Moderate Home Computer Use Linked with Children’s Optimal Cognitive, Academic Outcomes: Evidence of U-Shaped Associations

Abstract

While excessive screen time is often viewed as harmful, moderate digital engagement may be associated with more favorable developmental outcomes. This aligns with the Goldilocks hypothesis, which proposes that cognitive and academic outcomes are optimized at moderate—rather than minimal or excessive—levels of digital use. Yet, many studies rely on linear models, potentially overlooking non-linear associations. Using data from 11,332 Czech primary school children, we examined whether parent-reported home computer use showed non-linear associations with cognitive and academic performance. Cognitive outcomes, assessed via the Invenio diagnostic system—a gamified battery measuring inductive and quantitative reasoning, spatial skills, and associative memory—exhibited an inverted U-shaped pattern in three of four domains, with peak scores among every-other-day users. These effects persisted after controlling for parental education and test completion times. Academic outcomes showed less consistent patterns: Czech and math performance peaked at lower usage frequencies—once or twice a month or weekly—while English scores increased across all levels, suggesting subject-specific associations.