New Perspectives in Science Education
From Screen to Blackboard: Digital Distraction, Circadian Disruption and Their Impact on Working Memory and Academic Achievement in Secondary School Students
Asma Zerroual, Maârkat Aïn Foura Secondary School, Oued Athmania, Mila (Algeria)
Abstract
This study examines the relationship between excessive nighttime smartphone use, circadian disruption, and indicators of working memory, sustained attention and retrieval among secondary school students, and interprets the findings in light of neurobiological literature on melatonin suppression, dopamine stimulation and cortisol dysregulation.
A standardized 17-item questionnaire (five-point Likert scale) was administered to 67 students at a secondary school in Mila Province, Algeria. It covered four axes: sleep habits and nighttime screen exposure, working memory capacity when copying from the board, cognitive disengagement, and retrieval readiness.
Results show that 86.6% of respondents browse their phones until falling asleep. Mean scores indicate marked difficulty in working memory when copying from the board (M = 3.31/5), frequent cognitive disengagement and mind-wandering (M = 3.46/5), and tip-of-the-tongue retrieval failures during assessments (M = 3.74/5). The overall instrument mean was 3.58/5. The findings are interpreted through cognitive load theory and evidence that evening screen use delays melatonin secretion and reduces REM sleep.
The paper concludes with practical classroom and family strategies: 15-minute activity cycles, board chunking, a classroom phone box, a 60-minute screen-free period before bedtime, and a modified Pomodoro technique (25/5). Limitations include the small sample, self-reported data and the descriptive correlational design, which does not allow causal claims.
KEYWORDS: Digital distraction; circadian rhythm; working memory; sustained attention; neuro-pedagogy
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