Email this article 
Hide
Show all
Educational information overload in the context of student's cognitive abilities
Abstract
Introduction: The modern educational landscape is saturated with excessive amounts of information, which contributes to the phenomenon of educational information overload. An individual's susceptibility to this phenomenon may be influenced by various personal factors, including the level of cognitive abilities.
Research Aim: The aim of this study was to determine the relationship between students' cognitive abilities and their tendency to experience educational information overload in three dimensions: cognitive, affective, and decision-making.
Method: The study involved 637 participants from different educational stages (primary school, secondary school, and university). The Raven’s Progressive Matrices Test was used to measure cognitive abilities and a proprietary Educational Information Overload Scale (SEPI) was applied to assess overload intensity in the three dimensions. Data were analyzed using the Chi-square test, Cramér’s V coefficient, and Pearson’s C correlation.
Results: Statistical analysis results indicate a significant relationship between cognitive ability levels and susceptibility to information overload (p < 0.01). People with higher cognitive abilities were less likely to experience high levels of emotional and decision-making overload, but this relationship was not revealed in the cognitive dimension. Cognitive abilities can act as a filter, enabling effective selection and processing of information.
Conclusions: Above-average cognitive abilities may serve as a protective buffer against the negative effects of information excess in educational environments. High intellectual efficiency can support effective functioning in conditions of “infomass,” and there may also be a tendency to reduce the risk of educational information overload syndrome.
Keywords
Full Text:
PDFReferences
Ackerman, P. L. (1996). A theory of adult intellectual development: Process, personality, interests, and knowledge. Intelligence, 22(2), 227–257. https://doi.org/10.1016/S0160-2896(96)90016-1
Adekoya, O. M., & Akune, C. (2023), Information overload and its effects on academic
performance of students. Global Review of Library and Information Science (GRELIS), 19(2), 1-18.
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003
Bawden, D., & Robinson, L. (2009). The dark side of information: Overload, anxiety and other paradoxes and pathologies. Journal of Information Science, 35(2), 180–191. https://doi.org/10.1177/0165551508095781
Chen, C. H., Pedersen, S., & Murphy, K. L. (2011). The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication. Instructional Science, 39(3), 301–323. https://doi.org/10.1007/s11251-010-9129-9
Chlewiński, Z., Hankała, A., Jagodzińska, M., & Mazurek, B. (1997). Psychologia pamięci. Leksykon. Wiedza Powszechna.
Eppler, M. J., & Mengis, J. (2004). The concept of information overload: A review of literature from organization science, accounting, marketing, MIS, and related disciplines.
The Information Society, 20(5), 325–344. https://doi.org/10.1080/01972240490507974
Frania, M. (2012). Wybrane dylematy współczesnej edukacji w kontekście zmediatyzowanej rzeczywistości. Colloquium, 3, 81–94.
Head, A. J., & Eisenberg, M. B. (2010). Truth be told: How college students evaluate and use information in the digital age. Project Information Literacy.
Jaworowska, A., & Szustrowa, T. (1991). Podręcznik do Testu Matryc Ravena. Wersja Standard (1956), Polska standaryzacja 1989. Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego.
Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. IGI Global. https://doi.org/10.4018/978-1-60566-158-2
Ledzińska, M. (2002). Stres informacyjny jako zagrożenie dla rozwoju. Roczniki Psychologiczne, 5, 77–96.
Lopez, S. (2024). The impact of Cognitive Load Theory on the effectiveness of microlearning modules. European Journal of Education and Pedagogy, 5(2), 29-35.
Ludwig, A. M. (1972). “Psychedelic” effects produced by sensory overload. Journal of Psychiatry, 128(10), 114–117.
Misra, S., & Stokols, D. (2012). Psychological and health outcomes of perceived information overload. Environment and Behavior, 44(6), 737–759. https://doi.org/10.1177/0013916511404408
Nowak-Dziemianowicz, M. (2014). Polska szkoła i polski nauczyciel w procesie zmiany. Przegląd Badań Edukacyjnych, 19(2), 97–128.
Ouwehand, K., Lespiau, F., Tricot, A. & Paas, F. (2025). Cognitive Load Theory: Emerging trends and innovations. Education Sciences, 15(4), 458, 1-6.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive Load Theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4
Williamson, J., & Eaker, Ch. P. E. (2012). The Information Overload Scale. ASIST Baltimore, MD, 28-31.
Zieliński, J. (2021). Edukacyjne przeciążenie informacyjne współczesnej młodzieży. Uniwersytet Rzeszowski.
Zieliński, J. (2024). Przeciążenie informacyjne we współczesnym procesie edukacyjnym człowieka. Kultura-Przemiany-Edukacja, 14-15, 114-128.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
DOI: http://dx.doi.org/10.17951/lrp.2026.45.2.25-39
Date of publication: 2026-06-30 15:05:15
Date of submission: 2025-07-16 10:40:53
Statistics
Indicators
Copyright (c) 2026 Janusz Zieliński
This work is licensed under a Creative Commons Attribution 4.0 International License.