DEVELOPING A CONCEPTUAL FRAMEWORK OF DIGITAL MEDIA USE AND LEARNING ATTENTION IN PRIMARY SCHOOL CHILDREN: THE MODERATING ROLE OF PARENTAL INTERACTION

Abstract

Despite growing research on children's digital media use, its relationship with learning attention remains conceptually fragmented and empirically inconsistent. This study develops a conceptual framework linking digital media use, parental interaction, and learning attention among primary school children through an integrative literature review. Evidence from 44 peer-reviewed studies was synthesised using a thematic comparative approach to identify recurring themes, conceptual relationships, and research gaps. The findings suggest that digital media use is best conceptualised through screen-time duration and digital media content, while learning attention comprises selective attention, sustained attention, and task focus. Parental interaction, represented by restrictive mediation, active mediation, and joint media engagement, is proposed as a moderating construct. The proposed framework provides an evidence-informed theoretical foundation for future empirical research on children's digital media use and learning attention.

Keywords: Digital Media Use, Learning Attention, Parental Interaction, Primary School Children, Integrative Literature Review