'Brain Rot' Among University Students in the Digital Age: A Phenomenological Study

Area of Science:

• Cognitive Psychology
• Media Psychology
• Digital Well-being

Background:

• The digital age presents novel challenges to cognitive function and emotional regulation.
• Prolonged exposure to low-quality digital content is increasingly linked to adverse effects on young adults.
• Understanding student perceptions of these digital impacts is crucial for developing targeted interventions.

Purpose of the Study:

• To explore university students' lived experiences and perceptions of "brain rot."
• To investigate the cognitive, emotional, and academic consequences of excessive digital content consumption.
• To identify coping mechanisms employed by students to mitigate the effects of brain rot.

Main Methods:

• Phenomenological approach utilizing semi-structured interviews.
• Maximum variation sampling of 15 university students.
• Data analysis through Moustakas' phenomenological method.

Main Results:

• Students associate "brain rot" with reduced productivity, poor concentration, and impaired decision-making.
• Low-quality digital content negatively impacts academic performance, social connection, and self-esteem.
• Effective coping strategies include self-regulation, exercise, digital detox, and mindfulness.

Conclusions:

• This study offers the first qualitative evidence of university students' experiences with "brain rot."
• A conceptual framework is presented on the impact of digital content on student life.
• Findings highlight the need for greater awareness and strategies to promote digital well-being among students.