The expression “Skibidi Toilet syndrome” has emerged relatively recently while discussing how Generation Alpha engages with the digital world. The term originated from a broad meme of affection towards mindless yet addictive content. The “Skibidi” figure and his ridiculous stunts, which, interestingly, are not relevant but hold kids’ attention for hours, have best defined the craze for these video shorts, which are ridiculous yet very attractive.
The Skibidi Toilet Syndrome manifests a more significant social malaise: shortening children’s attention spans. Like the overly popular “Skibidi” video, kids always gravitate towards “entertaining” media that seeks no mental engagement. Many psychologists believe that viewing a silly, short, funny clip can hinder repeatedly a young one’s attention span, perhaps permanently, to more rigid educational activities.
This disease also highlights how passive children are in using digital media. They only watch videos that aim to increase dopamine in the brain instead of doing creative or physical activities. As a result, a generation that lacks the impulse control and boredom tolerance needed for creativity and cognitive development is growing up.
The length of time an individual remains on a topic without engaging in distracting activities is called attention span. Studies confirm that attention spans are decreasing, especially among the youth. However, attention span differs from one activity to another in all people. It was generalized in the 2000s that the average attention span of people was about 12 seconds. It has changed in the recent past, as it is said to have an average of eight seconds, which is less than that of a goldfish.
The truth is especially salient among Generation Alpha, who grew up in an environment that heavily encourages instant rewards. Tech firms use behavioral psychology by incorporating dopamine hits and random rewards to hold their audiences’ attention. Most internet applications trigger the release of the neurotransmitter dopamine, the brain’s rewarding chemical, to enthrall the users. Each like, share, and watch further entrenches the habit, paving the way for dangerous consumption.
Apps that promote content that emphasizes brevity over substance include TikTok and YouTube Shorts. While these platforms were initially intended to entertain, they have evolved into how children interact with the outside world. Each video is made to be as engaging as possible quickly, leading to overstimulation of the mind, making it easier to concentrate on slower, less stimulating activities like reading, creative play, or even just talking to others.
Generation Alpha’s experience is more comprehensive than short attention spans. This is because there is a cost associated with fully immersing oneself in digital content for an extended period. Additional studies have shown that as children’s exposure to digital devices grows, so does the prevalence of anxiety, depression, and sleep disorders in these children. However, most children usually develop social phobia, poor self-image, and excessive concern for how they look.
Furthermore, excessive use of the Internet can bring up the problem of abuse and abuse because of the seclusion that is offered by embedded electronic devices. Many children from Generation Alpha have been caught up in this dilemma where there is competition to add on, a need for validation, and cyberbullying in the absence of any effective strategy to mitigate the problem.
Not only that, but youngsters frequently come into contact with extremist or otherwise adversarial content, as the vast majority of Internet content is algorithmically filtered, thus rendering them susceptible to misinformation or radicalization. If this exposure persists, it will inevitably shape their values, beliefs, and perceptions of the world about them in the long run.
Given the problems of the digital era, parents, teachers, and society are challenged to create a digital space appropriate for Generation Alpha. Acknowledging some of the generation’s shortcomings, enhancing their emotional quotient, infusing mindfulness, and moderating technology become necessary.
The first action for parents and other caregivers is to draw the line more crisply regarding screen time. Screen time can be quite imperative in teaching and assisting; however, unrestricted use of such technology will bring about addiction and, ultimately, disregard for the outside world. Regular breaks from any screen are vital to promoting a healthy way of life, especially at night before sleeping and during family meals.
In addition, teachers should have the necessary tools to protect themselves from the adverse effects of different types of digital technologies while actively involving young learners during the learning process. Active learning techniques like discussions, project work, and practical work improve children’s focus and attention span. Also, some stress management and self-awareness practices, such as emotional regulation and mindfulness, should be incorporated into the blank school curriculum meant for children.
It is also the responsibility of adults to set a good example. Young children are very good at learning and copying whatever they see their parents and adults doing. Hence, the child’s likelihood of engaging in the same behavior can be magnified if they see their caregivers using smartphones every time. Children’s perspective on technology use can be shaped quite well by the concept of moderation, which suggests not just the use of sites and applications but also encourages other healthy activities such as reading books or playing outdoors with other kids face to face.
Some challenges come with raising Generation Alpha in an era dominated by technology. However, the following solutions can curtail the effects of overexposure to the Internet:
- Guide children in using technology in a well-disciplined manner to enable them to cope better with the challenges posed by the computer age. Focus on evaluating information found online, understanding the systems at play, and valuing confidentiality.
- Motivate children to create content, rather than simply mediate, by helping in the use of skill-based platforms and engaging in creative and critical activities like storytelling, video making, and programming.
- Engage in mainly off-screen activities, which help develop values such as patience, overcoming hardship, and mental and emotional growth. For example, participate in sports, do the arts, or step out of their comfort zone.
- Promote open dialogues, equip children with tools to help them deal with stress and unwanted feelings, and help them understand and develop empathy.
- To mitigate dependence, endorse healthy practices with the technology used, namely, screen time limits, breaks in device use, and reflection on its effects on the individual’s health.
Overload of online materials and lack of emotional attention are primary factors in the complex problem affectionately termed the catastrophe of Generation Alpha. This tragedy, however, is avoidable, by taking appropriate actions. For instance, we can provide support to Generation Alpha to help them cope with the challenges of the digital age while at the same time promoting their mental and emotional stability through the encouragement of healthy offline activities, digital competence, and positive engagement with the medium.
In their capacity as parents, teachers, and members of society, we all must work towards helping this generation achieve a better balance with technology in a more productive and content way.
References
- American Academy of Pediatrics. (2016). Media and Young Minds. Pediatrics, 138(5).
- Anderson, M., & Jiang, J. (2018). Teens, Social Media & Technology 2018. Pew Research Center.
- Lillard, A. S., Drell, M. B., Richey, E. M., & Yarrow, J. (2019). The Impact of Children’s Media Use on Cognitive Development. Psychological Science in the Public Interest, 20(1), 1-20.
- Twenge, J. M. (2017). iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for Adulthood. Atria Books.
- World Health Organization. (2019). Guidelines on Physical Activity, Sedentary Behaviour, and Sleep for Children Under 5 Years of Age.
