Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Nonformal Education Syntax Literate: Jurnal Ilmiah Indonesia Journal of Educational Research and Evaluation JETL (Journal Of Education, Teaching and Learning) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Ilmiah SEMANTIKA Unram Journal of Community Service (UJCS) Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) Majority Science Journal JOP Technologia Journal EduTech Journal Ludi Litterarri Journal of Pedagogi
David Darwin
Universitas Darma Persada, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Journal : Ludi Litterarri

 1 
Attention Crisis in Education: An Analysis of Declining Student Focus in the Age of Digital Distractions Darwin, David
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/3011jk66

Abstract

The pervasive integration of digital technologies into educational environments has given rise to a significant attention crisis among students at multiple levels of schooling. This article presents a systematic analysis of the factors contributing to the decline in student focus, drawing upon an extensive review of peer-reviewed literature published between 2021 and 2026. The study adopts a qualitative systematic literature review methodology, synthesising findings from 27 empirical and theoretical studies retrieved from Google Scholar using structured search protocols. The analysis reveals that digital distractions—encompassing social media notifications, multitasking behaviours, smartphone use during instruction, and the cognitive demands of digital content—substantially undermine sustained attention, reduce academic engagement, and impair learning outcomes. Digital cognitive overload and the 'brain rot' phenomenon are identified as emerging constructs that characterise modern attentional deficits in educational settings. Findings further indicate that inequalities in attention regulation are mediated by students' digital literacy and socioeconomic background. The article concludes with a framework of evidence-based pedagogical and institutional strategies for restoring attentional capacity, including mindful technology integration, attentional literacy curricula, and structured digital-free learning periods. These findings carry substantial implications for curriculum designers, educators, and educational policymakers seeking to create focused, high-quality learning environments in digitally saturated contexts.
Learning Fatigue in Online Education: Analysis of Students' Cognitive Saturation in the Digital Era Darwin, David
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/d5hjt248

Abstract

Learning fatigue, or learning saturation, in the context of online education is a phenomenon that is increasingly receiving serious attention among educational researchers and practitioners. This article presents a systematic review of recent studies on student cognitive fatigue in online learning in the digital era, analyzing its causal factors, impacts on achievement and mental health, and effective intervention strategies. The review integrates findings from more than twenty international studies published between 2021 and 2025. The analysis shows that cognitive overload, prolonged screen exposure, and minimal social interaction are the three main factors causing learning fatigue. The prevalence of screen fatigue was the highest, reaching 61.3% in the high category, followed by online concentration disorders at 57.2%. The most significant impacts include decreased learning motivation, academic burnout, and mental health disorders. Intervention strategies that have proven effective include the application of active learning methodologies, digital wellness frameworks, and the use of artificial intelligence for real-time cognitive-emotional state detection. The implications of these findings are relevant for online curriculum developers, higher education institutions, and policymakers in designing sustainable digital learning ecosystems
Co-Authors Aditia, Moh Al-Farizali Astuti, Peni Chaeruman, Uwes Anis Chandra, Yulie Neila Dedi Gunawan Saputra Endry Boeriswati Evizariza Evizariza Evizariza Evizariza, Evizariza Fathiaty Murtadho Febi Nur Biduri Firayani, Firayani Gusti Yarmi Gustini Wijayanti Halifi, Nabila Hartati, Celerina Dewi Hin Goan Gunawan Liliana Muliastuti M. Yogi Riyantama Isjoni Miftahulkhairah Anwar Misbahul Munir Misbahul Munir Mutakin, Egi Jenal Nuruddin Nuruddin Nuruddin, Nuruddin Nuryanti, Thalita Fitria Saifur Rohman Samsi Setiadi Siregar, Hariani Siti Ansoriyah Siti Gomo Attas Syafrida, Reny Yarmi, Gusti Yumna Rasyid Zainal Rafli, Zainal Zuriyati Zuriyati