STUDENT ENGAGEMENT AND COGNITIVE LOAD IN THE DIGITAL AGE: A PSYCHOLOGICAL PERSPECTIVE FROM SECONDARY SCHOOLS IN CHAKDAHA BLOCK

Author: Bipul Chakraborty , Avijit Patra , Dr.LitonMallick

Published On: 2025-06-10

DOI: https://doi.org/10.70127/irjedt.vol.8.issue06.596

The present study investigates the psychological effects of digital learning tools on student engagement and cognitive load among secondary-level students in the Chakdaha Block of West Bengal. With the rise of digital education in recent years, particularly following the COVID-19 pandemic, there has been a significant transformation in the way students interact with learning content. This study adopts a quantitative approach and utilizes data collected from 120 participants, including 100 students, 10 parents, and 10 teachers, to analyze the relationship between digital tool usage, student engagement, and perceived cognitive load. Standardized tools and self-constructed questionnaires were used to assess these dimensions. The findings aim to uncover how digital exposure influences students’ cognitive processing and engagement levels, while also incorporating parental observations and teacher insights. The study’s outcomes have implications for optimizing digital learning strategies to reduce cognitive overload and enhance student motivation and participation in the virtual learning environment.

Key Words: 1. Digital Learning Tools 2. Student Engagement 3. Cognitive Load 4. Secondary Education 5. Educational Psychology