Pedagogy and Technology: Visual-Motor Balance in the Digital Age

The transition to an increasingly digital educational environment raises important questions about children's health, with a particular focus on the decline in peripheral vision, a fundamental neurocognitive function. Recent studies suggest that high screen usage among children and adolescents is associated with reduced physical activity, an increased risk of depression, and a general decline in well-being. Furthermore, a relationship has been observed between prolonged and frequent screen-based media use and less efficient cognitive control during adolescence (Children's Bureau, 2023 ). This research aims to examine the correlation between extracurricular use of digital devices and peripheral visual function in relation to attentional capacities. Additionally, it seeks to evaluate if physical activity can serve as a potential counterbalance during developmental years. The relationship between children's digital habits and their cognitive skills is complex and multifaceted. Best et al. (2011) highlighted how executive functions are linked to academic success, emphasizing the importance of considering how technologies influence these functions throughout development. Moreover, the analysis of executive functions, including visual skills like peripheral vision, reveals their significance not only for academic performance but also for sports activities, suggesting an intrinsic connection with physical and mental well-being (Miller & Naglieri, 2011). Similarly, a recent review has shown that increased screen time can have adverse effects on children's cognitive and brain development, contributing to poorer language and executive function development (PMC, 2023 ). This study adopts a theoretical approach inspired by seminal figures in education and development, such as Vygotsky and Piaget, who emphasized the importance of the interaction between cognitive and physical development (Vygotsky, 1978; Piaget, 1952). It employs an experimental design to assess the impact of a physical activity program on a group of school-age children, with the aim of providing educators and teachers with strategies to promote a balance between technology use and healthy visual-cognitive and emotional development (Harris et al., 2015).