© Pint of Science, 2025. All rights reserved.
This evening brings together two engaging talks that invite us to reflect on the hidden forces behind our digital and physical environments—whether in digital media or broader systems. From rethinking children’s screen time through the lens of research, to examining how everyday design choices influence societal outcomes, this event . Join us to explore how thoughtful, intentional design can create more meaningful and effective experiences for all!
Moral Panic or Screen Limits? How Young Children Learn from Screens
Anett Sundqvist
(Biträdande Professor)
Can children actually learn from screens – or is it all just harmful?
In today’s digital world, parents are constantly bombarded with warnings about screen time. But what does the research really say? This talk explores how young children learn from digital media—and why it’s about much more than just minutes in front of a screen.
We’ll dive into concepts like transfer deficit—why children have difficulties applying what they see on a screen to real life—and technoference, where parents’ own device use interferes with their child’s learning. But most importantly, we’ll highlight the role of context and content: what a child watches, with whom, and in what situation often matters more than how long they watch.
Since the explosion of smartphones and tablets around 2010, we’ve adopted digital media into our daily lives almost without thinking—rarely asking why or how we use it. But digital media isn’t inherently bad. It’s not about if we use it, but how. Thoughtful, intentional use can make a real difference—and the good news is, we can change our digital habits if we want to.
Join us to rethink the debate: is it all just moral panic—or can screen time be meaningful for our younger learners?
In today’s digital world, parents are constantly bombarded with warnings about screen time. But what does the research really say? This talk explores how young children learn from digital media—and why it’s about much more than just minutes in front of a screen.
We’ll dive into concepts like transfer deficit—why children have difficulties applying what they see on a screen to real life—and technoference, where parents’ own device use interferes with their child’s learning. But most importantly, we’ll highlight the role of context and content: what a child watches, with whom, and in what situation often matters more than how long they watch.
Since the explosion of smartphones and tablets around 2010, we’ve adopted digital media into our daily lives almost without thinking—rarely asking why or how we use it. But digital media isn’t inherently bad. It’s not about if we use it, but how. Thoughtful, intentional use can make a real difference—and the good news is, we can change our digital habits if we want to.
Join us to rethink the debate: is it all just moral panic—or can screen time be meaningful for our younger learners?
Designing – making impacts on all aspects of our lives: How to research it?
Tomohiko Sakao
(Professor)
Designing is ubiquitous. All artefacts are designed; products, services, software, and even laws. How they are designed impacts their performance (in terms of economy, environment, and so forth) - designing determines ca 80% of the performance. Here's a problem, that is, bad (or worse) designing exists and we want to avoid it. Research of designing in general consists of understanding of design activities and developing support for designing. This talk will concern designing and invite you to think about it hopefully in different ways than before. The speaker's own experience in three decades of research will be shared for discussions. It will include use of various research methods such as interview, computational modelling, protocol analysis, and neuro-cognition analysis.
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