Screen Time versus Physical Activity: A Comparative Study of Their Impact on the Physical Health of School Children

Abstract

The pandemic has heightened the significance of online education. Moreover, due to certain restrictions, people’s interactions with digital tools have started to shift. Consequently, this study investigates the readiness for online learning, the phenomenon of Phubbing, and sofalizing behaviours among pre-service teachers, as well as the relationships among these variables in a fully online teaching environment. A correlational design was utilized for this research. The research involved 130 pre-service teachers as participants. Data collection was carried out using the E-Learning Readiness Scale for College Students, the Generic Scale of Phubbing, the Generic Scale of Being Phubbed, and the Sofalizing Scale. This data collection took place at the conclusion of the fall semester of the 2020-2021 academic year. The results indicated that pre-service teachers exhibited a high level of readiness for online learning. In contrast, the results for the Phubbing, being Phubbed, and sofalizing scales were notably low. There were no notable differences in these variables based on gender. A distinction was only noted in the scores for being Phubbed based on the participants’ departments. The research identified a significant correlation between Phubbing, being Phubbed, and sofalizing behaviours. However, no significant correlation was found between these factors and online learning readiness. It is recommended that the findings of this study could aid future investigations involving online learning readiness, Phubbing, and solarizing behaviours.