Influence of mobile games on cognitive development among Somali children
Abstract
Introduction and aimsThe increasing availability of smartphones and internet access in Somalia has contributed to the growing use of mobile games among children. Mobile gaming may influence cognitive development positively or negatively depending on gaming habits and supervision. This study aimed to assess the influence of mobile games on cognitive development among Somali children aged 6–15 years.MethodsA descriptive cross-sectional survey was conducted among 200 Somali children, with their accompanying parents or guardians, recruited from selected primary and secondary schools in Mogadishu by multistage sampling. A structured questionnaire recorded gaming habits, parental supervision, and perceived positive and negative cognitive effects on a 5-point Likert scale. Data were summarised as frequencies, percentages, means, and standard deviations (SD).ResultsMore than half of the children (55.0%) played daily, and 70.0% played for 1–2 h per day. Action (45.0%) and sports (35.0%) games predominated, educational games were played by 5.0%, and only 25.0% of children were always supervised. Positive-effect items had an overall mean of 3.71; agreement was highest for “games make learning more interesting” (4.00 ± 0.95). Negative-effect items had an overall mean of 3.56. Among perceived cognitive and academic difficulties (domain mean 3.54), reduced study time scored highest (3.80 ± 1.13). Indicators of problematic gaming had a domain mean of 3.66, and 60.0% of children found it difficult to stop playing. Fatigue and reduced school engagement had a domain mean of 3.55.DiscussionSomali children in this sample perceived mobile gaming as having both beneficial and harmful effects on cognitive development. The evidence is descriptive and self-reported and does not establish causation. Balanced gaming, closer parental supervision, and greater use of educational games are recommended, and longitudinal studies with objective cognitive measures are needed.
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BibTeX
@article{abdi2026influence,
title = {{Influence of mobile games on cognitive development among Somali children}},
author = {Ibrahim Abubakar Abdi and Mohamed Ismael Iman and Mohamed Abdullahi Ibrahim},
journal = {Frontiers in Public Health},
year = {2026},
month = nov,
doi = {10.3389/fpubh.2026.1998358},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.1998358},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Influence of mobile games on cognitive development among Somali children
AU - Ibrahim Abubakar Abdi
AU - Mohamed Ismael Iman
AU - Mohamed Abdullahi Ibrahim
PY - 2026
DA - 2026/11/06
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1998358
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.1998358
AB - Introduction and aimsThe increasing availability of smartphones and internet access in Somalia has contributed to the growing use of mobile games among children. Mobile gaming may influence cognitive development positively or negatively depending on gaming habits and supervision. This study aimed to assess the influence of mobile games on cognitive development among Somali children aged 6–15 years.MethodsA descriptive cross-sectional survey was conducted among 200 Somali children, with their accompanying parents or guardians, recruited from selected primary and secondary schools in Mogadishu by multistage sampling. A structured questionnaire recorded gaming habits, parental supervision, and perceived positive and negative cognitive effects on a 5-point Likert scale. Data were summarised as frequencies, percentages, means, and standard deviations (SD).ResultsMore than half of the children (55.0%) played daily, and 70.0% played for 1–2 h per day. Action (45.0%) and sports (35.0%) games predominated, educational games were played by 5.0%, and only 25.0% of children were always supervised. Positive-effect items had an overall mean of 3.71; agreement was highest for “games make learning more interesting” (4.00 ± 0.95). Negative-effect items had an overall mean of 3.56. Among perceived cognitive and academic difficulties (domain mean 3.54), reduced study time scored highest (3.80 ± 1.13). Indicators of problematic gaming had a domain mean of 3.66, and 60.0% of children found it difficult to stop playing. Fatigue and reduced school engagement had a domain mean of 3.55.DiscussionSomali children in this sample perceived mobile gaming as having both beneficial and harmful effects on cognitive development. The evidence is descriptive and self-reported and does not establish causation. Balanced gaming, closer parental supervision, and greater use of educational games are recommended, and longitudinal studies with objective cognitive measures are needed.
SN - 2296-2565
ER -