Quantitative analysis finds no significant change in cognitive function from smartphone breaks in sleep-deprived students, suggesting the need for revised phone policies.
The following study investigates the relationship between smartphone breaks and an increase in cognitive functionfor sleep-deprived high school students. A quantitative method using the Pittsburgh Sleep Quality Index, Stroop test,and reaction time test collected data on 37 students from a Northeastern Illinois high school. Students wereadministered a three-minute smartphone break in the middle of their class period to see if it had any effect on theirperformance on the reaction time and Stroop test. The results suggest that there was no significant relationshipbetween smartphone breaks and an increase in cognitive function for sleep-deprived students. It was also concludedthat there was no significant difference between the effects of smartphone breaks on sleep-deprived and adequatelyrested high school students. Theoretical and practical implications of the results were discussed, for example,teachers could enforce stricter cellphone policies in schools and improve mental breaks for their students by notallowing phones during a mental break.
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Brian et al. (2024) studied this question.
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