Shamloul, M. A. (2024). Short-form videography exposure’s impact on the cognitive function and academic performance of high school students. The Young Researcher, 8(1), 48-65. http://www.theyoungresearcher.com/papers/shamloul.pdf

Abstract
This study examined whether reducing high school students’ exposure to short-form videography could impact their academic performance as well as cognitive function, specifically memory and attention. Twenty-four students participated in the study, including five students from each grade level, and a control group with one student from each grade. Participants completed cognition tests and a survey to assess any potential changes in their academic and cognitive performance after participating in the study. The study found no direct correlation between the variables. Individual improvements, consistencies, and declines were seen in academic performance and cognition. However, evaluating the data from the standpoints of each individual, grade level, and all the grades collectively revealed no significant changes in either of the variables arising from reducing exposure. Overall, the findings indicate that reducing short-form videography exposure does not significantly impact high school students’ academic performance or cognitive function.

Keywords: Short-form Videography, Cognition, Academic Performance, Memory, Attention, Cognitive Function

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