Influence of fragmentary digital reading on the critical understanding of high school students

Abstract

This study investigates the impact of fragmented digital reading habits on the critical comprehension of high school students engaged in digitalized learning environments. Based on the hypothesis that habitual shifts between dispersed hyperlinks and short attention spans undermine the mental operations required for inference, argumentative articulation, and critical synthesis, a qualitative case study design was implemented. Data collection involved systematic classroom observations, semi-structured interviews with students, and analysis of written productions. Results reveal that, compared to peers who favor linear reading, fragmented readers exhibit significantly more superficial information processing and critical engagement. These findings reinforce existing literature linking sustained attention with the enrichment of critical comprehension. The discussion highlights the need to systematically integrate strategies in the classroom that foster reflection and deep analysis, and to design educational policies that guide digital literacy from a critical perspective.