The Impact of Digital Technology Use in Learning on Students’ Psychological Well-Being

Abstract

With the rapid advancement of digital technology, learning has increasingly shifted toward online and technology-supported environments. Digital learning provides students with greater flexibility, accessibility, and learning efficiency. However, excessive or poorly managed use of digital technology may also create psychological challenges, including stress, anxiety, mental exhaustion, and reduced social interaction. This study examines the impact of digital technology use in learning on students’ psychological well-being by focusing on digital technology use, perceived ease of use, perceived effectiveness of digital learning, and COVID-19 learning transition experience. A quantitative research design was adopted, and data were collected through an online questionnaire from 152 student respondents who had experience using digital technology for learning. The findings show that COVID-19 learning transition experience was the strongest positive predictor of psychological strain, while perceived effectiveness of digital learning was negatively associated with psychological strain. Meanwhile, digital technology use alone did not significantly predict students’ psychological strain. provide psychological support, and encourage meaningful interaction between students and lecturers.