ROLE OF DIGITAL TECHNOLOGY: AN AID TO IMPROVE WORKING MEMORY AND ATTENTIONAL CONTROL

Abstract

Change is inevitable. Philosophers from both the East and the West emphasised from the beginning the importance of teacher-based education and the need for students to acquire both academic knowledge and real-world skills. Teachers can now integrate technology to enhance the effectiveness of their teaching in the Era of Education 5.0. Due to enormous advancements in science and technology, individuals are spending an alarming amount of time on their various technological devices, such as watching films on television and accessing social media on mobile devices like smart phones and tablets. Teachers must consider their students' needs when they are designing material that is able to process cognitively, pertaining to the more learning goals, and designed to be accessed using a range of platforms. Working memory and Attentional control are taken into account as the significant executive functioning abilities. Working memory is typically taken to be the ability to hold and process information temporarily. It has been proven that working memory (WM) capacity is a good predictor of academic achievement and is highly associated with general intellectual ability. Attentional control is the ability to concentrate on relevant matters and ignoring the irrelevant matters during the complex tasks. The widespread use of technology has both positive and negative effects on our students' attention and memory processes, according to studies. Development of children's attention is highly dependent on the environment. The objective is to discover important findings from previous research that are suitable for current students who are technology-based. This research explores how technology impacts working memory and attentional control. The necessity of developing and regulating digital environments that promote learning, focus, and memory while reducing detrimental cognitive impacts is highlighted by this paper.