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Andrew Przybylski

Novice human. Apprentice investor. Journeyman entrepreneur.

Before you ask, it's pronounced (shuh-bill-ski). I'm an experimental psychologist and Director of Research at the Oxford Internet Institute. My work is mainly concerned with applying psychological models of motivation and health to study how people interact with virtual environments including video games and social media. I am particularly interested in integrating open, robust, and reproducible science with evidence-based policymaking in the digital age.

Highlights

May 9 · linkedin

A really interesting thing is happening as digital abstinence and restrictive bans are entering the focus of our popular conversation around digital mental health and well-being. Individual studies are being picked out or discovered and interpreted in isolation. Some are proposing immediate policy action or a shift in research priorities. These are being used to justify using limited policy bandwidth to improve the experiences of young people.

We all want the best for young people, especially in terms of their mental health and well-being. That said, jumping reactive policies not dialled into the needs of schools and children or supported by evidence can (and will) have unintended consequences. This review of mobile phone bans is presents a better way to think about this topic because it brings many things to light that an individual study does not. Perspective and expertise should have us question and carefully consider dramatic and reactive policy or shifts in the research agenda.

📚🚫 Rationale for "Bans": Many authorities believe that banning mobile phones in schools will help reduce distractions, improve focus on learning, enhance student wellbeing, and decrease cyberbullying.

🔍📉 Evidence and Effectiveness: Despite these intentions, research provides little proof that these bans effectively achieve the mentioned goals, and some regions that previously enforced such bans have reversed them due to practical difficulties.

🔬📊 Scoping Review Study: A comprehensive scoping review was conducted to evaluate global evidence on the impact of mobile phone bans on academic achievement, mental health, and cyberbullying, revealing mixed results with only some studies indicating slight benefits.

🏫📈 Academic Achievement: The review found that mobile phone bans might slightly improve academic performance primarily for disadvantaged or low-achieving students, although several studies reported no significant difference.

🧠💬 Mental Health Impacts: The effects on mental health are inconclusive, with some studies suggesting positive effects based on teacher and parent perceptions, while others noted increased anxiety and harm among students due to bans.

👫📱 Bullying and Cyberbullying: Results regarding bullying are mixed; some studies noticed a slight reduction in bullying with bans, but others observed an increase in online victimisation, possibly due to perceived punitive nature of the bans.

📜🤔 Policy Recommendations: The evidence is generally weak and inconclusive, leading experts to suggest that decisions on mobile phone bans should be left to individual schools that understand their unique community needs, emphasising education on appropriate phone use over outright bans.

#evidencesynthesis #evidencereadinesslevels #evidencebasedpolicy #digitalwellbeing #causalmodeling

Apr 7 · linkedin

It is popularly believed that social media is a net negative for young people. Outsized and unevidenced claims by a handful of pundits are driving the conversation. Solid data and careful analysis tell a very different story. The way young people use social media and its integrated into their social lives is complex and often positive.

We all want a safer and more healthy overlap between the digital and analogue, we won't get there with polemics and quick fixes. We need good data and evidence-based policies.

🔍 Employed data from the Trondheim Early Secure Study, observing a Norwegian birth cohort at ages 10 to 18 through biennial assessments. Social media engagement was quantified via self-reports on activities such as liking, commenting, and posting. Assessments of social skills and the quantity of time spent with friends offline were based on parental and self-reports, respectively.

💡 Found no predictive relationship between increased social media use across ages 10 to 18 and changes in social skills, countering the argument that social media might impair social skills development during adolescence.

🤝 Detected a positive correlation between social media use and time spent with friends offline, especially between ages 12 to 14, suggesting that social media engagement may encourage more offline social interactions among young individuals.

📈 The study conducted a rigorous longitudinal analysis to explore the evolution of social media use and its impact on social skills and offline friendships over time, providing valuable insights into how these dynamics change during critical developmental periods in adolescence.

🔄 The research did not find support for the theory that social media use hampers the development of social skills. On the contrary, it indicated that social media might actually aid in strengthening offline friendship connections, echoing previous research that online and offline interactions can be mutually beneficial.

#digitalwellbeing #adolescentwellbeing #evidencebasedpolicy

https://lnkd.in/eN7TvTiS

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Andrew Przybylski
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Experience

Director of Research at Oxford Internet Institute, University of Oxford
Associate Professor at University of Oxford

Education

Ph.D., Social & Experimental Psychology, University of Rochester
B.A., Clinical & Social Psychology, University of Rochester