Cognitive Load Research Articles

I'm a chatbot, ask me anything: using ChatGPT to improve learning experiences

Artificial Intelligence (AI) offers substantial opportunities and challenges in higher education. Given the evolving technological landscape, educators must ensure that students acquire a skill set encompassing both AI and traditional academic skills to enable them to succeed in their studies and future careers. We tested two groups of students, who each watched a recorded lecture on an unfamiliar topic. The first group used ChatGPT to ask questions and clarify content during the lecture, while the second group used Google search for the same purpose. We assessed the impact of these tools on the students’ cognitive load (germane and extraneous) and measured active learning through the number of questions students asked. We also used a post-test quiz, covering the breadth of Bloom’s Taxonomy, to evaluate the efficacy of each method. We expected that students using ChatGPT would experience lower extraneous cognitive load, higher germane cognitive load, and would learn content more effectively. Qualitative results demonstrated a notable preference for chatbots over search engines, due to the ease of locating specific information and obtaining insightful responses. Our findings suggest the potential of AI as a transformative tool in education, helping to enhance and deepen learning, while ensuring students retain ownership of their critical and creative processes. Leveraging the potential of AI and large language models may also serve a broader purpose: by personalising learning experiences to match individual students’ language skills, experience levels, and needs, AI may bridge the gap between the tailored support students want and the practical constraints that educators face.

Ability to Select AAC Graphic Symbols by Severity of Alzheimer’s Disease and Number of Symbols

Purpose: This study aimed to examine the graphic-symbol selection ability of patients with dementia of Alzheimer's type (DAT) based on the severity of dementia by conducting symbol identification and symbol discrimination tasks with increasing numbers of symbols. These tasks were performed with both normal elderly individuals and DAT patients to explore how cognitive load affects them differently.Methods: A total of 21 normal elderly individuals, 17 mild DAT patients, and 20 moderate to severe DAT patients were assessed. They performed symbol identification and symbol discrimination tasks using the Augmentative and Alternative Communication Symbol Assessment Tool. The number of symbols increased in six steps, from 4 to 72. Accuracy and response time were measured for statistical analysis.Results: In the symbol identification task, there was no significant difference in accuracy among the three groups. However, normal group showed significantly faster responses compared to moderate to severe DAT group. In the symbol discrimination task, normal group showed higher accuracy and significantly faster responses than moderate to severe DAT group. As the number of symbols increased, response times increased across all groups, with more time required for the symbol discrimination task.Conclusion: It was confirmed that the greater the severity of DAT, the more cognitive load and impaired information processing were reflected in symbol selection. Findings suggest that response time is a more sensitive indicator of cognitive decline in DAT patients and highlight the need to adjust the number of symbols and presentation methods according to the severity of the patient’s condition in dementia interventions.

Can AI hear me? Nine facts about the artificial intelligence scribe

This article summarizes important features of artificial intelligence scribe (AIS) and its application as a digital scribe through the utilization of voice recognition as it is integrated into the clinical practice of medicine. This discussion will include 1) digital scribe technology, 2) practical utility, 3) liability, 4) privacy, 5) integration to electronic health records (EHR), 6) technology burden, 7) case use, 8) AIS documentation styles, and 9) cost. The use of AIS technology in healthcare is a promising tool and will result in variability applications requiring healthcare providers to be aware of the complexities of the tool before utilization, during implementation, the effect of it on workflow, and its acceptance by the patients we serve. AIS technology promises to decrease the cognitive workload of the healthcare provider, through application by relieving the ever-increasing burden of documenting the medical record, organizing, and capturing relevant medical data, by improving integration of this data into cumbersome EHRs, thus providing better work life balance. The authors piloted a version of an AIS in a primarily Spanish patient population. This article provides a unique perspective towards the usability of an AIS in a Hispanic patient population.

