Les écrans interactifs

Les téléphones ont aujourd’hui la particularité de pouvoir être utilisés pour de multiples raisons, incluant la recherche d’information, la détente, les interactions sociales ou encore le divertissement¹. Mais, malheureusement, une utilisation excessive peut entraîner des problèmes chez certains individus, notamment lorsqu’elle interfère avec le travail, l’école ou la vie sociale². Une telle utilisation peut alors impacter négativement sur la santé mentale (dépression, anxiété)³ aussi bien que physique (par exemple problèmes de dos)^4–6, ainsi que la productivité⁷ ou les performances scolaires⁸. On peut aussi observer des symptômes d’addiction lorsque l’individu n’a pas accès à son téléphone⁹. Certains traits de personnalité semblent favoriser cette utilisation excessive, comme le besoin d'être rassuré, l’impulsivité, et l’extraversion². Les réseaux sociaux sont considérés comme étant la cause principale de l’utilisation problématique du téléphone¹⁰.

Alors est-ce que l’utilisation des réseaux sociaux peut clairement avoir des effets négatifs ?

Cette question reste controversée. Certaines études ont montré que le temps passé sur les réseaux sociaux favorise les émotions négatives (tristesse, culpabilité)^11,12, une mauvaise image de soi¹³, et que réciproquement des états dépressifs ou d’anxiété favorisent l’utilisation des réseaux sociaux^14,15. Pourtant, des méta-analyses ne rapportent que de faibles corrélations entre l’utilisation des réseaux sociaux et des mesures de bien-être, d’estime de soi, de dépression, de solitude¹⁶ ou de performances scolaires¹⁷. D’autres variables comme le type d’utilisation, l’âge de la personne, ses traits de personnalité ou encore son milieu socioculturel doivent donc être prises en compte.

Dans les pays dits « développés », plus de 1,2 milliard d’individus joueraient régulièrement à des jeux vidéo, incluant plus de 80 % des enfants à partir de huit ans^18–20. Concernant les jeunes enfants, on sait que l’utilisation d’appareils électroniques mobiles (téléphone, tablette) par les parents réduit significativement la quantité d’interactions qu’ils ont avec leurs enfants^21,22, ce qui peut avoir un impact sur leur développement.

On sait aussi que la plupart des jeunes enfants commencent aujourd’hui à interagir avec une tablette ou un téléphone avant l’âge d’un an²³, et que cela peut avoir possiblement des conséquences négatives sur leur développement cognitif²⁴ et sur leur sommeil²⁵. Par contre, chez les enfants plus âgés et les adolescents, jouer à des jeux vidéo a, bien au contraire, des effets positifs sur les compétences perceptuelles, attentionnelles ou cognitives, selon celles que les jeux auxquels ils jouent sollicitent^26–29. Ainsi, bien évidemment, jouer à un jeu vidéo calme qui ne sollicite pas énormément ces compétences (par exemple, Farmville) n’aura pas le même effet qu’un jeu d’action qui les sollicite davantage (par exemple, Call of Duty). L’âge reste aussi un facteur important, et les effets bénéfiques n’apparaissent que pour les jeux qui ont été conçus pour le groupe d’âge testé^27,28.

Du point de vue de la santé mentale, certains travaux suggèrent que les jeux vidéo peuvent avoir un effet positif sur la motivation, l’humeur et la vie sociale^30,31, voire augmenter la créativité parmi les enfants plus jeunes³². Il existe aussi plusieurs études montrant que jouer à des jeux coopératifs ou à des jeux dit prosociaux (par exemple Spock), dans lesquels on doit aider d’autres personnages, induisent davantage d’empathie et de comportements d’entraide en dehors du jeu^33–36. Chez des enfants et des adultes subissant une chimiothérapie ou devant être anesthésiés, jouer aux jeux vidéo semble même pouvoir réduire l’anxiété et les nausées^37–39.

Mais que sait-on sur les jeux violents ?

L’idée que jouer aux jeux vidéo violents entraînerait des comportements violents reste aujourd’hui très controversée dans la communauté scientifique^40,41. Ce n’est pas étonnant étant donné que plusieurs travaux, et notamment des méta-analyses récentes, n’aboutissent pas aux mêmes conclusions. Certains confirment ce lien^42–45, d’autres non^46–50. Un article récent parle même de guerre de méta-analyses⁵¹ ! Les raisons sont liées à la diversité des variables et des études prises en compte, et qui peuvent varier énormément concernant la manière dont l’agressivité a été mesurée (sur quelle durée ? Sur quelle population ? Avec quels jeux ? ...), sans parler des biais de publication qui restent difficiles à contrôler (comme la tendance qu’ont les études qui trouvent des effets spectaculaires à être davantage publiées). Une analyse récente concernant les données issues de toutes ces méta-analyses conflictuelles, réalisée en collaboration avec leurs principaux auteurs, conclut que globalement, dans la grande majorité des cas, les jeux violents augmenteraient bien les comportements agressifs, mais que ces effets restent presque toujours très faibles⁵¹.

