with different levels of gadget use

Abstract

The living environment of contemporary school students is characterized by the pervasive use of mobile technologies to address daily tasks, which highlights the need to examine the consequences of intensive gadget use for cognitive development. This study aimed to identify differences in cognitive characteristics among school students with varying levels of engagement with digital devices. The sample consisted of 160 adolescents aged 14–15 years (60.4% female), categorized into high, medium, and low engagement groups based on the intensity and nature of their digital experiences. Cognitive characteristics were assessed using methods focused on multitasking ability, cognitive productivity, critical thinking, and openness to cognitive inquiry. Statistical analysis was conducted using non-parametric tests and Spearman’s rank correlation. The results showed that low engagement with gadgets was associated with higher cognitive performance, including more productive thinking and more effective task-switching in multitasking conditions. Adolescents with high engagement more often demonstrated a subjectivized type of cognitive activity and less frequently formulated objective questions. Components of critical thinking, such as emotional self-regulation in decision-making and the recognition of manipulative techniques, were more pronounced among students with low and moderate engagement. Correlation analysis revealed inverse associations between an early onset of gadget use, engagement intensity, and the development of critical thinking skills. These findings challenge the assumption of a uniformly positive impact of the digital environment on students’ cognitive activity. On the contrary, excessive and early engagement appears to be associated with risks of diminished cognitive productivity and critical thinking. The study underscores the importance of pedagogical support for digital socialization and the development of programs aimed at fostering students’ digital culture.