Using the ibsr technique as a psychological intervention to alleviate student stress in biology learning: Impacts on motivation, knowledge construction, and cognitive anxiety

Learning difficulties are a common issue faced by students, with stress being a significant contributing factor. One psychological treatment that has been shown to effectively reduce stress is Inquiry-Based Stress Reduction (IBSR). The objective of this study is to integrate IBSR into a discovery learning strategy in Biology in the classroom, with the aim of increasing students' learning motivation and knowledge construction while reducing their learning difficulties and cognitive anxiety. This is quasi-experimental research that used a post-test non-equivalent control group design. The study involved 72 11th-grade science students from two different classes at one of the public high schools in Bandung City. One class, consisting of 36 students, received IBSR treatment, while the other class, also consisting of 36 students, did not. Both classes used a discovery learning framework for teaching. Data on motivation, learning difficulties, and cognitive anxiety were collected using a rating scale questionnaire with eight scales. Students' ability to construct knowledge was measured using the German Cognitive Load (GCL) instrument in the form of a written test with indicators taken from Mayer's cognitive taxonomy (2002) in the realm of understanding. The study found that incorporating IBSR techniques into learning strategies for the immune system material can reduce student stress and improve learning performance, motivation, and knowledge construction (GCL), while also decreasing learning difficulties and cognitive anxiety.

Physiological Predictors of Operator Performance: The Role of Mental Effort and Its Link to Task Performance.

The present study investigated how pupil size and heart rate variability (HRV) can contribute to the prediction of operator performance. We illustrate how focusing on mental effort as the conceptual link between physiological measures and task performance can align relevant empirical findings across research domains. Physiological measures are often treated as indicators of operators' mental state. Thereby, they could enable a continuous and unobtrusive assessment of operators' current ability to perform the task. Fifty participants performed a process monitoring task consisting of ten 9-minute task blocks. Blocks alternated between low and high task demands, and the last two blocks introduced a task reward manipulation. We measured response times as primary performance indicator, pupil size and HRV as physiological measures, and mental fatigue, task engagement, and perceived effort as subjective ratings. Both increased pupil size and increased HRV significantly predicted better task performance. However, the underlying associations between physiological measures and performance were influenced by task demands and time on task. Pupil size, but not HRV, results were consistent with subjective ratings. The empirical findings suggest that, by capturing variance in operators' mental effort, physiological measures, specifically pupil size, can contribute to the prediction of task performance. Their predictive value is limited by confounding effects that alter the amount of effort required to achieve a given level of performance. The outlined conceptual approach and empirical results can guide study designs and performance prediction models that examine physiological measures as the basis for dynamic operator assistance.

The effect of internal and external visualization of rotation on postural stability

IntroductionDuring mental rotation tasks, it is assumed that participants visualize a rotation of objects in their minds (internal visualization), but mental rotation has also been linked to the visible rotation of objects on a screen (external visualization). The angular disparity in mental rotation also influences postural sway, the movements of the body center. Postural sway is thus suspected as one type of indirect measurement of the rotation process. We compare the external visualization of rotation with the suspected internal visualization during mental rotation tasks. We suspect both are similar and thus produce a comparable effect on postural sway.MethodsOne hundred and fifty participants completed three rotation tasks with cube figures, two of which were aided by external visualization. Their center of pressure was measured throughout. The effects of external visualization, angular disparity, and their interaction on postural sway were compared using Bayesian statistics and a decision boundary of 3 or 1/3.Results and discussionThe results indicate no differences between conditions for all postural sway parameters. We observe differences between conditions in cognitive load and reaction time. However, as these partially also differ between the two external visualization conditions and do not transfer to differences between the postural sway parameters, the underlying processes in the three conditions are likely similar. Our results support the notion that the visualization of rotation is central to postural sway during mental rotation. This further supports that the rotation process of the external visualization and mental rotation are similar and thus that stimuli are indeed rotated mentally during mental rotation tasks. Our results further support that the common process between mental and manual rotation lies in the visualization instead of mental rotation being an imagined motor action. Because visual control and feedback play an essential role in many motor tasks, the results could also be of further interest for a more general link between motor and cognitive tasks and bidirectional benefits through the construction of visual similarities.

