COGNITIVE DISCONNECTION: IMPACTS OF INTENSIVE SCREEN USE AND THE INFODEMIC ON HIGHER EDUCATION

Abstract

This integrative review article investigates how the intensive use of digital technologies and the infodemic phenomenon affect the academic performance of university students. Grounded in cognitive psychology and neuroscience, the study analyzes how variables such as working memory, decision-making, and critical analysis are impacted by information overload and prolonged screen time. The literature review covered databases including PubMed, SciELO, and Google Scholar, prioritizing publications from the last five years. Results indicate that screen usage exceeding six hours per day correlates with attention deficits, anxiety, and difficulties in long-term memory consolidation. The study concludes that pedagogical mediation and the development of self-regulation strategies are essential to mitigate the negative impacts of the digital era on higher education.