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<p>The rapid expansion of digital technologies in higher education has transformed learning globally, yet growing evidence highlights concerns regarding academic engagement, mental health, and social integration, particularly in developing contexts such as India. This mixed-methods study examined patterns, determinants, and outcomes of academic and non-academic screen use among Indian higher education students, focusing on cognitive, psychological, and social dimensions of digital engagement. Using an explanatory sequential design, quantitative data were collected through a cross-sectional survey of 600 students and analysed using descriptive statistics, independent samples <i>t</i>-tests, ANOVA, and structural equation modelling. Subsequently, semi-structured interviews were conducted with 30 participants to elaborate on quantitative findings. Results indicated significant differences in screen engagement across gender, institution type, and academic level. Excessive non-academic screen use was negatively associated with academic engagement and psychological well-being, whereas moderated academic screen use showed positive associations. Qualitative findings corroborated these relationships, revealing experiences of digital fatigue, emotional strain, and culturally embedded self-regulation strategies. Integrating quantitative and qualitative evidence, the study demonstrates the interdependence of cognitive, emotional, and social outcomes of digital engagement. The findings underscore the limitations of duration-based approaches to screen time and the need for multidimensional frameworks.</p>

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Screen engagement in Indian higher education examining usage patterns developmental outcomes and adaptive strategies

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月24日

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  • Antarjyami Mahala,
  • A. V. Jayalakshmi,
  • Bhavin Chauhan,
  • Meenakshi Bauddh,
  • Basanta Kumar Mahakur

摘要

The rapid expansion of digital technologies in higher education has transformed learning globally, yet growing evidence highlights concerns regarding academic engagement, mental health, and social integration, particularly in developing contexts such as India. This mixed-methods study examined patterns, determinants, and outcomes of academic and non-academic screen use among Indian higher education students, focusing on cognitive, psychological, and social dimensions of digital engagement. Using an explanatory sequential design, quantitative data were collected through a cross-sectional survey of 600 students and analysed using descriptive statistics, independent samples t-tests, ANOVA, and structural equation modelling. Subsequently, semi-structured interviews were conducted with 30 participants to elaborate on quantitative findings. Results indicated significant differences in screen engagement across gender, institution type, and academic level. Excessive non-academic screen use was negatively associated with academic engagement and psychological well-being, whereas moderated academic screen use showed positive associations. Qualitative findings corroborated these relationships, revealing experiences of digital fatigue, emotional strain, and culturally embedded self-regulation strategies. Integrating quantitative and qualitative evidence, the study demonstrates the interdependence of cognitive, emotional, and social outcomes of digital engagement. The findings underscore the limitations of duration-based approaches to screen time and the need for multidimensional frameworks.