The phenomenon of gadget dependency and its impact on the social interaction of elementary school students

Abstract

Gadget dependency among elementary school students has become a growing concern because excessive and poorly regulated digital-device use may reduce opportunities for direct social interaction. This study aims to analyze the phenomenon of gadget dependency, identify forms and contributing factors, and examine its impact on the social interactions of elementary school students in school, family, and peer environments. The study employed a qualitative approach with a descriptive library research design. Data were obtained from scholarly journal articles, books, research reports, and other academic publications, particularly those published during 2019–2026. Data were collected through documentation and systematic literature searching using academic databases, followed by source screening, reading, recording, categorization, and synthesis. Data were analyzed using content analysis and descriptive thematic synthesis, with source triangulation to ensure credibility. The findings indicate that problematic gadget use is characterized by difficulty stopping use, prioritizing digital activities, excessive use during learning and before bedtime, and reduced participation in direct social activities. Excessive use may limit opportunities for interpersonal communication, cooperation, empathy, group participation, and peer relationships. Parental supervision, parenting practices, peer environment, digital content, internet accessibility, and alternative activities influence these patterns. The study concludes that gadget dependency should be addressed through balanced digital-use practices involving parental mediation, teacher supervision, digital literacy, and meaningful face-to-face social activities.