Digital-Savvy or Lost in Transition? Navigating the Cognitive, Metacognitive, and Affective Effects of Digital Learning Resources on Early Adolescents

Schools have long been central to education, guiding individuals from early development through adulthood. In today’s digital age, where children and adolescents use digital devices daily, schools must adapt to meet the evolving needs of their students. As pivotal agents of the digital transition, schools play a crucial role in fostering the digital skills and competencies essential for navigating modern society. However, this transition is complex and not without challenges, requiring both infrastructure and effective integration of technology into educational practices. Hence, it is essential to understand how digital environments impact learning processes and outcomes to ensure their effective adoption. This dissertation investigates the challenges posed by the digital transition in education, focusing on its influence on cognitive and metacognitive learning outcomes. Specifically, it examines two key areas: the screen inferiority effect in text-based learning and the challenges of media multitasking in video-based learning. These issues are particularly pronounced for lower-secondary school students, whose cognitive and metacognitive skills are still developing, making them more vulnerable to the demands of digital learning environments. By addressing these issues through four empirical studies, this research aims to contribute to a broader understanding of the interplay between individual differences, contextual factors, and digital learning devices. Study 1 examines the moderating role of working memory components (i.e., verbal and visuospatial) on the screen inferiority effect. Study 2A examines the role of text highlighting as a potential strategy to mitigate the negative effects of digital reading. It also examines whether students' reading self-efficacy serves as a protective factor in supporting comprehension across both digital and print media. Study 2B expands on this by exploring how prevalent teaching modality in the classroom (paper-based vs. digital-based) influence the effects of reading medium and text highlighting on comprehension outcomes. Study 3 delves into the cognitive demands of media multitasking in video-based learning, specifically analyzing how on-screen distractions such as text messaging affect learning outcomes, with a focus on the moderating role of working memory. The findings provide valuable insights into the cognitive demands of digital learning, enhancing our understanding of how digital devices influence educational outcomes and informing efforts to create more effective and supportive digital learning environments and teaching practices.