Written by: Lynn Tian
Edited by: Benjamin Hewitt
In today’s day and age, technology and artificial intelligence (AI) have transformed education, offering innovative tools that provide flexibility, personalization, and engagement. Platforms like Google Classroom, adaptive learning programs such as han Academy and ALEKS, and AI Tutoring systems like ChatGPT have opened new pathways for students to learn at their own pace, receive tailored feedback, and develop skills relevant to a digital world. These advancements have reshaped traditional learning, allowing for students of diverse backgrounds to access knowledge and achieve success. However, the increasing dependence on these innovations raises important questions about the long-term impact on students’ mental capacity, resilience, and emotional well-being. Research shows that overreliance on technology in education may lead to diminished problem-solving skills, increased mental strain, and as a result, heightened anxiety — potentially undermining the benefits that these technologies aim to provide.
Technologies like AI-powered learning platforms (e.g. Khan Academy and ALEKS) allow for adaptive, individualized learning experiences. These platforms analyze students’ strengths and weaknesses and provide tailored lessons or practice questions, allowing each student to progress based on individual understanding. Personalized learning has been associated with improved engagement and achievement, as students who feel supported in their unique learning needs are more likely to stay motivated and invested in their studies (Dumont & Ready, 2023). In addition, AI and digital tools offer unprecedented accessibility, particularly for students with learning disabilities or language barriers.
However, while technology facilitates efficiency, overreliance on AI and digital tools may adversely affect critical thinking and problem solving skills. As digital assistance becomes routine, students may struggle to tackle complex problems independently, which can impede cognitive development over time.
Although technology provides constant, easy to access information, it results in a phenomenon termed the “Google Effect.” The Google Effect, also known as digital amnesia, is a cognitive phenomenon concerning technological tools such as search engines providing quick and easy access to vast amounts of information, that results in people’s tendency to rely on them as an external memory source rather than committing the details to memory (Sparrow, Liu, & Wegner, 2011). In a 2011 study conducted by Sparrow et al., participants who knew they could look up information later were less likely to remember it. In educational settings, the overuse of devices to store or retrieve information may diminish students’ ability to retain knowledge and recall it without technological assistance.
Moreover, excessive use of technology in education has been linked to increased anxiety, especially as students feel pressure from constant digital feedback, comparisons, and performance metrics. A study by Twenge and Campbell in 2019 found that digital tools and social media foster unrealistic standards of success, especially among high-achieving students, which can end up leading to perfectionism and consequently, anxiety. In addition, online platforms like Zoom and Google Meet that allow for more access to educational resources as well as recently being essential for remote learning, often lack the rich, nuanced interactions of face-to-face communication that are critical for developing social skills. According to a study by Belak and Gazmararian in 2022, students reported increased feelings of isolation and social anxiety after prolonged remote learning, highlighting the mental health risks associated with diminished in-person interactions.
Furthermore, increased screen time, especially in the evening, can interfere with sleep cycles, leading to fatigue and reduced academic performance. Blue light emitted from screens suppresses melatonin production affecting sleep quality. Poor sleep, in turn, has been linked to worsened mental health and academic outcomes, as tired students are more susceptible to stress, irritability, and difficulty concentrating (Silvani, Werder, & Perret, 2022). This disruption in sleep, which is often exacerbated by extensive nighttime screen use, leaves students to cognitive fatigue and dysregulation in normal functions.
To mitigate the potential downsides of technology in education, a balanced approach is essential. Schools can blend digital and traditional learning methods, integrating digital tools alongside face-to-face collaboration to strengthen problem-solving and social skills alongside digital proficiency. Research shows that blending digital resources with conventional approaches, like project-based assignments, develops a more comprehensive skill set while reducing overdependence on technology (Royal Society for Public Health, 2017; Pea et al., 2012). Additionally, digital literacy programs that educate students on mindful technology use, including setting boundaries and developing balanced screen habits, ultimately fosters resilience and overall well-being (Silvani, Werder, & Perret, 2022).
While technology and AI offer transformative educational opportunities by making learning more accessible, personalized, and engaging, overreliance on these tools poses risks to students’ mental capacity, resilience, and well-being. By balancing digital and traditional methods, promoting physical activity, and fostering mindful technology use, educators can help students leverage the benefits of technology while protecting their cognitive and emotional development.
References
Belak, L., & Gazmararian, J. A. (2022). The impact of remote vs. In-person learning on mental health outcomes among high school students during the COVID-19 pandemic. SSRN Electronic Journal. doi:10.2139/ssrn.4227284
Dumont, H., & Ready, D. D. (2023). On the promise of personalized learning for educational equity. Npj Science of Learning, 8(1), 26. doi:10.1038/s41539-023-00174-x
Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., … Zhou, M. (2012). Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls. Developmental Psychology, 48(2), 327–336. doi:10.1037/a0027030
Roza, T. H., Noronha, L. T., Makrakis, M. A., Spritzer, D. T., Gadelha, A., Kessler, F. H. P., & Passos, I. C. (2023). Gaming disorder and problematic use of social media. In Digital Mental Health (pp. 237–253). Cham: Springer International Publishing.
Silvani, M. I., Werder, R., & Perret, C. (2022). The influence of blue light on sleep, performance and wellbeing in young adults: A systematic review. Frontiers in Physiology, 13, 943108. doi:10.3389/fphys.2022.943108
Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science (New York, N.Y.), 333(6043), 776–778. doi:10.1126/science.1207745
#StatusOfMind: Social Media and Young People’s Mental Health and Wellbeing. (2017). Royal Society for Public Health.
Twenge, J. M., & Campbell, W. K. (2019). The Use of Digital Technology in Education: Benefits and Downsides for Mental Health. Psychology Today.
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