeggi, S. M., Seitz, A. R., Lehtonen, M., Soveri, A., Lukasik, K. M., Söderström, U., Hoffing, R. A. C., & Laine, M. (2019). Video gaming and working memory: A large-scale cross-sectional correlative study. Computers in Human Behavior, 97, 94–103. https://doi.org/https://doi.org/10.1016/j.chb.2019.03.005
- Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students’ self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61(3), 185–204. https://doi.org/https://doi.org/10.1080/03634523.2012.672755
- Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2017). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning. Frontiers in Psychology, 8(605). https://doi.org/https://doi.org/10.3389/fpsyg.2017.00605
- Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365–374. https://doi.org/https://doi.org/10.1016/j.compedu.2011.08.029
- Xavier, A. J., d’Orsi, E., de Oliveira, C. M., Orrell, M., Demakakos, P., Biddulph, J. P., & Marmot, M. G. (2014). English longitudinal study of aging: Can Internet/e-mail use reduce cognitive decline? The Journals of Gerontology. Series A, Biological Sciences and Medical Sciences, 69(9), 1117–1121. https://doi.org/https://doi.org/10.1093/gerona/glu105
- Yardi, S., Caldwell, P. H. Y., Barnes, E. H., & Scott, K. M. (2018). Determining parents’ patterns of behaviour when searching for online information on their child’s health. Journal of Paediatrics and Child Health, 54(11), 1246–1254. https://doi.org/https://doi.org/10.1111/jpc.14068
- Zhang, Y., & Goh, W. B. (2018). The influence of peer accountability on attention during gameplay. Computers in Human Behavior, 84, 18–28. https://doi.org/https://doi.org/10.1016/j.chb.2018.02.021
- Ziegler, D. A., Simon, A. J., Gallen, C. L., Skinner, S., Janowich, J. R., Volponi, J. J., Rolle, C. E., Mishra, J., Kornfield, J., Anguera, J. A., & Gazzaley, A. (2019). Closed-loop digital meditation improves sustained attention in young adults. Nature Human Behaviour, 3(7), 746–757. https://doi.org/https://doi.org/10.1038/s41562-019-0611-9