Sinchan Mishra, Founder of Curiobit in Odisha, works to turn screen time into discovery time for the younger generation.
My professional journey began as the research and development lead at a Hyderabad‑based company called CognitiveBotics. This organisation focused mainly on building e‑learning platforms for autistic and neurodivergent children. That role marked my first step into the world of artificial intelligence as well as my entry into the broader domains of education and child welfare. Working closely with children who learn and interact with the world differently gave me deeper insight into the impact technology can have—both positive and negative—when introduced at an early age. Since the aim was strong, people started downloading the app, and it became a success.
After a few ventures in the early years of my career during the Pandemic attack, I came across a friend of mine whose son is neurodivergent. I understood that the screen time was actually doing more harm to him than good. Secondly, when I went to Pondicherry without any travel plans, I saw a house near the beach. It was a French family staying there who allowed me to stay there. I felt like teaching their children something. I quickly made a 3D model of the Earth and the sun with light inside them. The kids observed it and immediately understood how the day and night happened. I was happy I could teach them without depending on any language. The next morning, they woke me up, saying the sun was about to rise. Though they would have seen sunrise and sunset before, since they understood the concept, they were more excited to see the natural phenomenon. It is our duty to satiate the curiosity of the children. This is the main reason for coming up with Curiobit: to kindle curiosity in children.
Following this experience, I went on to establish my own company, Curiobit, which is the world’s first AI‑enabled book. I also hold multiple patents that deal with agentic AI algorithms. Through my work across education, AI research, and product development, I observe that one concern has consistently emerged as both urgent and complex: responsible screen time for children.
Screen exposure today is no longer optional. It has become a modern necessity. Now the question is no longer whether children should be exposed to screens, but how that exposure should be managed. This is where the concept of responsible screen time becomes critical.
Are screens replacing reality?
Of course, yes. Excessive screen engagement leads to multiple developmental challenges. Most significantly, children start to disconnect from the real world. At the same time, if children are kept completely away from screens, they run the risk of falling behind in understanding the technologies that shape today’s society. This requires a delicate balance: how do we ensure that children remain grounded in real‑world experiences while also staying informed and capable in a digital age? When a kid is busy with a mobile phone, and if you start calling out to them, they will not listen to you and continue to do what they are doing. If a kid does not respond to our calls till his brain has fully consumed the content, it is a dangerous trend. We have to start restricting screen time. We also should start monitoring what they are watching. If they are too exposed to shorts such as YouTube shorts, it will lead to a lack of interest, shorter attention span, and less connection with the real world. This question has become a pressing issue for all parents, educators, and policymakers alike. To ensure that children stay connected to their physical environment and also remain technologically literate is one of the most important challenges of modern childhood development. This was the concern that led me to focus deeply on responsible screen time in children.
Growing virtual dependence
While screen dependency had existed even before, the situation escalated dramatically during the COVID‑19 pandemic. The shift to online classrooms, virtual interactions, and digital entertainment significantly altered the view of children about the world. Education, socialisation, and even family interactions happened almost entirely online. Children started attending classes virtually, meeting relatives over video calls, and interacting with peers through screens rather than in person.
Even today, it has become common for people living in the same city to prefer video calls over physical visits, even for personal occasions such as birthdays. This gradual preference for virtual connection over real‑world interaction is not limited to children; it affects adults as well. However, its impact on children is far more concerning due to their developmental stage. Short‑form content on platforms such as TikTok, Instagram Reels, and YouTube Shorts has further worsened the situation. According to data reported by The Economic Times, in India alone, screen time among children aged five to fifteen increased by nearly 100 per cent during the first phase of COVID‑19. With multiple extended lockdowns, this trend intensified even further.
How do screens harm?
The consequences of excessive screen exposure are both physical and cognitive. One of the most immediate effects is the sleep disruption. Increased screen usage affects circadian rhythms, resulting in poor sleep quality and shorter sleep duration. Beyond physical health, screen dependency has a serious impact on communication. Meaningful communication requires interaction with real people. When children interact predominantly with screens, opportunities for natural conversation decrease significantly. During crucial developmental years, inadequate verbal interaction can result in speech delays.
