SPECIAL ISSUE 2 July 2026
DOI DOI: 10.66434/ijspsy.v1i2si.482

Brain fog and digital learning: Neuroeducation implications for students' attention and well-being

Khaled Mabrouk1, Phumuzani Mpofu 2
  1. 1 UNICAF University, Zambia
  2. 2 Witswatersrand University, South Africa

Abstract

The rapid integration of digital technologies into education has transformed teaching and learning, offering enhanced access to resources while simultaneously increasing students' cognitive demands. This study explores “brain fog” as a temporary cognitive dysfunction experienced by secondary school learners in digitally mediated environments, focusing on its impact on attention, learning, and emotional well-being. Brain fog is characterised by mental fatigue, reduced focus, slowed thinking, and difficulty processing information, often exacerbated by prolonged screen time, multitasking, high cognitive load, inadequate sleep, and academic stress. Using a qualitative approach, 21 students completed an open-ended interview guide through Google Forms, providing rich insights into their experiences, triggers, and coping strategies. Thematic analysis revealed that brain fog is situational and influenced by physiological, psychological, and environmental factors, including digital distractions and instructional design. Participants reported disruptions in memory, concentration, and participation, alongside negative emotional responses such as anxiety, frustration, and diminished confidence. Strategies for mitigating brain fog included self-regulation techniques, brief breaks, physical activity, structured learning, and interactive classroom support. Findings underscore the importance of aligning digital learning practices with students’ cognitive and emotional capacities, highlighting the role of neuroeducation in designing learning environments that balance cognitive load, attention, and well-being. The study contributes to understanding the interplay between digital learning, cognitive functioning, and mental health, offering practical implications for educators to foster supportive, engaging, and cognitively sustainable learning experiences in technology-rich contexts.

How to Cite

Mabrouk, K., & Mpofu , P. (2026). Brain fog and digital learning: Neuroeducation implications for students’ attention and well-being. International Journal of Studies in Psychology, 1(2si), 1–9. https://doi.org/10.66434/ijspsy.v1i2si.482
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