The Impact of Digital Media Consumption on Critical Thinking Skills among University Students

Thesis Abstract

The proliferation of digital media has significantly transformed the information landscape for university students, raising critical questions about its influence on cognitive skills, particularly critical thinking. This study investigates the impact of digital media consumption on the development and application of critical thinking skills among university students, aiming to provide empirical evidence to inform educational strategies and media literacy programs. The specific objectives are to examine the extent and patterns of digital media use among students, assess their critical thinking levels, and analyze the relationship between digital media consumption and critical thinking skills, considering moderating variables such as academic discipline and year of study. Employing a mixed-methods research design, the study integrates quantitative surveys with qualitative focus group discussions. The population comprises undergraduate students enrolled across four faculties — Arts, Sciences, Business, and Engineering — at a major university, with a total population estimate of 15,000 students. A stratified random sampling technique was used to select a sample size of 600 students, ensuring proportional representation across faculties and years of study, based on Cochran’s formula for sample size determination. Quantitative data were collected through a structured questionnaire developed from validated instruments measuring digital media usage patterns and critical thinking abilities, with Cronbach’s alpha values exceeding 0.85, indicating high reliability. Qualitative insights were obtained through focus groups with 8-10 students per session, exploring perceptions and experiences related to digital media influence on cognitive processes. Data analysis involves descriptive statistics to profile media consumption patterns and critical thinking levels, followed by multiple regression analysis to determine predictive relationships, using IBM SPSS Version 27. Structural equation modeling (SEM) is employed to test the potential mediating and moderating effects of variables such as academic discipline and media type. The theoretical framework draws upon the Dual Process Theory of Critical Thinking, which distinguishes analytical and intuitive thinking, and uses Media Dependency Theory to interpret how reliance on digital media shapes cognitive skills. Thematic analysis is applied to qualitative data to identify recurring themes and contextual factors influencing digital media's impact. It is anticipated that findings will reveal a complex relationship whereby intensive digital media consumption, particularly social media and entertainment platforms, correlates with decreased critical thinking scores, mediated by reduced engagement in reflective and analytical activities. Conversely, targeted media literacy and critical engagement with digital content are expected to mitigate adverse effects and enhance critical thinking skills. The study is expected to contribute new insights into how specific digital media practices influence cognitive development among university learners and to identify pedagogical interventions that can foster critical media literacy in digital environments. The main conclusion underscores the need for integrating media literacy curricula into higher education to promote discernment and analytical skills amid digital media proliferation. Recommendations include designing faculty-led digital literacy modules, encouraging critical engagement with diverse media sources, and fostering research on longitudinal effects of digital media on cognitive skills. The study ultimately advances understanding of the cognitive implications of digital media use within the academic context and provides a foundation for policy formulations aimed at enhancing critical thinking capabilities in the digitally connected era.