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consumption of information may impair the ability to maintain long-term attention and
hinder deep thinking.
On the other hand, artificial intelligence (AI) tools are increasingly being used in
learning. Students can use AI to summarize material, solve problems, or create academic
content in seconds. This saves time and increases efficiency in certain learning tasks.
However, when AI is used as a substitute for independent thinking, it can reduce the
cognitive engagement of learners. In such cases, students may achieve learning outcomes
faster but lack the analytical, critical, and reasoning skills—core elements of deep thinking.
In this context, research on how to develop deep thinking skills in students in the
digital age becomes particularly important. Although numerous studies have examined
the impact of digital technology on cognition and learning, significant gaps remain
regarding the relationship between fast-paced media consumption, artificial intelligence,
and the development of deep thinking in university students.
First, some studies have analyzed the impact of the digital environment on
attention span. For example, Nicholas Carr's (2010) study suggests that constant exposure
to the internet can impair long-term concentration and promote a tendency toward
skimming rather than deep reading. Similarly, Gloria Mark (2015) indicates that the
modern digital environment increases attention switching, thereby reducing the ability to
maintain focus. However, these studies primarily focus on attentional behavior and have
not deeply analyzed the neural mechanisms involved in encoding and storing long-term
memory.
Second, in the field of neuroscience, many studies have clarified the mechanisms of
memory formation. Brenda Milner's classic study (1957) on patient H.M. demonstrated
the crucial role of the hippocampus in the formation of new memories. Additionally, the
long-term potentiation (LTP) theory proposed by Timothy Bliss and Terje Lømo (1973)
provided a biological basis for memory consolidation. However, these studies primarily
focused on fundamental neural mechanisms and have not been fully integrated into the
modern learning context with the presence of digital technology and AI.
Thirdly, in the fields of education and technology, many recent studies have
examined the impact of artificial intelligence on learning. Several review studies show
that tools like ChatGPT can assist learners in accessing information, improve learning
efficiency, and support higher-order thinking to a certain extent. However, these studies
also warn of the risk of cognitive offloading, where learners transfer their thought
processes to AI. Nevertheless, the long-term impact of this phenomenon on deep thinking
and memory has not been fully studied, especially in a university learning environment.
Fourth, some studies on fast communication and dopamine have shown that
platforms like TikTok can activate the brain's reward system and influence attention
behavior. However, these studies often focus on user behavior and have not analyzed the
link between dopamine, the attention system, and the formation of long-term memory
through the hippocampus and neocortex.
Fifth, current studies often consider each factor individually – either fast
communication, or artificial intelligence, or the neural mechanisms of memory. There are
not many studies that build an integrated model connecting these factors to explain how
they collectively impact the development of deep thinking.
From the above analysis, it is evident that a significant research gap remains in
understanding how the digital environment – ​ ​ including fast-paced video and artificial
intelligence – influences the attention, memory, and deep thinking development of

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