Implementation of bedside handover that includes patients or carers in hospital settings: A systematic review.

Increasing complexity in healthcare systems necessitates effective handover. While a universal structure is often recommended, many frameworks do not include the patient. A systematic review was completed examining outcomes following handover that included patients or carers using a realist-orientated paradigm. The research group used Covidence™ software and followed PRISMA guidelines. A librarian-led search of Embase, Medline, PsycINFO and SCOPUS yielded 5,790 relevant studies for screening. Included studies reported on peer-reviewed studies that assessed qualitative or quantitative outcomes resulting from patient-centred handover. To assess quality, we used the McMaster Mixed Methods Appraisal Tool (MMAT). Patient-orientated and quantitative outcomes are reported descriptively. For qualitative outcomes, we employed a deductive analytical approach. Braun and Clarke's steps were followed to develop themes with group work used to clarify and discuss the various codes. Heterogenous reporting precluded meta-analysis. Thirty studies were eligible (10 mixed methods; 11 quantitative; 9 qualitative) with variable quality and scope. Most studies related to nursing-led bedside handover and originated in Anglophone countries. Positive effects were reported for patient satisfaction, engagement, autonomy and effective information exchange. Providers reported a positive experience but also barriers to implementation, cognitive load and reducing compliance over time. There were contradicting findings for patient-orientated outcomes including falls risk. Publication bias may have led to under reporting of negative trials. There was limited reporting on physician-led handovers that included patients. Patient-centred handover was associated with self-reported benefits for patients and providers but potential advantages over conventional handover could be undermined by barriers such as time, implementation challenges and a perceived increase in staff workload.

Assessment of gamified mixed reality environments for upper limb robotic rehabilitation: pilot study on healthy adults

Exoskeletons for rehabilitation have the potential to aid movement and promote intensive, task-oriented, and personalized motor training. However, robotic-assisted training and user experience could be further improve by including Mixed Reality Environments (MREs) and using a gamification approach. This paper presents the design and evaluation of a MR solution based on Microsoft Hololens 2 for robot-assisted bilateral shoulder training. It is based on gamified MREs designed to guide and encourage bilateral synchronous and asynchronous movements of the upper extremities while a 6 Degrees of Freedom (DOF) exoskeleton (FLOAT) provides motor assistance only to the impared limb. The robotic-assisted bimanual tasks involve the use of rehabilitative tools (such as a dowel rod), as a means to interact with the virtual world and to enable the intact limb guide and control the motions of the disable limb. The gamified MR training solution generates meaningful performance metrics from the kinematic analysis of hands movement, captured by Hololens. The subjective evaluation of the gamified MR solution focused on usability, cognitive load, and user experience. Meanwhile, the objective evaluation encompassed the analysis of the robot-assisted movements with and without gamified MREs, a comparative analysis between metrics obtained from Hololens and Vicon data, and the collection of reference data and trajectories. There were twenty-one healthy adults involved in the evaluation of the system. The results with the gamified MREs highlight excellent system usability, low cognitive load, and high user experience. Additionally, integrating gamified MREs into robot-assisted movements enhances shoulder movements. Data collection with Hololens demonstrated to be reliable and consistent. Furthermore, the normal reference values, paths, and velocity profiles obtained from healthy individuals offer a foundation for assessing the performance of individuals with disabilities. In summary, the introduction of gamified MREs for robot-assisted bilateral shoulder movements marks a significant and promising advancement in rehabilitation technology.

