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<p>The consumption of videos online, used for both educational and entertainment purposes, is almost unavoidable in the current lifestyle of college students. Policy makers, activists and some scholars have expressed concern that short video viewing may be related to deficits in cognition among viewers. Moreover, social media platforms, such as TikTok, have shortened the length of such videos, as opposed to longer video structures, found on platforms such as YouTube. In the present study, college students were sought out to participate, with a turnout of 165 participants. Each participant was randomly assigned into one of four groups, with three of the groups watching varied time-length videos (2-minute, 5-minute, 10-minute), all regarding cooking shows, and the fourth, playing a VR cooking simulator game. All groups were given the same total of ten minutes of media exposure, albeit with videos of differing lengths as indicated above. The tests conducted to assess the participants’ cognition included the California Verbal Learning Test, the Rey-Osterrieth figure, a Spot the Difference Test, as well as the Stroop Test. All methods and analyses were pre-registered. Results suggested the experimental conditions did not consistently yield measurable effects on the selected cognitive and memory metrics.</p>

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The relationship between rapid media consumption and short-term cognition

  • 期刊论文

  • 发表日期：

    2026年5月19日

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  • Christlie Poteau,
  • Kameron Riggins,
  • Caylie Maye Cornwell,
  • Roggley Faudoas,
  • Daniella Beltre,
  • Christopher J. Ferguson

摘要

The consumption of videos online, used for both educational and entertainment purposes, is almost unavoidable in the current lifestyle of college students. Policy makers, activists and some scholars have expressed concern that short video viewing may be related to deficits in cognition among viewers. Moreover, social media platforms, such as TikTok, have shortened the length of such videos, as opposed to longer video structures, found on platforms such as YouTube. In the present study, college students were sought out to participate, with a turnout of 165 participants. Each participant was randomly assigned into one of four groups, with three of the groups watching varied time-length videos (2-minute, 5-minute, 10-minute), all regarding cooking shows, and the fourth, playing a VR cooking simulator game. All groups were given the same total of ten minutes of media exposure, albeit with videos of differing lengths as indicated above. The tests conducted to assess the participants’ cognition included the California Verbal Learning Test, the Rey-Osterrieth figure, a Spot the Difference Test, as well as the Stroop Test. All methods and analyses were pre-registered. Results suggested the experimental conditions did not consistently yield measurable effects on the selected cognitive and memory metrics.