Digital Fatigue vs Digital Fluency: Why Tech-Savvy Students Still Struggle
DOI: https://doi.org/10.5281/zenodo.21679698
Dr. Sanjeev Vijay, Dr. Rajesh Dhaka, Mr. Nilesh Puraka
Views: 43 | Downloads: 25
Keywords:
Digital fatigue, digital fluency, cognitive overload, technostress, student engagement, online learning, attention fragmentation, digital pedagogy
Abstract:
Digital technologies have become important in education and today's children are often called “digitally fluent.” These learners are very adept at using online platforms, multitasking across devices and have quick access to information. However, with this now seemingly seamless integration has come a new, but little explored issue: digital fatigue. This paper will explore the paradox of why students who are technologically proficient are still having difficulty with the engagement, comprehension, and sustained attention in the digital learning environment. The study adopts a qualitative research design with qualitative survey data, thereby focusing on the students' lived experiences when faced with exposure to screen time, platform overload and constant connectivity. The results indicate that there is not a direct relationship between digital fluency and cognitive resilience. Rather, overuse of digital tools can cause a person to feel overwhelmed, confused, and drained, and this can have a negative impact on learning. The study also identifies the following as the reasons behind this: digital pedagogic deficits, multi-tasking demands and the “always on” attitude in online learning. These results are discussed in a broader context, such as the Cognitive Load Theory or technostress and it is confirmed that the idea that technology is a natural gear to learning is false. The study concludes with an appeal for the more thoughtful and sensible use of technology in education and for pedagogical approaches that take into account the well-being of the student, as well as digital competence.