In an increasingly digitised world, online applications have transformed education from a classroom-bound experience into an interactive, borderless phenomenon. From mobile phones to tablets and laptops, students are more connected than ever before. This integration of technology into the educational landscape has enabled real-time learning, global collaboration, and access to a plethora of knowledge. Apps like Google Classroom, BYJU’S, Duolingo, Khan Academy, and others are guiding students across age groups and academic levels.
With this sweeping digital transformation comes a new set of challenges that are changing not just how students learn, but also how they think, behave, and feel. The benefits of online applications are clear: increased flexibility, greater resource accessibility, and a personalised learning environment. But the disadvantages, too, are increasingly evident: reduced attention spans, mental fatigue, addiction to screens, and significant behavioural changes.
As educators, parents, policymakers, and citizens concerned with the future of our youth, we must pause and assess: Are online apps truly benefiting our students in a holistic sense? Or are they quietly reshaping young minds in ways we do not fully understand?
This article explores these complex dynamics through the lens of a study conducted among students in Mormugao taluka, supported by existing research, expert opinions, and real-life student testimonies. It aims to strike a balance between enthusiasm for digital progress and the need to address its impact on student well-being.
The 21st-century classroom is a far cry from the blackboard-and-chalk setting of the past. Today, a student can learn algebra through interactive videos, practice English with AI chatbots, and conduct virtual science experiments—all without stepping into a school. Educational apps have democratised learning, allowing students in rural areas to access resources that were the privilege of elite urban schools.
“These apps helped me catch up during the pandemic when I couldn’t attend mathematics classes,” shared Shreyash Parab, a second-year college student. “Without them, I might have fallen behind.”
Yet, the same students reported spending over four hours a day on non-academic apps, with social media and online games being the primary culprits. The behavioural implications of such usage patterns are immense. While one half of their screen time is spent on productive learning, the other half drags them into endless scrolling, gaming loops, and superficial content consumption.
Students are not just using technology; they are being shaped by it—their habits, attention spans, social interactions and mental health are being moulded by these digital interfaces.
Apps like Coursera, Unacademy, and Google Classroom have made significant contributions to academic learning, catering to multiple learning styles—visual, auditory, kinesthetic—through videos, quizzes, gamified modules, and interactive interfaces. During Covid, these platforms proved indispensable as traditional schooling came to a halt. Students continued learning, submitting assignments, and appearing for exams from their homes.
The line between learning and distraction is thin. The same device that hosts a math app also pings with TikTok updates. A YouTube tutorial often ends with a recommendation for music videos or vlogs. Multitasking becomes the norm, not the exception.
“Sometimes I attend a class while scrolling Instagram,” admitted Samia Jakati, B Com Third Year student. “It feels like I’m managing both, but in reality, I miss out on important points.”
Numerous studies suggest that multitasking reduces information retention and impairs the ability to apply knowledge critically. Students may appear engaged on-screen but are mentally absent.
The need of the hour is not more educational apps, but more structured guidance on how to use them effectively. Schools and colleges must take the lead in teaching digital discipline.
The behavioural shift triggered by excessive app usage is perhaps the most visible yet least acknowledged aspect of the digital era. Instagram, Snapchat, and Discord have become modern-day hangout spots. While they offer social connectivity, they also breed comparison, isolation, and sometimes even bullying.
In the study, students reported changes in their sleep cycles, reduced physical activity, and shorter attention spans. Many confessed to checking their phones first thing in the morning and last before sleeping. The need to stay connected is leading to app dependency, bordering on addiction.
“There are days when I feel like I can’t function without checking my phone every few minutes,” said Natasha, an undergraduate student. “It’s exhausting but hard to stop.”
Apps designed to be engaging end up becoming entrapping. Notifications, endless scrolling, and dopamine-triggering designs make it difficult for students to disengage. What starts as a five-minute break often turns into hours of mindless consumption.
Behaviourally, this leads to procrastination, reduced interpersonal communication skills, and an erosion of real-world social etiquette. Students who enjoyed team sports or reading now prefer isolated screen time. This has far-reaching consequences for personality development.
Mental health is the silent casualty in the digital education boom. According to global studies, students with high screen time report more symptoms of anxiety and depression.
The reason is not just academic pressure but also the psychological design of non-academic apps. Social media presents idealised images of life, fuelling insecurities and lowering self-esteem. Constant peer comparison, fear of missing out, and the need for online validation are becoming stressors.
“Seeing my friends post about their achievements constantly made me feel like I wasn’t doing enough,” shared Deepak, a B Com student. “It affected my confidence.”
Even academic apps can cause anxiety, especially when deadlines, grades, and assignments are visible and tracked. Students feel perpetually on display, their progress (or lack of it) being measured in real-time.
Some students are using apps like Headspace and Calm to manage stress. These apps promote mindfulness, offer guided meditations, and help regulate emotions. Their growing popularity shows that technology can also be a part of the solution—if used with intention.
One of the promises of online apps is to make education accessible to all. But this promise falls flat in the face of the digital divide. Not all students have high-speed internet, modern devices, or digital literacy. In low-income households, children often share a single smartphone among siblings or lack a stable internet connection.
The very apps meant to equalise learning are reinforcing existing inequalities. Students who have better access perform better, while others lag. This gap becomes academic, social, and eventually, economic.
“I had to borrow my neighbour’s phone to attend some classes,” said Ram (Name Changed). “I felt embarrassed and left out when I couldn’t complete assignments on time.”
Government schemes, public-private partnerships, and community-led efforts can bridge this gap. Providing free data packs, affordable tablets, and community Wi-Fi zones can go a long way in levelling the playing field.
The key question is not whether we should use online apps, but how we should use them. If wielded wisely, these tools can become powerful allies in the quest for knowledge and growth. But without regulation, reflection, and responsibility, they can become stumbling blocks that hinder holistic development.
Let us champion a digital culture that values well-being as much as it does achievement. Let us build an educational ecosystem where technology is a bridge, not a barrier.
(Vasant Pednekar is an
Assistant Professor at M.E.S. Vasant Joshi College, Zuarinagar-Goa, Research Scholar and committed social leader dedicated to education, research, and community service.)