Excessive internet use reduces study skills in students

Students who use digital technology excessively are less motivated to engage with their studies, and are more anxious about exam tests, according to a new research.

This effect was made worse by the increased feelings of loneliness that use of digital technology produced, said the study, published in the Journal of Computer Assisted Learning.

“The results suggest that students with high levels of internet addiction may be particularly at risk from lower motivations to study, and, hence, lower actual academic performance,” said study researcher Phil Reed from Swansea University in UK.

For the findings, 285 university students, enrolled on a range of health-related degree courses, participated in the study. They were assessed for their use of digital technology, their study skills and motivation, anxiety, and loneliness.

The research found a negative relationship between internet addiction and motivation to study. Students reporting more internet addiction also found it harder to organise their learning productively, and were more anxious about their upcoming tests.

The findings also found that internet addiction was associated with loneliness, and that this loneliness made study harder.

About 25 per cent of the students reported that they spent over four hours a day online, with the rest indicating that they spent between one to three hours a day.

The main uses of the internet for the student sample were social networking (40 per cent) and information seeking (30 per cent), the researchers said.

In addition to the links between levels of internet addiction and poor study motivation and ability, internet addiction was found to be associated with increased loneliness.

The results indicated that loneliness, in turn, made studying harder for the students.

The study suggests that loneliness plays a large role in positive feelings about academic life in higher education.

According to the researchers, the poorer social interactions that are known to be associated with internet addiction make loneliness worse, and, in turn, impact on motivation to engage in a highly social educational environment such as a university.

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How Internet may be changing your brain

High levels of Internet use may change the brain in a way which could affect our attention, memory and social interactions, according to a study.

The research, found the Internet can produce both acute and sustained alterations in specific areas of cognition, which may reflect changes in the brain.

Researchers investigated leading hypotheses on how the Internet may alter cognitive processes, and further examined the extent to which these hypotheses were supported by recent findings from psychological, psychiatric and neuroimaging research.

“The key findings of this report are that high-levels of Internet use could indeed impact many functions of the brain,” said a researcher.

“For example, the limitless stream of prompts and notifications from the Internet encourages us towards constantly holding a divided attention — which then in turn may decrease our capacity for maintaining concentration on a single task,” he said.

Additionally, the online world now presents us with a uniquely large and constantly-accessible resource for facts and information, which is never more than a few taps and swipes away,” he said.

“Given we now have most of the world’s factual information literally at our fingertips, this appears to have the potential to begin changing the ways in which we store, and even value, facts and knowledge in society, and in the brain,” he said.

The widespread adoption of these online technologies, along with social media, is also of concern to some teachers and parents, researchers said.

The World Health Organization’s 2018 guidelines recommended that young children (aged 2-5) should be exposed to one hour per day, or less, of screen time.

However, the report also found that the vast majority of research examining the effects of the Internet on the brain has been conducted in adults.

More research is needed to determine the benefits and drawbacks of Internet use in young people, according to researchers.

He said although more research is needed, avoiding the potential negative effects could be as simple as ensuring that children are not missing out on other crucial developmental activities, such as social interaction and exercise, by spending too much time on digital devices.
“To help with this, there are also now a multitude of apps and software programmes available for restricting Internet usage and access on smartphones and computers — which parents and carers can use to place some ‘family-friendly’ rules around both the time spent on personal devices, and also the types of content engaged with,” he said.

“Speaking to children often about how their online lives affect them is also important — to hopefully identify children at risk of cyberbullying, addictive behaviours, or even exploitation — and so enabling timely intervention to avoid adverse outcomes,” he said.

The bombardment of stimuli via the Internet, and the resultant divided attention commonly experienced, presents a range of concerns, said a Prof.

“I believe that this, along with the increasing Instagramification of society, has the ability to alter both the structure and functioning of the brain, while potentially also altering our social fabric,” he  said.
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