EDUCATIONAL NEUROSCIENCE AND TECHNOLOGY: COGNITIVE IMPACTS OF SCREENS ON READING

Abstract

With the advancement of technology in our daily activities, reading on screens has become commonplace. However, it is necessary to better understand whether these habits, which replace printed reading, have negative effects on our comprehension of content and critical thinking about the subject. The main objective of this study was to analyze the impacts of screen use on the development of reading considering cognitive science. To investigate this issue, a bibliographic research methodology was used, exploring various sources of scientific and academic work, such as scientific articles, books, and undergraduate thesis papers. The articles studied addressed topics such as neuroscience, deep reading, technology, and the two types of reading: printed and digital. Through the study of this subject, it was possible to observe that reading in digital environments tends to be more superficial, considering the distractions that screens provide, as well as visual fatigue. Printed reading, on the other hand, allows for deeper reading, helping with concentration and creating a sense of emotional connection by engaging more than one sense during the reading process. It can therefore be concluded that printed reading is an important activity for cognition, as it is linked to concentration, reflection, and critical thinking—especially for those who are still developing this ability.