The effect of OMO learning on high school students' problem-solving skills in physics

Online-merge-offline (OMO) learning in a hybrid learning space is becoming a popular pedagogy to enhance students' blended learning using appropriate technology. This investigation delves into the impact of OMO learning on developing physics problem-solving skills among high school students. A ten-week intervention employing OMO learning is implemented with 34 participants in both the experimental and control groups at a high school in Hangzhou, China. The efficacy of OMO learning is assessed through a quasi-experimental design encompassing pre- and post-assessments. The findings of this inquiry reveal: (1) The experimental group's physics problem-solving abilities are significantly impacted by OMO learning; (2) the use of cognitive tools rationally, the integration of online and offline collaborative learning, rich learning resources, and heuristic teaching all help students become more adept at solving physics problems; and (3) the cognitive load, students' lack of prior knowledge, poor self-regulation, and lack of help-seeking techniques all work against the improvement of students' physics problem-solving abilities. Suggestions are made in line with the research results and aims.

Immersive remote telerobotics: foveated unicasting and remote visualization for intuitive interaction

Abstract Precise and efficient performance in remote robotic teleoperation relies on intuitive interaction. This requires both accurate control actions and complete perception (vision, haptic, and other sensory feedback) of the remote environment. Especially in immersive remote teleoperation, the complete perception of remote environments in 3D allows operators to gain improved situational awareness. Color and Depth (RGB-D) cameras capture remote environments as dense 3D point clouds for real-time visualization. However, providing enough situational awareness needs fast, high-quality data transmission from acquisition to virtual reality rendering. Unfortunately, dense point-cloud data can suffer from network delays and limits, impacting the teleoperator’s situational awareness. Understanding how the human eye works can help mitigate these challenges. This paper introduces a solution by implementing foveation, mimicking the human eye’s focus by smartly sampling and rendering dense point clouds for an intuitive remote teleoperation interface. This provides high resolution in the user’s central field, which gradually reduces toward the edges. However, this systematic visualization approach in the peripheral vision may benefit or risk losing information and burdening the user’s cognitive load. This work investigates these advantages and drawbacks through an experimental study and describes the overall system, with its software, hardware, and communication framework. This will show significant enhancements in both latency and throughput, surpassing 60% and 40% improvements in both aspects when compared with state-of-the-art research works. A user study reveals that the framework has minimal impact on the user’s visual quality of experience while helping to reduce the error rate significantly. Further, a 50% reduction in task execution time highlights the benefits of the proposed framework in immersive remote telerobotics applications.

Social Media Use and Cognitive Load: A Study on the Impact on Interpersonal Relationships

With the rise of mobile internet and the proliferation of social media in recent years, the problems brought about by technological advancements have emerged. People typically need to process a large amount of information and engage in social interactions, leading to this review’s aim of comprehensively analyzing the factors influencing social media, interpersonal relationships, and mental health. Recent mainstream views suggest that there is a correlation between social media’s impact on interpersonal relationships and mental health, with cognitive load acting as a mediating variable. Users with high cognitive load tend to have poorer quality in mental health and interpersonal relationships. However, a notable gap in the literature is the scarcity of studies adequately controlling for factors that might affect the outcomes, as well as the use of appropriate statistical methods in data analysis. These findings have important implications for understanding the impact of social media on individual interpersonal relationships and mental health.

Optimizing cognitive load and learning adaptability with adaptive microlearning for in-service personnel

Adaptive microlearning has emerged as a crucial approach for enhancing the working skills of in-service personnel. This study introduces the design and development of an innovative adaptive microlearning (AML) system and investigates its effectiveness compared to a conventional microlearning (CML) system. The main distinguishing feature of an AML system from a CML system is its adaptive features that tailor the learning experience to individual needs, including personalized content delivery, real-time feedback, and adaptive learning paths. A quasi-experimental study involving 111 in-service personnel (NAML = 56, NCML = 55) was conducted. ANCOVA results confirmed that the AML system significantly reduced unnecessary cognitive load due to inappropriate instructional design (mean difference of -20.02, p < 0.05) and significantly improved learning adaptability (mean difference of 40.72, p < 0.05). These findings highlight the potential of adaptive microlearning systems to overcome barriers to effective learning, thereby supporting lifelong learning and professional development in various working contexts.

