Electronic Devices and Students’ Cognitive Learning Risk: A Review of Attention, Memory, Comprehension, and Self-Regulation

Abstract

Electronic devices have become common in modern classrooms, homes, and study environments. Laptops, tablets, smartphones, and learning platforms can support access to information and flexible learning. However, growing evidence suggests that unmanaged device use may place students’ learning at risk in cognitive ways. This article reviews recent literature from 2015 to 2026 on how electronic devices affect students’ attention, working memory, reading comprehension, academic performance, sleep, and self-regulation. Using a qualitative literature-review method, the article analyzes 20 recent and accessible academic and policy sources. The results show that electronic devices do not automatically damage learning, but they become risky when they create distraction, media multitasking, shallow reading, fragmented attention, sleep loss, and overdependence on quick digital feedback. The discussion argues that schools should not simply ban technology or accept it without limits. Instead, teachers and policymakers should use evidence-based digital rules, protect deep-learning time, teach digital self-regulation, and match devices to clear learning purposes.