Abstract
This study employed quantitative research method, correlational in design, investigated how students' reliance on digital devices affects their ability to retain academic information. Anchored in Cognitive Load Theory (Sweller, 2019) and Wegner's Transactive Memory Theory (1987), it examined how digital dependence may overload working memory and shift information storage from the mind to external devices,
The findings showed a very high level of digital amnesia and a strong level of memory retention. A small negative correlation was observed, suggesting that digital habits slightly correspond with lower retention, but the correlation is not statistically significant. While previous studies confirm that heavy device use can reduce cognitive capacity, there is still a lack of understanding of how this phenomenon manifests among students in rural, yet increasingly digitalized, environments. Findings concluded that although digital habits shape memory strategies, they do not directly impair retention, underscoring the importance of balanced academic practices that combine mindful technology use with cognitive enhancing techniques.
Keywords: digital amnesia, memory retention, external memory aids, cognitive strategies, technology dependence
INTRODUCTION
In today’s digital age, information is instantly accessible through smartphones, laptops, and other digital devices. This convenience, while beneficial, has reshaped the way students think, learn, and remember—a phenomenon now widely referred to as digital amnesia. Kaspersky Lab (2019) defines digital amnesia as the tendency to forget information that one expects a digital device to store. In education, where memorization, comprehension, and recall are central to success, such dependence may have significant cognitive consequences.
Research increasingly shows that students’ growing reliance on technology for notetaking, scheduling, and information retrieval can diminish the depth of their learning. Mueller and Oppenheimer (2019) demonstrated that handwritten notetaking promotes stronger cognitive engagement and conceptual understanding than digital note-taking, which often leads to surface-level processing. Sweller’s (2011) Cognitive Load Theory explains that multitasking with digital distractions can overload working memory, thereby reducing the transfer of knowledge into long-term storage. This theoretical lens suggests that the constant presence of devices can strain students’ cognitive resources, leaving less capacity for meaningful encoding of information.
Similarly, Sparrow, Liu, and Wegner (2011) identified the “Google Effect”—a cognitive habit where individuals forget information, they believe they can easily retrieve online. This effect implies that students may no longer invest mental effort into remembering facts or concepts because they assume that digital tools will always supply the answer. Carr (2019) also warns that prolonged exposure to rapid digital content shortens attention spans and reduces the mental endurance necessary for sustained learning and memory consolidation. Ward et al. (2019) further demonstrated that even the mere presence of a smartphone can reduce available working memory and cognitive capacity, showing that digital devices occupy subconscious cognitive resources even when not actively used.
Empirical studies echo these theoretical concerns. Karpinski et al. (2019) found a negative correlation between frequent digital multitasking and academic performance, while Sana et al. (2019) reported that students who multitask during lectures remember significantly less than those who focus on a single task. Glass and Kang (2019) observed that students using digital lecture materials scored lower on memory tests than those using printed materials. These findings collectively indicate a tension between digital convenience and cognitive independence, with potential implications for learning outcomes.
For a community college like Abuyog Community College, where based on the observation of the researchers, students are becoming increasingly reliant on devices despite limited community resources. These issues raise a critical question: Does digital dependence affect their ability to retain what they learn? Addressing this question is essential, especially in rural and developing contexts where research on digital amnesia remains limited but technology use continues to expand. This study therefore examines the relationship between digital amnesia and memory retention among college students of Abuyog Community College, aiming to generate empirical evidence that can guide students, teachers, and administrators toward balanced and effective learning strategies.
The researchers chose this topic because they observed how students—including themselves—often rely on phones and online resources to remember lessons, deadlines, and schedules. They were curious whether this growing dependence affects their actual ability to memorize and recall information without digital assistance. By studying this phenomenon in their own college, they hope to raise awareness and propose interventions that will help students develop healthier, more effective study habits that combine the strengths of both digital tools and traditional memory-enhancing practices.
CONTACT US FOR THE FULL COPY.
