Techvelopment Related Mind Disorders: Mitigating Students’ Video-addiction by Mean of Bridge Mindsport as Socio-cognitive Skill Training Tool
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Abstract
An indefinite amount of neuro- and psychopathogenic factors including Artificial Intelligence embedded applications, full-sensory Virtual Reality experiences, proliferation of social media platforms, widespread new content such as online short videos (“reels”), instant feedback reactions, and other mechanisms making online life more persuasive than factual offline reality, are associated with a quasi-vertical, unchallenged algorithmic acceleration (“techvelopment”).
While sustainability/environmental neurosciences try to process the full health, sociological, and anthropological implications of the digitization process, further accelerated by photonic terahertz 6G-AI native mobile standard set for 2030, it’s necessary to intervene urgently in order to mitigate, somehow mind and social adverse effects related to mass video addiction, a disturbing phenomenon particularly affecting children and adolescents.
Apart from being believed to be valuable strategies to support patients suffering from schizophrenia, autism, and dementia, social and cognitive skills training (SCST) group activities can be applied in educational settings in order to promote socialization, teamwork, and collective intelligence, improving school and academic performance.
As a powerful socio-cognitive resource, I propose to implement in educational settings the Bridge mindsport as a complementary SCST activity potentially able to cope with digital risks, particularly videoaddiction, within a broader perspective to decrease digital consumerism and foster critical autonomous citizens who actively participate in democratic life.
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Copyright (c) 2026 Dimonte M.
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