High-pressure protocol during practice evokes competition-like psychological states in gymnasts

Athletes – particularly gymnasts – are inevitably confronted with pressure during competitions. To ensure that athletes can perform their tasks despite experiencing pressure, it is essential to safely expose them to competition-like experiences during training. Therefore, we collaborated with two gymnastics coaches in developing a pressure protocol for elite-level youth gymnasts ( n = 16) to assess whether psychological states that are typically experienced during competitions can be evoked during training. Our results show that cognitive anxiety, somatic anxiety, and mental effort were increased significantly, while self-confidence and performance indicated declines, albeit not significant, when training with a pressure protocol compared to regular training. Furthermore, none of these variables differed between the pressure training and competition. The current results inspire confidence that coaches may utilize pressure protocols to successfully introduce competition-like psychological states during training to help athletes perform better despite experiencing pressure and anxiety.

Relationship between Cognitive Demands and Biomechanical Indicators Associated with Anterior Cruciate Ligament Injury: A Systematic Review.

Anterior cruciate ligament (ACL) injury during contact sports has a high incidence that has not been reduced despite the immense resources devoted to understanding its aetiology. A neurocognitive approach could increase knowledge of the mechanisms contributing to ACL injury enabling practitioners to address and minimise future risk. To systematically review the influence of manipulating cognitive demands during motor tasks (i.e. degree of uncertainty) on biomechanical variables associated with ACL injury risk. A systematic review was performed according to the Cochrane Handbook for Systematic Reviews of Interventions by searching the major sporting electronic databases. The search strategy included four groups of terms and was conducted by two authors independently. All studies were screened using unique inclusion criteria, with the included studies assessed for risk of bias. Twenty-five studies were identified from 2031 records and included into the review process. During the experimental conditions where cognitive demands were higher, most biomechanical indicators associated with a greater risk of ACL injury during landing and cutting tasks were significantly enhanced compared with conditions with low or no cognitive demands. An increase in task complexity through cognitive load significantly leads to changes in mechanisms associated with ACL injury during single-leg landings and cutting movements. Consequently, coaches and exercise professionals should consider inclusion of dual-task paradigms or uncertainty during injury risk assessment scenarios and injury prevention programs to help identify athletes at risk of ACL injury and reduce ACL injury frequency. This protocol was registered in the PROSPERO database ( https://www.crd.york.ac.uk/PROSPERO ) in May 2022, with the registration number CRD42022315795.

From recorded to AI‐generated instructional videos: A comparison of learning performance and experience

AbstractGenerative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy‐six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings. Practitioner notesWhat is already known about this topic Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning. Producing instructional videos is costly and burdensome. Generative AI has great potential for generating educational content. What this paper adds An AI‐generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video. Students perceived no significant differences between the AI‐generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI‐generated instructional video group reported slightly lower values. Despite AI‐generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance. Implications for practice and/or policy We recommend using the AI‐generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience. The findings indicate the equivalence principle in AI‐generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.

Analysing Virtual Labs Through Integrated Multi-Channel Eye-Tracking Technology: A Proposal for an Explanatory Fit Model

This study deals with an analysis of the cognitive load indicators produced in virtual simulation tasks through supervised and unsupervised machine learning techniques. The objectives were (1) to identify the most important cognitive load indicators through the use of supervised and unsupervised machine learning techniques; (2) to study which type of task presentation was most effective at reducing the task’s intrinsic load and increasing its germane load; and (3) to propose an explanatory model and find its fit indicators. We worked with a sample of 48 health sciences and biomedical engineering students from the University of Burgos (Spain). The results indicate that being able to see the task before performing it increases the germane load and decreases the intrinsic load. Similarly, allowing students a choice of presentation channel for the task respects how they process information. In addition, indicators of cognitive load were found to be grouped into components of position, speed, psychogalvanic response, and skin conductance. An explanatory model was proposed and obtained acceptable fit indicators.

