No such thing as too much technology

Not too long ago, having one laptop and a stable Wi-Fi connection was considered more than enough for a student to keep up with academic life.

However, today tells a different story. Assignments, lectures, class discussions and reminders now happen across a variety of digital platforms. While technology is meant to make learning smoother, the sheer number of tools being used has left many students feeling overwhelmed. What was supposed to help is starting to get in the way.

This is what we call technology overload, and it’s becoming more common, especially among university students. Most of them now switch between multiple devices in a single day. A study conducted during the Covid-19 pandemic showed that 88.2 per cent of students relied on a mix of laptops, phones and desktops to support their learning. On the surface, this reflects great adaptability. But dig a little deeper and you’ll find signs of stress, confusion and burnout.

Technology in education was meant to open up new ways of learning – to give students access to materials anytime, enable collaboration from anywhere, and make lessons more interactive and engaging. The idea was to make learning more flexible and efficient. But in practice, it’s starting to feel like the opposite. Instead of helping, the constant switching between platforms wears students down.

One mobile application for notes, another for quizzes, a separate one for assignments, and a handful of messaging groups for class discussions. With emails, Zoom links, Google Forms and endless notifications thrown into the mix, what’s supposed to be a support system becomes a daily mental marathon. And for many students, it’s no longer just about learning – it’s about keeping up with the digital pace.

Outside of class, students are still constantly online. Social media plays a huge role in their daily lives, from following campus pages to watching educational content, sharing study tips and even ordering meals. Their phones are never really off. That constant digital presence, blending personal life, social life and learning into one screen, leaves little room to truly disconnect. Even rest starts to feel like just another task.

Recently, the author had a conversation with a student who shared her daily routine. She described how she uses various digital platforms – one for reading materials, another for submitting assignments, and another for discussions with her classmates. Notifications kept coming in, each with different instructions and reminders. “I haven’t even started the real work, but I already feel exhausted,” she said.

This situation is not uncommon. What used to be a simple task has now become a complicated process spread across multiple systems. And while students continue to do their best and complete their work, the process itself is incredibly draining. They keep going not because it’s effective, but because they have no other choice.

We often mistake digital presence for productivity. But being constantly online doesn’t mean students are engaged – it might just mean they don’t feel like they have a choice.

When the line between learning and just managing digital demands becomes blurry, the purpose of education gets lost. Students may start out motivated and curious, but with time, the weight of constant digital interaction chips away at their energy. What’s left is a sense of fatigue that no application or update can fix.

Perhaps what students need is not more tools, but more clarity. More meaningful connections. A moment to pause without falling behind. It’s not about resisting technology, but about realising that thoughtful use is just as important as access. After all, even the smartest system is only as good as how it makes people feel.

Therefore, the solution isn’t to use less technology, but to use it better. We must strike a balance and make technology an enabler of learning, not a source of stress.

Simplicity, intentionality and human connection must remain at the heart of education. Only then can we ensure that technology supports students, rather than overwhelms them.

Dr Nur Syazwani Ahmad is a senior lecturer at the Centre for Foundation Studies in Science, Universiti Malaya.

The views expressed here are the personal opinion of the writer and do not necessarily represent that of Twentytwo13.