Impact of excessive use of digital media on memory and learning in high school students

Abstract

This study assessed the relationship between excessive digital media use and its impact on working memory, sustained attention, and academic performance among students in General and Technical Baccalaureate in Piñas, El Oro, Ecuador. A mixed-methods design with a quantitative emphasis was employed. Standardized tests (WMT, D2), digital usage questionnaires, and teacher interviews were administered. The sample included 240 students aged 15 to 18 and 12 teachers from Leovigildo Loayza Loayza School. Data collection occurred between April and June 2025. Results showed that 64.2% of students reported daily digital media use exceeding 4 hours. Students with excessive use scored significantly lower on the Working Memory Test (WMT) (mean of 76.3 vs. 84.9 for moderate use and 87.1 for low use; ANOVA, p < 0.01). In the D2 Sustained Attention Test, the excessive use group exhibited an average accuracy rate of 71.4% (SD = 9.2), lower than moderate (78.3%) and low (82.0%) use groups. A significant negative correlation was observed between hours of digital use and D2 scores (r = -0.42, p < 0.01). Academic averages were also lower in the excessive use group (7.22 vs. 8.14 for low use; Student's t, p < 0.05). Teacher interviews reported difficulties in concentration and cognitive regulation. The study concluded that unregulated excessive use of digital technology can negatively affect cognitive and academic outcomes in adolescents.