PSYCHOLOGY OF DIGITAL LEARNING ENVIRONMENTS

Abstract

Digital learning environments constitute more than technological shifts in instructional delivery; they represent structural transformations in how cognition, motivation, identity, and social participation are organized within contemporary education. Positioned at the intersection of neuroscience, education, and society, digital platforms redistribute regulatory responsibility to learners, intensify attentional demands, and increasingly incorporate artificial intelligence into evaluative and feedback systems. This chapter integrates Cognitive Load Theory, Self-Determination Theory, the Community of Inquiry framework, and recent research on self-regulated learning and AI-supported analytics to examine how psychological processes unfold in digitally mediated contexts. Empirical research on multimodal learning analytics suggests that algorithmic systems can scaffold metacognitive monitoring and detect engagement patterns, yet such systems also raise ethical concerns regarding autonomy and surveillance. Parallel findings on digital fatigue and attentional switching indicate that sustained screen-based engagement may impose neurocognitive costs. Furthermore, persistent digital divides complicate equitable access to AI-enhanced systems, introducing structural disparities into psychological experience. The chapter proposes an integrative psychological model of digital learning and argues that sustainable digital education requires alignment with cognitive architecture, motivational needs, emotional resilience, and societalequity.