Article Abstract index4

This study explores the cognitive dynamics of screen-based learning, with particular emphasis on attention and memory processes among adolescents. In an era of pervasive digital technology, adolescents increasingly engage with educational content through screens, fundamentally altering traditional learning mechanisms. Grounded in cognitive and educational psychology, the study examines how prolonged exposure to screen-based environments influences attention control, working memory, and long-term memory retention. Adopting a qualitative approach, the research focuses on the assessments of attention span and memory performance with categorical insights into students’ learning experiences. Standardized cognitive tasks, along with questionnaires and semi-structured interviews, are employed to capture the subjective perceptions. The sample consists of adolescents aged 13–18 from secondary and higher secondary institutions, ensuring representation across varied socio-educational contexts. The findings are expected to contribute to a nuanced understanding of how digital learning environments shape cognitive functioning in adolescence. By identifying both facilitative and inhibitory effects on attention and memory, the research aims to inform pedagogical practices, curriculum design, and policy frameworks. Ultimately, the study seeks to support the development of balanced, cognitively effective approaches to integrating technology in education.
Keywords: Screen-based learning, Cognitive dynamics, Attention processes, Memory retention, Adolescents, Digital technology.