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All Journal SAP (Susunan Artikel Pendidikan) Sosfilkom : Jurnal Sosial, Filsafat dan Komunikasi JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Journal of Artificial Intelligence and Digital Business Journal of Business Management and Economic Development JIEMAN: Journal of Islamic Educational Management Prosiding Seminar Nasional Ilmu Manajemen, Ekonomi, Keuangan dan Bisnis Proceedings Series of Educational Studies LEADERIA : Jurnal Manajemen Pendidikan Islam Edumaspul: Jurnal Pendidikan EduTech Journal Qudwah: Journal of Islamic Education
Mokhamad Yaurizqika Hadi
Universitas Negeri Malang
Religion Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Social Sciences Other

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Journal : edutech journal

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Digital Dopamine and Modern Learning: Educational Technology Perspectives on Digital Content Addiction Mokhamad Yaurizqika Hadi
EduTech Journal Vol. 3 No. 1 (2026): JET - MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/dy0n3p51

Abstract

The proliferation of algorithmically curated digital content has introduced a neurological phenomenon increasingly referred to as "digital dopamine", the reward-loop mechanism by which engaging digital stimuli trigger repeated dopamine release, fostering habitual and addictive consumption patterns. This systematic literature review examines the intersection of this phenomenon with modern learning from the perspective of Educational Technology. Drawing on 20 peer-reviewed references published between 2021 and 2024, the study investigates how digital content addiction disrupts cognitive load, attention span, deep learning, and academic performance, while also exploring how Educational Technology practitioners can harness dopamine-driven design principles responsibly through gamification, adaptive learning, and AI-powered personalization. Results reveal that students with high digital content addiction exhibit significantly lower scores in deep learning (38% vs. 81%), attention span (45% vs. 78%), and academic performance (52% vs. 74%) compared to peers with low addiction profiles. Simultaneously, structured gamification and evidence-based digital engagement strategies demonstrate potential for redirecting dopamine-seeking behavior toward productive educational outcomes. The study concludes with a framework for "Positive Digital Engagement Design" (PDED) and recommendations for educators, technology designers, and policymakers seeking to balance engagement with educational integrity in the digital age.
Microlearning in the Digital Era: Educational Technology Strategies for a Generation with Short Attention Spans Mokhamad Yaurizqika Hadi
EduTech Journal Vol. 3 No. 1 (2026): JET - MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ckkkjv41

Abstract

The shortening of human attention spans in the digital age—particularly among Generation Z and Generation Alpha—presents significant challenges to traditional instructional models that rely on extended, sustained engagement. Microlearning, defined as the delivery of educational content in short, focused, and modular units, has emerged as a strategically aligned response to this cognitive reality. This study conducts a systematic literature review of 20 peer-reviewed publications from 2021 to 2024, examining the theoretical foundations, practical implementations, technological enablers, and measurable outcomes of microlearning in digital educational contexts. Findings indicate that microlearning consistently improves knowledge retention, learner motivation, and self-directed learning when designed according to cognitive load theory and spaced repetition principles. Digital platforms—including TikTok, mobile LMS applications, AI-powered chatbots, and gamified environments—serve as effective delivery mechanisms for microlearning content. However, challenges including fragmentation of deep learning, over-reliance on passive consumption, and assessment validity require careful pedagogical consideration. The study concludes with a proposed framework for effective microlearning design in digital educational technology contexts.
Co-Authors Antika Antika Dasep Supriatna Heri Dermawan Leni Putri Sartikadewi Muhlishoh, Humairoul Mukti Sari Utami Mulyadi Mulyadi Nur Ittihadatul ummah Nur Ittihadatul Ummah Tirta Mulyadi Yusuf Sobri, Ahmad