In extreme cases, excessive screen dependency has been linked to a condition often referred to as virtual autism. This is particularly concerning because it affects children who are not born with neurodivergent traits but acquire similar behavioural characteristics due to prolonged digital isolation. Screen addiction is one of the primary contributors to this phenomenon. Evidence supports these concerns. According to NDTV, research indicates that each additional hour of daily screen time in young children is associated with a 9–10 per cent reduction in the likelihood of higher academic performance. As screen addiction increases, children become less academically active and less engaged in structured learning. However, research also highlights clear thresholds of concern. Studies show that screen time exceeding four hours per day is associated with increased risks of anxiety, behavioural issues, and attention deficit hyperactivity disorder (ADHD). ADHD, in particular, has become increasingly prevalent and is often exacerbated by the lack of real‑world social interaction caused by excessive screen use.
Where lies the problem?
Digital devices by themselves are not the problem. In fact, they were introduced because they simplify life, reduce distances between people, and make information more accessible than ever before. Even simple transitions, such as moving from analogue watches to digital watches and eventually to smartwatches, illustrate how technology evolves to meet human needs. But the issue lies in unstructured and unregulated usage. Just as the internet has both positive and negative applications, screen time can either enhance or hinder development depending on how it is used. When used responsibly, screens can significantly boost imagination and creativity. AI has already changed our perspective. The apps ask the children to trace the alphabet on the screen itself, but we should know that the children will not continue to work on the screen itself. They should be taught to use a pen or a pencil. ChatGPT or Gemini gives us all the answers without us having to search for details or visit the library. It may show the amount of knowledge. In those days, people had to travel to places in search of knowledge and details. But now there is a lack of patience, and people are not willing to wait for things. People have to be more responsible about using it.
Early screens, deeper understanding
Exposure to educational content at an early age can have lasting benefits. Children who watched informative programs such as the Discovery Channel or National Geographic often developed advanced curiosity and conceptual understanding. Personally, as a child, exposure to such content allowed me to understand complex mechanisms—such as hydraulic systems—long before learning their technical terminology. I grasped concepts intuitively by observing how pressure differences worked, long before formal education explained these ideas.
Blending physical and digital learning is another effective strategy. Many digital games replicate physical activities such as stacking blocks or matching shapes. However, physical toys provide tactile feedback and spatial reasoning that screens cannot replicate. When physical learning tools are combined thoughtfully with digital platforms, children benefit from both worlds. Family interactions also have a great role to play. Activities that involve face‑to‑face engagement—such as board games, storytelling, or collective problem‑solving—strengthen emotional bonds and communication skills. Today, it is increasingly rare to see children engaging in imaginative play, such as observing clouds and forming creative interpretations. This decline reflects a broader loss of spontaneous creativity linked to excessive screen engagement.
Research supports these observations. A study found that 37 per cent of Australian parents relaxed screen time restrictions during the COVID‑19 pandemic. While understandable at the time, this relaxation highlighted the lack of structured education around screen behaviour.
How should we guide screens?
Parents play the most significant role in shaping children’s screen habits. Even though in urban environments children spend considerable time with teachers, parents remain the primary influence for the majority of children. Setting boundaries is essential. Parents should actively define when, how, and what children watch on screens. Importantly, co‑viewing content with children creates trust and reinforces positive choices. When children see their parents engaging with the same content, they perceive it as meaningful rather than passive consumption.
Despite teaching children manners such as saying “please” and “thank you,” formal education systems rarely teach responsible screen behaviour. In a world where the boundary between the real and virtual worlds is rapidly disappearing, this omission is increasingly problematic. There is always a growing need to introduce curricula that focus on digital behaviour, self‑control, and critical thinking. Teaching children how to interact with screens responsibly is no longer optional; it is essential. Equally important is the blending of technological literacy with emotional intelligence. Human interaction carries an emotional depth that machines cannot replicate at any point in time. When children lack meaningful human engagement, emotional intelligence weakens. The schools should teach good screen time practices and provide offline activities. The solution, the first of its kind in the world, is targeting this phase and bridging the gap between the real and virtual worlds. The schools should explore more and find innovative solutions.
For example, understanding how sensors work is a technical skill. Using that knowledge to measure air or water quality in underprivileged areas requires empathy and social awareness. Emotional maturity is what transforms technical knowledge into meaningful application. A report from the UK Parliament highlights the scale of the issue. Between 2009 and 2018, the average weekly online usage among children aged five to fifteen increased from nine hours to fifteen hours. This data predates both the pandemic and the major surge in short‑form social media platforms, suggesting the issue has, in fact, worsened.
