Cognitive load in digital learning: implications for mental health in health sciences students
DOI:
https://doi.org/10.32870/jbf.v6i11.133Keywords:
cognitive load, mental fatigue, academic burnout, student well-being, self-regulationAbstract
Digital learning has dramatically transformed higher education, particularly in high-demand fields such as health sciences. While these modalities offer greater flexibility and access to knowledge, they may also increase the cognitive demands associated with the learning process. This perspective article argues that digital learning environments, characterized by multimodality, information overload, and multitasking, generate a sustained cognitive load that can contribute to mental fatigue and, ultimately, academic burnout. From a behavioral sciences perspective, we analyze how this phenomenon compromises academic performance, self-regulation, and critical behaviors such as eating habits, which are essential components of daily life. We propose a conceptual model linking digital learning with cognitive load and emotional exhaustion, concluding with guidelines for designing sustainable virtual learning environments and suggesting future research directions.
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