ArticleBMC nursing2025
Impact of multiple educational technologies on well-being: the mediating role of digital cognitive load.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
6 citing papers in PubMed.
- The Serial Mediating Role of Cognitive Flexibility and Digital Literacy in the Relationship Between Metacognitive Awareness and Digital Well-Being.European journal of investigation in health, psychology and education · 2026Article
- Rethinking Basic Science Teaching in Medical Education: A Viewpoint on Its Past, Present, and Future.Interactive journal of medical research · 2026Article
- Task complexity and AI dependency among college students: the mediating roles of cognitive load, future anxiety, and task motivation.BMC psychology · 2026Article
- From digital learning readiness to student satisfaction: the mediating role of learning well-being in Saudi higher education.Frontiers in artificial intelligence · 2026Article
- Mediating effect of technostress on the relationship between artificial intelligence literacy and attitude toward digital technology among health profession students: a structural equation modeling approach.Journal of Yeungnam medical science · 2026Article
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe influence of technology on education is evident. Nonetheless, its impact on students' well-being and functioning remains an essential research topic. This study examined how digital cognitive load mediated the relationship between healthcare students' well-being and their use of multiple educational technology platforms.
methodsA descriptive, correlational cross-sectional methodology was employed to conveniently choose a sample of 160 healthcare students from seven departments within the college. Self-administered questionnaires functioned as the principal instruments for data collection. The subsequent data analysis incorporated both descriptive and inferential methods. The Amos software was utilized to examine the mediation model.
resultsA statistically significant negative correlation was identified between students' scores across multiple educational technology platforms and their digital cognitive load and well-being, respectively, at (r = - 0.546, p = 0.000) and (r = - 0.61, p = 0.000). Multiple educational technology platforms positively correlated with digital cognitive load scores (r = 0.635, p = 0.000). According to the regression analysis, students' digital cognitive load could predict their well-being (F (1, 158) = 53.32, p <.001, adj. R2 = 0.404). The mediation analysis indicated a substantial direct effect of emotional intelligence on academic stress when the mediator was present (β = - 0.4, SE = 0.037, Z = - 10.81, p =.000).
conclusionLearning institutions must evaluate the number of platforms used. Excessive platform utilization can adversely affect well-being and elevate cognitive stress. Training courses on appropriate technology utilization can enhance students' confidence and engagement with the platforms, alleviating the mental burden.
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