Review of Related Literature
According to Alisa Sadiku & Trendeline Haliti-Sylaj (2024) frequent exposure to short video reels
on platforms like TikTok, Instagram, and YouTube has become increasingly popular, potentially
reducing attention spans and negatively affecting academic performance. This study explores
how regularly watching short-form videos influences undergraduate students' attention span and
academic success, based on the assumption that attention span is crucial for student
engagement, knowledge retention, and achievement. Employing a quantitative research design,
the study analyzed the relationship between social media reel consumption, attention span, and
academic performance. A total of 150 undergraduate students from the University for Business
and Technology (UBT) in Kosovo were selected using a convenience sampling method. A
correlational research approach was used to assess the strength and direction of the
relationships among these variables. Findings indicate that effective teaching strategies can
help counteract the cognitive overload caused by frequent exposure to short-form media
content.
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For many years, people's attention spans have been getting shorter, in part because of the rapid
advancements in technology. Teachers and other classroom participants are especially
concerned about the eight-second human attention span. Teachers must use deliberate
techniques and procedures in the classroom to maintain their pupils' attention because it doesn't
appear like the average attention span will ever expand. (Lee, 2024)
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Many people worry about how social media and digital technology might be harming teenagers'
and young adults' attention spans, making it a popular topic for research. This study aimed to
explore the connection between increased social media use and reduced attention span.
Researchers at AP Seminar, Reedy High School in Frisco, TX, surveyed students about their
social media habits and self-reported attention spans. The results from 159 participants showed
a significant link. Those who spent more time on social media tended to have poorer attentional
control and were more easily distracted. Statistical tests, including chi-square analysis,
confirmed that these results were not just due to chance. These findings support previous
research and reinforce the idea that extended exposure to digital media can negatively impact
adolescents' ability to focus.
To address these issues, schools could introduce digital literacy and mindfulness programs to
help students become more aware of the risks of excessive screen time. Raising awareness
among young people could also encourage policy changes that promote healthier social media
use. However, more research, especially cross-sectional and long-term studies, is needed to
fully understand the effects and develop targeted strategies to reduce the negative impact of
digital media on cognitive function.
Many studies suggest that social media negatively affects attention spans, particularly in
children and teenagers. Carstens (2018) found that as social media use increases, attention
span decreases. Moyer (2001) explored how children's attention spans develop and how
technology might alter this process. These studies suggest that excessive social media use can
make it harder for children to concentrate and learn effectively.
However, not all experts agree. Chassiakos (2008) argues that social media does not directly
impact attention span but instead influences children's social lives and independence. Haxel
(2015) examined how different digital devices affect attention spans, but she emphasized that
more research is needed on newer technologies. These perspectives highlight that while social
media and digital devices may cause issues, their exact effects are still being studied.
Other researchers focus on how social media influences the brain and behavior. Tripath (2019)
found that frequent exposure to short videos can lead to a preference for quick gratification,
potentially making individuals less responsive to serious real-world events. Lissak (2017) and
Fillmore (2014) explored how social media use can impact mental health and academic
performance, while Barton (2014) suggested that it can lead to laziness and reduced motivation.
These studies indicate that social media use affects more than just attention span. It can also
influence behavior, learning, and emotions.
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This affects how students function in school and society, especially in tasks requiring focus and
memory. Studies show that many students prefer using technology over doing schoolwork, often
browsing social media, watching videos, or playing games in class. As their screen time
increases, they become more dependent on it, needing more media for the same dopamine
boost. This reduces their ability to focus on tasks like schoolwork, which doesn’t provide the
same instant reward. (Vedechkina & Borgonovi, 2021)
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varthana
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Over the past few years, growing usage of mobile phones has brought about concerns about its
impact on cognitive processes, especially attention span. Cain et al. (2019) investigated the
influence of smartphone use on cognitive skills, which showed that excessive phone usage is
linked to reduced attention control and lower academic performance. Their report suggests that
frequent use of digital devices can result in cognitive overload, making students unable to
concentrate on intricate tasks for long durations.
Furthermore, the research accentuates the syndrome of "brain drain", as the fact of having a
smartphone, even one that is inactive, already hinders attention and working memory. This
reinforces other studies stating that continuous connectivity and notifications make
fragmentation of attention happen, with concentration being challenging for people to maintain
in the academic environment.
Such research is in step with more extensive worries about distracting digital activity on campus.
Since mobile technology proceeds to change in its character and capabilities, gaining insight
into what it implies about learning and intellect development becomes correspondingly
important. Teachers and officials might need to adopt methods that reduce the pernicious side of
cell use while maximizing learning benefits through its use.
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