The double-edged sword of digital learning: Internet usage and study behaviors in Indian adolescents

Abstract

The study habits of Indian adolescents have undergone significant transformation in the study habits, especially concerning the heightened utilization of the internet for educational purposes. Although there are many clear benefits to using the internet in the classroom. For instance, students can always find a lot of information, they can talk to their teachers and classmates more easily, and they have a lot of digital learning materials at their fingertips. However, the internet also brings new problems, such as the risk of internet addiction, trouble focusing, behaving, cognitive offloading habits and other similar issues. The study employed a quantitative approach to examine the four dimensions of internet usage that influence study behavior: (i) frequency of use, (ii) intended purposes (academic versus non-academic), (iii) duration of access, and (iv) the learning environment and devices utilized. The study elucidates the impact of internet usage on essential learning skills such as concentration, organization, and note-taking by analyzing these processes. The study also examines how gender, socioeconomic status, and school type influence the relationship between internet usage and academic performance. Some studies have identified a positive correlation between internet usage and academic performance, whereas others have revealed a significant negative correlation. This study utilizes national and international literature to underscore these discrepancies. This study addresses the deficiencies in existing research by integrating diverse perspectives and focusing on a comparative analysis within secondary education.