Media use during the time of COVID
Main Article Content
Abstract
Introduction: Recently, the digital processes and the online opportunities have become especially important, and this situation was only intensified by the appearance of the coronavirus epidemic.
Aims: The purpose of the present research was to examine the media usage habits, especially the experiences during the pandemic compared tot he previous years.. The reports of the last five years from the „DATAREPORTAL” site was analyzed, in which they always summarize the digital habits of the 16-64-year-old age group.
Results: The daily average time spent on the internet has been over six hours for years, and although the number of tasks and opportunities offered by the internet has increased widely as a result of the pandemic, it has not drastically increased the daily amount of the internet use. At the same time, the use of the social media shows a slow, but steady growth.
Conclusion: It seems that the internet use has reached its maximum, as the daily amount of using time has not increased above seven hours for years. However, this amount still represents a third of our days, so the key to maintaining a healthy lifestyle is learning to use the internet in moderate and conscious way.
Downloads
Article Details
Section
How to Cite
References
Amichai-Hamburger, Y. – Ben-Artzi, E. (2003): Loneliness and internet use. Computers in Human Behavior. 19. 1. 71–80. DOI: 10.1016/S0747-5632(02)00014-6
Bonifazi, G. – Cecchini, S. – Corradini, E. – Giuliani, L. – Ursino, D. –Virgili, L. (2022): Investigating community evolutions in TikTok dangerous and non-dangerous challenges. Journal of Information Science. 1–25. DOI: 10.1177/01655515221116519
Farkas, B.P. (2016): Digitális intelligencia – Készségek a sikeres digitális élethez. TÉR/IDŐ. From: https://terido.wordpress.com/2016/09/04/digitalis-intelligencia-keszsegek-a-sikeres-digitalis-elethez/
Jiménez-Murcia, S. – Fernández-Aranda, F. (2022): COVID-19 and behavioral addictions: Worrying consequences? European Neuropsychopharmacology. 56. 77–79. DOI: 10.1016/j.euroneuro.2021.12.004
Kemp, S. (2018): Digital 2018: Global Digital Overview. DATAREPORTAL. From: https://datareportal.com/reports/digital-2018-global-digital-overview
Kemp, S. (2019): Digital 2019: Global Digital Overview. DATAREPORTAL. From: https://datareportal.com/reports/digital-2019-global-digital-overview
Kemp, S. (2020): Digital 2020: Global Digital Overview. DATAREPORTAL. From: https://datareportal.com/reports/digital-2020-global-digital-overview
Kemp, S. (2021): Digital 2021: Global Digital Overview. DATAREPORTAL. From: https://datareportal.com/reports/digital-2021-global-overview-report
Kemp, S. (2022): Digital 2022: April Global Statshot Report. DATAREPORTAL. From: https://datareportal.com/reports/digital-2022-april-global-statshot
Ko, C.-H. – Yen, J.-Y. – Liu, S.-C. – Huang, C.-F. – Yen, C.-F. (2009): The associations between aggressive behaviors and internet addiction and online activities in adolescents. Journal of Adolescent Health. 44. 6. 598–605. DOI: 10.1016/j.jadohealth.2008.11.011
Lauricella, A.R. – Cingel, D.P. (2020): Parental influence on youth media use. Journal of Child and Family Studies, 29. 1927–1937. DOI:10.1007/s10826-020-01724-2
Leung, L. (2004): Net-generation attributes and seductive properties of the internet as predictors of online activities and internet addiction. CyberPsychology & Behavior. 7. 3. 333–348. DOI: 10.1089/1094931041291303
Lippi, G. – Henry, B.M. – Bovo, C. – Sanchis-Gomar, F. (2020): Health risks and potential remedies during prolonged lockdowns for coronavirus disease 2019 (COVID-19). Diagnosis. 7. 2. 85–90. DOI: 10.1515/dx-2020-0041
Molnár, P. (2010): A média szerepe a gyermekek életében. Módszertani közlemények. 50. 2. 56–62.
Nemzeti Alaptanterv (2012): 110/2012. (VI. 4.) Korm. rendelet. From: https://njt.hu/jogszabaly/2012-110-20-22
OECD. (2019): PISA 2018 Results (Volume III). What school life means for students’ lives. PISA, OECD Publishing. From: https://doi.org/10.1787/acd78851-en
Prievara, D.K. (2018): A problémás mértékű internethasználat pszicho-szociális háttértényezői és prevenciós lehetőségei. Doktori Disszertáció. SZTE Doktori Repozitórium. From: https://doktori.bibl.u-szeged.hu/id/eprint/9794
Prievara, D.K. (2022, megjelenés alatt): Internethasználat – egészségesen és tudatosan. Szegedi Tudományegyetem Juhász Gyula Pedagógusképző Kar Juhász Gyula Felsőoktatási Kiadó, Szeged.
Rodé, M. (2018). Virtuális rabszolgaság – A látszat rabszolgái. Kalandozás a digitális világban. Az internet előnyei és hátrányai. Kolor Optika Bt, Budapest.
Serra, G. – Lo Scalzo, L. – Giuffrè, M. – Ferrara, P. – Corsello, G. (2021): Smartphone use and addiction during the coronavirus disease 2019 (COVID-19) pandemic: Cohort study on 184 Italian children and adolescents. Italian Journal of Pediatrics. 47. 150. DOI: 10.1186/s13052-021-01102-8
Shapira, N.A. – Lessing, M.C. – Goldsmith, T.D. – Szabo, S.T. – Lazoritz, M. – Gold, M.S. – Stein, D.J. (2003): Problematic internet use: Proposed classification and diagnostic criteria. Depression and Anxiety. 17. 4. 207–216. DOI: 10.1002/da.10094
Young, K.S. (2004): Internet addiction: A new clinical phenomenon and its consequences. American Behavioral Scientist. 48. 4. 402-415. DOI: 10.1177/0002764204270278
Yuhyun, P. (2016): 8 digital skills we must teach our children. World Economic Forum. From: https://www.weforum.org/agenda/2016/06/8-digital-skills-we-must-teach-our-children/