The current study has major strengths. First, the subject of this review could not be more current, since the use of interactive media is a global phenomenon that grows exponentially, especially in the current context of the Covid pandemic 19 63 . Second, this systematic review and meta-analysis were performed in strict accession to the COCHRANE recommendations and PRISMA guidelines. Third, by thorough literature search through multiple databases, we captured all the relevant articles to date, especially including recently published studies. Fourth, we used strict inclusion and exclusion criteria and conducted extensive **data** collection to avoid the omission of important information. Overall, our approach aimed to provide the most comprehensive **data** possible for the effects of interactive media on children and adolescent development, despite limitations in the included studies or our methodology. Firstly, our results indicated a high level of statistical heterogeneity (I 2 > 50%) for the effect estimate of interactive media compared to no intervention on the language development outcome. It is likely that this heterogeneity result from clinical heterogeneity given the complexity of the interventions implemented in the included trials. To partially overcome this issue, we pooled **data** using the random-effects and the quality of evidence for this estimate was downgraded from high to moderate due to imprecision. Secondly, our systematic review included few trials and we were underpowered to investigate publication bias. As a rule of thumb, tests for funnel plot asymmetry should be used only when there are at least 10 studies included in the meta-analysis 47 . Thirdly, the participants consisted of a broad range of children with typical development of different ages and ethnicities. Thus, they were not a homogeneous group of participants, and interactive media may have different effects for different conditions. However, our choice for this age range came from recent studies showing that the development occurs up to the end of the adolescence 5,20 .