Effect of intervention on screen time in preschoolers: a systematic review and meta-analysis of randomized controlled trials.

Among the methods of intervention, blended interventions combining face-to-face and online approaches showed significant effects (SMD: 0.25, 95% CI: 0.15 to 0.35, P < 0.001), followed by face-to-face interventions, which demonstrated marginally significant effects (SMD: 0.17, 95% CI: 0.00 to 0.34, P = 0.05).

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Hybrid interventions (combining face-to-face and online approaches) showed larger effects, likely due to their flexibility and ability to engage participants through multiple channels, whereas purely face-to-face interventions showed only marginal significance.

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