Efectos de la exposición prolongada a pantallas en los procesos de atención sostenida y lectura comprensiva en niños de 6 a 10 años Effects of prolonged screen exposure on sustained attention and reading comprehension processes in children aged 6 to 10 years
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Este estudo analisa a relação entre o tempo diário gasto em frente a telas e o desempenho em atenção sustentada e compreensão leitora em 186 crianças de 6 a 10 anos matriculadas na Escola de Educação Básica Manuel de Echeandía, em Guaranda, Equador. O estudo empregou um delineamento quantitativo, não experimental, transversal e correlacional-comparativo, utilizando métodos indutivos, analítico-sintéticos e hipotético-dedutivos durante o ano letivo de 2024–2025. A amostragem foi estratificada por nível escolar e sexo. Foram utilizados o Questionário de Hábitos Digitais Familiares (CHDF), o Teste de Atenção d2 e os Testes de Compreensão Leitora ECL-1 e ECL-2; a análise incluiu o coeficiente de correlação de Spearman e regressão linear múltipla. Os resultados mostraram correlações negativas estatisticamente significativas entre o tempo de tela e a atenção sustentada (r_s = −0,41, p < 0,001) e entre o tempo de tela e a compreensão leitora (r_s = −0,37, p < 0,001). O consumo passivo de conteúdo em vídeo apresentou a associação mais forte com o déficit de atenção (r_s = −0,46), enquanto o conteúdo educativo ativo apresentou um efeito menor (r_s = −0,18). O modelo de regressão explicou 31% da variância na atenção sustentada; o tempo de tela (β = −0,34) e o conteúdo passivo (β = −0,27) foram os preditores negativos mais fortes, e as horas de sono noturno atuaram como uma variável protetora (β = 0,18). Crianças com mais de três horas de exposição diária obtiveram pontuações mais baixas em ambas as variáveis cognitivas.
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