SMARTPHONES, ARTIFICIAL INTELLIGENCE, AND THE DECLINE OF LEARNING: COGNITIVE, NEUROSCIENTIFIC, AND EDUCATIONAL IMPLICATIONS OF THE DIGITAL ENVIRONMENT

Ronald Jean Degen

Todos os Trabalhos

Trabalho Completo

Resumo

DOI

10.29327/anais-idea.1474650

Título do Trabalho

SMARTPHONES, ARTIFICIAL INTELLIGENCE, AND THE DECLINE OF LEARNING: COGNITIVE, NEUROSCIENTIFIC, AND EDUCATIONAL IMPLICATIONS OF THE DIGITAL ENVIRONMENT

Autores

Ronald Jean Degen

Modalidade

Artigo Científico

Área temática

Inteligência Artificial (IA) e o Novo Ecossistema de Aprendizagem

Data de Publicação

17/06/2026

País da Publicação

Brasil

Idioma da Publicação

pt-BR

Página do Trabalho

https://www.even3.com.br/anais/anais-idea/1474650-smartphones-artificial-intelligence-and-the-decline-of-learning--cognitive-neuroscientific-and-educational-i

ISSN

3086-6693

Palavras-Chave

Brain-based learning. Digital distraction. Artificial intelligence in education. Deep reading. PISA Educational Performance.

Resumo

The rapid diffusion of smartphones, artificial intelligence (AI), and digital media platforms has profoundly transformed the cognitive environment in which children and adolescents learn. While these technologies expand access to information and communication, increasing evidence suggests that they may also undermine fundamental cognitive processes essential for effective learning, including sustained attention, deep reading, working memory, and reflective reasoning. This article integrates insights from neuroscience, cognitive psychology, media studies, and international educational assessments to examine how smartphones and AI-driven information systems influence learning outcomes among young people. Using a conceptual research design supported by secondary data from the Program for International Student Assessment (PISA), the study analyzes global trends in educational performance and explores comparative developments in Finland, South Korea, the United States, and Brazil. The findings suggest that the digital environment increasingly fragments attention, encourages superficial information processing, and reduces engagement with deep reading practices, factors that may contribute to declining performance in reading comprehension observed in international assessments since approximately 2012. The study further examines how algorithmically curated information environments reshape cognitive habits and learning behaviors. The article concludes by proposing educational reforms to restore effective learning conditions in the digital age, including restrictions on smartphone use in educational environments, a renewed emphasis on deep reading and critical thinking, and the development of digital literacy programs to address the cognitive challenges introduced by artificial intelligence. By integrating neuroscientific evidence with educational policy analysis, this research contributes to a growing body of literature examining how technological environments shape human cognition and learning.

Título do Evento: Congresso Internacional IDEA: Inovação, Diálogo e Experiências na Aprendizagem 2026
Título dos Anais do Evento: Anais do Congresso Internacional IDEA: Inovação, Diálogo e Experiências na Aprendizagem
Nome da Editora: Even3
Meio de Divulgação: Meio Digital
DOI

Como citar

DEGEN, Ronald Jean. SMARTPHONES, ARTIFICIAL INTELLIGENCE, AND THE DECLINE OF LEARNING: COGNITIVE, NEUROSCIENTIFIC, AND EDUCATIONAL IMPLICATIONS OF THE DIGITAL ENVIRONMENT.. In: . Disponível em: https//www.even3.com.br/anais/anais-idea/1474650-SMARTPHONES-ARTIFICIAL-INTELLIGENCE-AND-THE-DECLINE-OF-LEARNING--COGNITIVE-NEUROSCIENTIFIC-AND-EDUCATIONAL-I. Acesso em: 23/08/2026