Can we use screens better?
Screen mindfulness must become a central concept. Children are often rewarded simply for taking in the content—progressing through videos, completing online modules, or clicking through certifications. This reinforces passive learning. Instead, greater value should be placed on creation. Children who invent, design, write, draw, or build will demonstrate deeper cognitive engagement. In the age of AI, creative ability is what differentiates human contributions. Those who can create rather than consume will remain relevant as automation expands.
Digital responsibility culture must also extend beyond homes into schools and communities. A recent study by an Indian NGO found that children who participated in activity‑based learning after being taught a concept showed a 10–15 per cent increase in creativity within just a few weeks, compared to peers who engaged in passive consumption.
Responsible screen time is no longer a theoretical concern but something that requires immediate action and pressing responsibility from parents, educators, and innovators alike. Screens are neither inherently harmful nor inherently beneficial—their impact depends entirely on how they are used. By balancing physical interaction, emotional intelligence, creativity, and mindful technology use, we can ensure that children grow into capable, compassionate, and curious individuals who are prepared for both the real and digital worlds.
While parents and educators play a primary role in shaping children’s screen habits, responsible screen time must ultimately be viewed as a collective social responsibility. Policymakers, technology companies, content creators, and community institutions also have a huge role to play in defining how digital tools are designed, distributed, and regulated. Children do not interact with screens in isolation; they engage with systems intentionally built to maximise attention and engagement. Recognising this broader ecosystem is essential when addressing the root causes of excessive screen dependency.
Technology providers must acknowledge their ethical responsibility, especially when designing products for children. Features that promote endless scrolling, instant gratification, and algorithm‑driven content loops directly conflict with healthy cognitive development. Introducing intentional pauses, activity prompts, and age‑appropriate interaction models can make a meaningful difference. Design choices matter, and when guided by child development principles, technology can serve as an enabler rather than a disruptor.
Community‑level initiatives can also play a powerful role. Schools, libraries, and local organisations can create screen‑free zones, promote outdoor learning, and encourage collaborative projects that involve both digital tools and real‑world problem solving. When children witness responsible digital behaviour modelled consistently across environments, healthy habits are reinforced naturally rather than enforced rigidly.
Most importantly, the discussion around screen time must move away from fear and blame. Screens are not inherently harmful, just as traditional tools were never inherently beneficial. What defines impact is intention, structure, and balance. Children learn more from what they observe than what they are told. When adults demonstrate mindful technology use—prioritising presence, conversation, and curiosity—children follow instinctively.
How does Curiobit help?
Interest in reading traditional books has declined sharply, especially among children. To address this issue, I developed Curiobit as a physical book enhanced with AI‑based digital support. The book itself is richly illustrated, immersive, and designed to spark curiosity without overwhelming the reader. Each book includes a secure activation key that provides access to an accompanying digital platform. This ensures that screen usage complements physical reading rather than replacing it. The digital platform mirrors the book’s chapters and allows children to interact using voice and gestures, encouraging verbal communication. To address physical strain, periodic eye and neck exercises appear during use, and progress is restricted until exercises are completed.
Curiobot also bridges real‑world learning through features such as Curiolens, which challenge children to scan physical objects that are referenced in the book. For example, a lesson on languages uses an Indian ten‑rupee note to introduce linguistic diversity, requiring children to interact with real currency. Completion of tasks unlocks rewards such as gesture‑controlled games, which reinforce physical movement while maintaining engagement. In this way, learning, movement, and play occur simultaneously.
Curiobit represents my practical contribution to promoting responsible screen time. The project has already resulted in one published patent, with two more under active research, and the brand is now a registered trademark. In Curiobit, we can communicate with voice and gestures. By accessing the software, we can get the content. It is the first of its kind in combining the web browser and AI. Curiobit is accessible for everyone and bridges the gap between the machine and man, the digital and real world. There is no additional sensor fitting.
As we move further into an AI‑driven future, the goal should not be to avoid digital presence but digital wisdom. Responsible screen time is ultimately about equipping children with the awareness, discipline, and empathy required to use technology as a tool for learning, creativity, and social good—while remaining deeply rooted in the real, human world around them.
Contact details
Sinchan Mishra,
Founder, Curiobit, Odisha
M: 9124046288
E: admin@curiobit.ai