Photo : Messenger
In recent years, there has been a noticeable shift in the content consumption habits of Bangladeshi teenagers. As smartphones and social media platforms have become more accessible, visual content from images and memes to videos and infographics has grown in popularity, often to the detriment of traditional written content. This trend mirrors a global trend but has particular significance in the Bangladeshi context.
Visual content is inherently more engaging. Platforms such as YouTube, Instagram and TikTok have become very popular among Bangladeshi teenagers due to their visual nature. According to a 2022 survey by the Bangladesh Telecommunication Regulatory Commission (BTRC), more than 70% of Internet users aged 13 to 19 in Bangladesh spend most of their time online on these platforms. For example, a combination of moving images, sound and text in a video will attract attention more effectively than plain text, making learning or entertainment more engaging.
Research shows that the human brain processes images 60,000 times faster than text and nearly 90% of information transmitted to the brain is visual. This is especially beneficial in an educational context, where complex information can be broken down into easily understandable visual formats, aiding in memory retention.
Bangladeshi teachers are increasingly using multimedia content to enhance classroom learning, which has shown promising results in terms of student engagement and understanding.
Visual content transcends language barriers, making it easier for young people from diverse language backgrounds to understand and share information. This is especially relevant in a country like Bangladesh, where regional dialects can vary widely.
Platforms like WhatsApp and Facebook are widely used by teens to communicate using emojis, GIFs and stickers, which often convey emotions and messages more effectively than words.
On the other hand, the shift to visual content may contribute to a decline in traditional reading skills. As teens spend less time reading books, newspapers or even long-form articles online, their reading and writing skills may suffer. A 2023 study conducted by BRAC University found that secondary school students in urban Bangladesh had lower reading comprehension scores than in previous years.
Prioritizing visual content over text may also lead to reduced vocabulary and poorer critical thinking skills, as written content typically provides more depth and context.
Visual content, especially on social media, is often designed for quick consumption. This can lead to a superficial understanding of topics, as complex issues are often oversimplified in short videos or infographics.
In the context of Bangladesh, this is concerning as it may contribute to a lack of awareness or misunderstanding of important socio-political issues. The quick consumption of visual content may also make teenagers more vulnerable to misinformation as they may not take the time to verify the reliability of sources.
Increased screen time associated with visual content consumption poses health risks, including eye strain, sleep disturbances and physical inactivity. A 2023 French report by the World Health Organization (WHO) highlighted that more than 60% of Bangladeshi adolescents suffer from some form of digital eye strain, largely due to prolonged exposure to screens. Additionally, the addictive nature of visually appealing platforms can lead to reduced physical activity, contributing to problems such as obesity and related health issues.
Ultimately, we can conclude that the growing preference of Bangladeshi teenagers for visual content is a double-edged sword.
While it helps increase engagement, better information retention and easier communication, it also brings challenges such as declining literacy skills, superficial learning and health risks. To address these challenges, it is essential that educators, parents and policy makers in Bangladesh find a balance, encouraging teenagers to engage with visual and textual content in a way that promotes holistic development.
Mohammad Serajuddin is a TESOL practitioner, working as an Adjunct Faculty, Dept of English at Independent University, Bangladesh. Formerly he worked as a Senior Faculty at Scholastica, Mirpur Campus. Currently, he is working as a PhD researcher on ELT and also teaching O Level English Language at Edification, Dhanmondi, Dhaka.
Messenger/Disha
