TECHNOLOGY, BRAIN HEALTH, AND DIGITAL LEARNING

Abstract

This chapter examines the complex interplay between digital technology and brain health across the lifespan, and how these dynamics inform digital learning and cognitive enhancement. Emerging evidence indicates that frequent use of digital devices has both beneficial and detrimental effects on brain function and behaviour (Small et al., 2020, Clemente-Suárez et al., 2024). For example, excessive screen time correlates with attention deficits, impaired social-emotional skills, and sleep disruption (Small et al., 2020), whereas structured activities (e.g., learning to search the Internet or playing cognitive games) can stimulate neural circuits, improving memory and processing abilities (Chen et al., 2024). We review age-related differences: in youth, interactive learning apps and video games have been shown to enhance visual, spatial skills and problem-solving (Clemente-Suárez et al., 2024), but passive or excessive media use may displace educational activities and harm attention (Marciano et al., 2021). The chapter also covers neurofeedback, a real-time brain-training method which has been shown to augment cognitive training, producing gains in memory and executive function beyond training alone (Loriette et al., 2021, Matsuzaki et al., 2023). Finally, we discuss the emerging integration of Neuroinformatic and digital Behaviour analytics, where large-scale brain data and digital usage patterns are combined to personalize learning and monitor brain health.