Exploring the effectiveness of virtual reality in combating misinformation on climate change

AbstractOur research examines the potential of immersive virtual reality (VR) in countering climate change misinformation. By creating VR simulations of future climate scenarios, we visually depict the potential impacts of rising temperatures and sea level rise on communities and ecosystems. Our objective is to determine whether immersive VR can achieve more effective correction outcomes compared to social media. We employ a mixed experimental design, manipulating the provision of correction through either VR or social media. We measure the impact of these interventions on belief in and skepticism toward climate change, and on inferential reasoning at three different points over a month. Furthermore, we explore the effectiveness of human actors and the level of presence in the VR experience as strategies to combat climate change misinformation. We find that VR conditions might lead to increased certainty in the belief that climate change is really happening and lowered skepticism toward the clarity of the effects of climate change. Moreover, we find significant differences in the heart rate (HR) of the participants in the VR conditions. The use of avatars in VR environments may contribute to heightened HR variability during misinformation correction, potentially due to increased emotional engagement and cognitive load.

Heart rate variability, electrodermal activity and cognition in adults: Association with short-term indoor PM2.5 exposure in a real-world intervention study

BackgroundLong-term effects of ambient fine particulate matter (PM2.5) exposure on mortality and morbidity are well established. The study aims to evaluate how short-term indoor PM2.5 exposure affects physiological responses and understand potential mechanisms mediating the cognitive outcomes in working-age adults. MethodsThis real-world randomized single-blind crossover intervention study was conducted in an urban office setting, with desk-based air purifiers used as the intervention. Participants (N = 40) were exposed to average PM2.5 levels of 18.0 μg/m3 in control and 3.7 μg/m3 in intervention conditions. Cognitive tests, heart rate variability (HRV), and electrodermal activity (EDA) measures were conducted after 5 h of exposure. Self-reported mental effort, exhaustion, and task difficulty were collected after the cognitive tests. ResultsParticipants in the intervention condition had significantly higher HRV during cognitive testing, particularly in the standard deviation of normal-to-normal intervals (SDNN), root mean square of successive differences (RMSSD), and high-frequency power (HF) indices. Mediation analysis revealed that elevated PM2.5 exposure reduced HRV indices, which mediated the effect on two executive function-related cognitive skills out of 16 assessed skills. No significant differences were found in EDA, self-reported task difficulty, or exhaustion, but self-reported mental effort was higher in the control condition. ConclusionsLower indoor PM2.5 level was associated with reduced mental effort and higher HRV during cognitive testing. Furthermore, the association between indoor PM2.5 exposure and executive function might be mediated through cardiovagal responses. These findings provide insights on the mechanisms through which fine particle exposure adversely affects the autonomic nervous system and how this in turn affects cognition. The potential cardiovascular and cognitive health benefits of PM2.5 reduction warrants further research.

(MIS)measuring cognitive load and arousal in deception: A multitrait–multimethod analysis

AbstractPurposeCognitive load and arousal are cornerstones of many deception detection strategies and theories; in turn, their effective measurement is critical. However, fundamental criteria for establishing the quality and accuracy of measures have largely been overlooked. In this study, we examined the reliability and construct validity of common cognitive load and arousal measures.MethodWe obtained three independent secondary datasets in which participants (N = 238) had lied or told the truth about witnessing a suspicious event. Using a multitrait–multimethod analysis, we assessed three measures of their cognitive load and arousal: participants' self‐reports, trained coders' observations, and objective behaviours.ResultsAlthough all measures were reliable, they achieved differing levels of validation. Specifically, measures of cognitive load showed evidence of convergent validity, but not discriminant validity. There was no empirical support for the construct validity of arousal measures.ConclusionsThese findings suggest that inconsistencies in the diagnosticity of cues to deception and theory support may be attributable to the measures employed. Researchers may not be assessing constructs of interest, particularly in the case of arousal.

Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities

The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.