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Additionally, the brain may begin to prioritize stimuli associated with immediate rewards,
making slower, cognitively demanding activities less appealing.
2.2.4. Effects on memory formation
The dopamine loop also affects memory formation processes. Long-term memory
storage requires several key conditions, including sustained attention, deep processing of
information, and the integration of new knowledge with existing cognitive frameworks.
These processes facilitate encoding in the hippocampus and the consolidation of memory
through synaptic plasticity.
However, short-form video content is typically characterized by rapid transitions
and superficial engagement. Users often move quickly between stimuli, preventing
sufficient time for deep processing. Consequently, information is less likely to be
effectively encoded in the hippocampus or transferred into long-term memory.
Moreover, frequent switching between stimuli can disrupt memory consolidation
by interrupting the formation of stable neural connections. As a result, although users
consume large volumes of information, retention and meaningful understanding remain
limited.
2.2.5. Dopamine, the hippocampus, and learning motivation
Dopamine is closely linked to hippocampal function and plays a role in enhancing
synaptic plasticity under normal conditions. However, excessive stimulation from
frequent rapid rewards may lead to reduced sensitivity to less stimulating activities. This
diminished responsiveness can lower motivation for tasks that require sustained effort,
such as reading or academic research.
2.2.6. Implications for deep thinking
A major concern among researchers is the potential impact of dopamine-driven
digital environments on deep thinking. Deep thinking requires sustained attention,
complex information processing, and the ability to form connections across multiple
concepts. These cognitive functions are essential for critical analysis and higher-order
reasoning.
When individuals become accustomed to rapid, high-intensity stimulation, their
ability to maintain prolonged focus may decline. This shift can hinder deep analytical
thinking and reduce the capacity for complex reasoning, ultimately affecting learning
outcomes and intellectual development.
2.3. Misuse of AI in Learning and its impact on deep thinking
The rapid development of generative artificial intelligence (AI), particularly systems
such as ChatGPT, has introduced transformative opportunities in education. However, the
effectiveness of AI in enhancing learning outcomes depends critically on how it is used.
While AI can function as a supportive tool that facilitates understanding, feedback, and
scaffolding, its misuse may undermine essential cognitive processes required for deep
thinking and long-term knowledge formation.
2.3.1. Conceptualizing the misuse of AI in learning
Misuse of AI in educational contexts extends beyond academic dishonesty. At a
deeper level, it refers to the delegation of core cognitive processes—such as reasoning,
analysis, and synthesis—to AI systems. This includes relying on AI to generate complete
assignments, accepting outputs without verification, and using AI as a substitute for
independent thinking. Such practices shift the learner from an active knowledge
constructor to a passive recipient of information.

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