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DEVELOPING DEEP THINKING IN UNIVERSITY STUDENTS IN THE DIGITAL
AGE: COGNITIVE CHALLENGES FROM FAST MEDIA CONSUMPTION AND
ARTIFICIAL INTELLIGENCE

2
Pham To Quyen* , Nguyen Van Hai , Doan Nguyen My Anh 3
1
1, 2 Hanoi Open University, Hanoi, Vietnam.
3 Vinschool Times City, Hanoi, Vietnam.
(*E-mail: phamtoquyen.318@gmail.com)

ABSTRACT
The rapid expansion of digital technologies and artificial intelligence (AI) has
profoundly transformed the cognitive environments in which university students learn
and process information. While these technologies provide unprecedented access to
knowledge, concerns have emerged regarding their potential influence on deep thinking
and long-term memory formation. This paper examines how fast-paced digital media
consumption—particularly short-form video platforms—and the growing reliance on AI-
assisted learning tools may reshape cognitive processes essential for deep analytical
reasoning. Drawing on interdisciplinary perspectives from cognitive psychology,
neuroscience, and educational research, the study synthesizes findings from international
literature on attention fragmentation, cognitive offloading, and neural mechanisms of
memory consolidation. Particular attention is given to the role of sustained attention and
hippocampal encoding in the development of deep thinking. The paper argues that
excessive exposure to high-speed information environments may weaken cognitive
pathways necessary for complex reasoning, while unstructured reliance on AI may reduce
opportunities for effortful learning. However, when used strategically, digital
technologies can also support higher-order thinking by expanding access to information
and facilitating reflective learning processes. The study proposes pedagogical strategies
for higher education institutions aimed at cultivating deep thinking in digitally mediated
learning environments. These strategies include structured AI integration, metacognitive
training, and intentional design of distraction-reduced learning contexts.
Keywords: Deep thinking and long-term memory; cognitive processes; deep
analytical reasoning; digital technologies.

1. Introduction
In recent years, the rapid development of digital technology has profoundly
changed how people access information and learn. Today's university students live in an
information-dense environment where knowledge is disseminated through numerous
different digital platforms. Two of the most prominent features of this environment are
the prevalence of high-speed media content and the emergence of generative artificial
intelligence such as ChatGPT.
On the one hand, modern media platforms like TikTok and YouTube Shorts provide
information at a rapid pace, with short, highly stimulating content in terms of visuals and
sound. These types of content are often designed to capture attention quickly, causing
users to constantly switch from one piece of content to another. While these platforms
offer rapid access to information, many researchers worry that the rapid and continuous

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