Balancing Act: Navigating Media Multitasking's Effects on Mental Fatigue and Wellbeing in University Students

Balancing Act: Navigating Media Multitasking's Effects on Mental Fatigue

Abstract

This study delves into the impact of media multitasking on university students' mental fatigue and psychological wellbeing. It examines how multitasking across technological platforms affects cognitive load and emotional states, using a self-regulated learning perspective. By analyzing empirical data and theoretical frameworks, the study uncovers the consequences of excessive multitasking on students' learning regulation and psychological health. The findings provide insights for educators, policymakers, and students to promote a balanced approach to technology use, fostering improved learning outcomes and overall wellness amidst digital immersion. In today's digital age, where students often navigate a multitude of tasks across various technological platforms simultaneously, concerns have arisen regarding the potential repercussions on their mental and emotional health. This study delves into this phenomenon, investigating how media multitasking impacts university students' levels of mental fatigue and psychological wellbeing. Through the lens of self-regulated learning, the study explores the intricate relationship between multitasking behaviors and cognitive load, as well as their effects on emotional states. Drawing on empirical evidence and theoretical frameworks, the study sheds light on the implications of excessive media multitasking for students' ability to effectively regulate their learning processes and maintain optimal psychological health. The findings of this study offer valuable insights for educators, policymakers, and students themselves. They highlight the need for a balanced approach to technology use, emphasizing strategies that promote enhanced learning outcomes and overall wellness in the digital age.