Plusieurs études soulignent que certains enfants, qui jouent plus de trois heures par jour, peuvent perdre le contrôle au point que jouer aux jeux vidéo entraînerait des problèmes d’isolement social, de mauvais résultats scolaires, de dépression, d’anxiété et de sommeil^52–57. L’enfant peut alors devenir extrêmement irritable et agressif si les parents tentent de limiter l’accès aux jeux vidéo⁵⁸. Plusieurs études rapportent qu’entre 3 et 8 % des adolescents et jeunes adultes souffrent de ce type de problème avec les jeux vidéo^59,60, et les garçons auraient environ cinq fois plus de chances que les filles d’être concernés⁶¹. Ce type de problème avec les jeux vidéo a, par ailleurs, été associé avec de l’impulsivité, des troubles du déficit de l’attention avec hyperactivité^62,63, de l’agressivité^63–65, de la timidité ou de l’anxiété sociale^57,61,66,67, de l’anhédonie^61,68 et de la solitude⁶⁹.

Certains chercheurs ont même commencé à parler très sérieusement de possible addiction aux jeux vidéo ou à internet^70–72, mais cela reste controversé. Très rapidement, d’autres chercheurs se sont manifestés pour exprimer leur désaccord pour plusieurs raisons. Tout d’abord, on ne voit pas de symptômes physiologiques d’habituation en cas de jeu régulier, ou de sevrage quand un individu est privé d’écran. Ensuite, parler d’addiction risque de détourner l’attention d’autres facteurs comme l’environnement de l’enfant qui peuvent être à l’origine des comportements à problèmes^70,73,74.

Depuis plusieurs années, les tablettes et les ordinateurs apparaissent dans les écoles, souvent dès la primaire⁷⁵. Les jeux éducatifs numériques sont des jeux conçus pour être à la fois agréables, motivants et éducatifs. Certains jeux sont conçus pour acquérir des compétences scolaires, d’autres pour améliorer la santé physique ou mentale. Alors sont-ils vraiment efficaces ?

En ce qui concerne les jeunes enfants, même s’il n’y a encore que trop peu d’études pour pouvoir généraliser à tous les contenus, les quelques méta-analyses et revues de littérature scientifique récentes rapportent des effets bénéfiques du numérique sur les compétences littéraires, mathématiques et sociales chez les jeunes enfants de moins de six ans, surtout lorsqu’ils sont utilisés avec un parent ou un éducateur^76–78.

Pour les enfants plus âgés ou les adolescents, plusieurs méta-analyses sur le sujet existent et s’accordent toutes sur l’efficacité des jeux éducatifs numériques pour aider aux apprentissages, notamment à l’acquisition de connaissances^79–83. La question est donc maintenant de savoir comment les utiliser pour s’adapter au mieux au niveau et au besoin de chaque élève. On sait, par exemple, que les tablettes semblent être plus efficaces que les ordinateurs de bureau (en favorisant le déplacement et les interactions entre élèves). Le numérique semble être plus efficace lors d’apprentissages inquisitifs/actifs que lors d’apprentissages passifs, dans des cadres informels (comme lors de sorties scolaires) plutôt que formels (en classe), et que les durées courtes (moins de six mois) sont plus efficaces que les durées longues, car le support numérique est alors en général plus ciblé, mieux encadré par l’enseignant et l’effet de nouveauté favorise l’engagement des élèves⁸⁴.

Concernant la santé physique, adopter un mode de vie plus sain reste un défi, souvent à cause de problèmes de temps et de motivation^85,86. Des jeux vidéo ont alors été conçus pour surmonter ces obstacles, ainsi que d’autres logiciels ou applications qui intègrent des éléments typiques des jeux vidéo (feedback, points, niveaux, défis, compétitions, avatars, comme Zombies, Run ! ou SuperBetter). Ces alternatives numériques ont en général montré une certaine efficacité pour promouvoir l’activité physique et un meilleur régime alimentaire^87–90.

Concernant les jeux conçus pour améliorer la santé mentale (par exemple SPARX, Mindlight), ils ont, eux aussi, globalement montré leur efficacité pour diminuer l’anxiété et les symptômes dépressifs chez les enfants et les adolescents^91–93.

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