Impact of emerging technologies on cognitive development: the mediating role of digital social support among higher education students

Aashiq Khan; Irum Zeb; Yan Zhang; Tahir

doi:10.46661/ijeri.8362

Authors

Aashiq Khan Huazhong University of Science and Technology https://orcid.org/0000-0003-4532-8774
Irum Zeb Huazhong University of Science and Technology, Wuhan (China) https://orcid.org/0000-0001-5480-3990
Yan Zhang Huazhong University of Science and Technology, Wuhan (China) https://orcid.org/0000-0002-4118-4454
Tahir Hazara University (Pakistan)

DOI:

https://doi.org/10.46661/ijeri.8362

Keywords:

Emerging technology, Cognitive development, Digital social support, Higher education students

Abstract

The aim of the current study is to explore the direct and indirect relationships between emerging technology and cognitive development. This study utilized a cross-sectional research design, employing a questionnaire survey approach for data collection from students in higher education. The multi-point Likert scale was used to measure emerging technology, cognitive development, and digital social support. Data were collected from 500 students, both male and female, studying at Chinese universities. The PLS-SEM approach was applied to analyze the structural relationship among the given variables in this research study. Findings of the study indicated that emerging technology has a positive and significant relationship with cognitive development, and that digital social support positively and significantly mediates the connection between emerging technology and cognitive development among higher education students. It was concluded that both emerging technology and digital social support are predictors of students' cognitive development at the higher education level. The study contributes to the literature on emerging technology, cognitive development, and digital social support in the context of higher education. This study provides valuable theoretical and practical implications for teachers, psychologists, and curriculum developers at the higher education level.

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