Impact of multiple educational technologies on well-being: the mediating role of digital cognitive load

The 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.

A 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.

A 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).

Learning 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.