Houston Psych Professor Grigorenko: Study shows mind-wandering as a 'possible benefit from digital-based learning'

Recent research findings made by the University of Houston may challenge conventional wisdom about the impact of screen time and digital devices on young children according to a news article published by UH on Jan. 17. 

The research is the first to focus on children under the age of three and reveals that, while digital technology may bore, distract, and confuse them, those same emotions promote creativity and learning.

“One possible benefit from digital-based learning (DGBL) could be the freedom to engage in mind-wandering — those moments when attention shifts away from the task at hand and onto something unrelated. Mind-wandering may provide a child time and space to engage in creative problem solving, also referred to as a time of creative incubation that enhances their ability to learn,” Elena Grigorenko, Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology, and her colleagues, wrote in Journal of Intelligence. “We present evidence that DGBL apps may improve learning by capitalizing on positive and avoiding negative mind-wandering.”

"These devices and skills bring unique, innovative elements to the learning experience; yet we do not know the extent to which behavior, emotion, and socialization are affected by such experience," said study co-autor Hechmi Kilani, who is also a UH graduate student in Grigorenko's lab. "To find out, we conducted the second in a series of studies involving a 28-month-old named 'Ryan,' giving him his first opportunity to use an iPad."

Over the course of the study, Ryan displayed increased speed and proficiency in using the iPad over a five-week period. The researchers noted that his displays of attentiveness, help-seeking, and persistence correlated with positive mind-wandering outcomes, leading to a positive outcome: increased creativity.

For the study's second phase, or the "Ryan 2" test, the researchers focused further on mind-wandering, which is defined as moments of boredom and distraction, and found that it contributed to positive learning outcomes when Ryan displayed more attentiveness to the games that he played and was able to effectively navigate to an app that he liked, as well as the app itself. Evidence also suggested that the physical presence of a supportive caregiver increased Ryan's overall success.

"Through the course of the study, we found that Ryan’s states of confusion and distraction, in addition to his help-seeking behaviors, gave way to attentiveness and increased proficiency while using the device," said researcher and former undergraduate student Melissa B. Razo. "We believe this to be evidence that a child who is allowed to engage in mind-wandering while in the company of a caregiver will be able to engage in creative problem solving, that this will positively contribute to their learning, and that these results can be achieved using a DGBL app on an iPad.”

The study calls attention to the need for additional research to verify that apps labelled as educational truly offer learning benefits to young users, as well as that the apps designed for preschool children demand active participation from the child, encourage social interaction with caregivers, are engaging and meaningful, and provide a safe and productive opportunity for learning and development.