Acta Psychologia

The Impact of External Visual Attention on Working Memory Performance in Multitasking Tasks

Alvarez Frederick — 2025-10-30

This study investigates the impact of external visual attention on working memory performance during multitasking conditions. The research aims to understand how varying levels of attentional load influence memory accuracy and reaction time, and whether individual differences in attentional control moderate these effects. Using an experimental within-subject design, participants performed a primary working memory task (visual n-back test) alongside a secondary visual attention task involving distractor stimuli. Measures included reaction time, recall accuracy, and eye-tracking data to capture cognitive processing dynamics. The findings reveal that increased external visual attention or distraction significantly reduces working memory accuracy and increases reaction time, indicating heightened cognitive interference under high attentional load. Furthermore, results show that individuals with stronger attentional control experience less impairment in memory performance, suggesting a protective effect of attentional regulation. These outcomes support theoretical models of limited attentional resources, demonstrating that visual distractions compete with working memory processes for cognitive capacity. The study contributes to a deeper understanding of how attention and memory interact under multitasking conditions. Practically, the results have implications for optimizing human-computer interfaces, improving learning environments, and enhancing workplace productivity by minimizing visual distractions. Overall, this research underscores the importance of attentional management in preserving cognitive efficiency and performance accuracy in complex, multitasking settings.

The Influence of Digital Detox Retreat on Psychological Well-Being and Sleep Quality of College Students in the Post-Pandemic Era

Tazkia Adiba Nashit — 2025-10-30

The rapid growth of digital technology has profoundly shaped the lifestyles of college students, particularly following the COVID-19 pandemic, which increased dependence on online learning and social media. While digital tools offer educational and social benefits, excessive screen exposure has been linked to stress, poor mental health, and disrupted sleep. This study aimed to examine the influence of a digital detox retreat on the psychological well-being and sleep quality of college students in the post-pandemic era. This study employs a quantitative experimental research design to examine the influence of a digital detox retreat on the psychological well-being and sleep quality of college students in the post-pandemic era. Participants consisted of 60 college students divided equally into experimental and control groups. The experimental group participated in a five-day digital detox retreat that restricted digital device use and incorporated mindfulness, outdoor activities, and reflective sessions. Data were collected using Ryff’s Psychological Well-Being Scale and the Pittsburgh Sleep Quality Index (PSQI), and analyzed using paired and independent t-tests. The results indicated significant improvements in the experimental group’s psychological well-being, characterized by lower stress levels and higher life satisfaction. Qualitative feedback revealed increased awareness and self-regulation of digital use after the retreat. These findings suggest that structured digital detox interventions can effectively enhance mental and physical well-being among college students by reducing digital overload and promoting healthier lifestyle habits. In conclusion, digital detox retreats represent a practical and low-cost strategy to improve psychological resilience and sleep hygiene in higher education settings. The study underscores the importance of mindful technology use and periodic digital disconnection as preventive measures against the adverse effects of excessive screen exposure in the digital era.

The Effectiveness of Mobile Application-Based Micro-Meditation in Reducing Students’ Academic Stress

Arshaka Arshaka — 2025-10-30

The Effectiveness of Mobile Application-Based Micro-Meditation in Reducing Students’ Academic Stress

Academic stress has become a significant challenge for students, affecting their mental health, concentration, emotional regulation, and academic performance. This study aims to examine the effectiveness of mobile application-based micro-meditation in reducing academic stress among university students. A quasi-experimental pretest-posttest design was employed, involving students aged 18–25 years who engaged in daily, 5–10 minute guided meditation sessions via a mobile application for four weeks. Academic stress levels were measured using the Perceived Stress Scale (PSS) and the Academic Stress Inventory before and after the intervention. The results indicated a significant reduction in perceived academic stress, alongside improvements in concentration, emotional regulation, and academic performance. Furthermore, the effectiveness of the intervention was influenced by the frequency of use and engagement level, with students who practiced consistently and attentively experiencing the most substantial benefits. These findings suggest that mobile micro-meditation is a practical, accessible, and time-efficient strategy for managing academic stress, offering valuable insights for educators, counselors, and universities seeking scalable mental health interventions.

The Influence of Hybrid Work Patterns on Organizational Engagement and Work Stress

Hugo Olaus — 2025-10-30

This study investigates the influence of hybrid work patterns on organizational engagement and work stress among employees in organizations that have adopted flexible work systems after the COVID-19 pandemic. The emergence of hybrid work combining remote and in-office arrangements has transformed organizational culture, communication, and performance management, raising critical questions about its impact on employee well-being and commitment. Using a quantitative research design, data were collected through Likert-scale questionnaires measuring hybrid work flexibility, engagement (using the Utrecht Work Engagement Scale), and stress (using the Perceived Stress Scale). The data were analyzed using regression and Structural Equation Modeling (SEM) to examine the relationships between variables. The results indicate that hybrid work flexibility significantly enhances organizational engagement by increasing employees’ sense of autonomy and control over their work. However, excessive remote working and poorly structured flexibility contribute to higher levels of work stress due to blurred boundaries and social isolation. Moderating variables such as work-life balance, social support, and leadership style were also identified as influential in shaping these outcomes. The study concludes that hybrid work has both empowering and challenging aspects boosting engagement when autonomy is balanced with clear communication and organizational support, yet increasing stress when boundaries and connections are neglected. The findings suggest that organizations should implement hybrid policies that promote engagement, psychological well-being, and structured flexibility to achieve sustainable performance. This research contributes to the literature by integrating the Job Demands-Resources (JD-R) Model, Self-Determination Theory, and Social Exchange Theory to explain how hybrid work environments influence employee motivation and stress regulation in the modern workplace.

The Role of Emotional Design in E-Learning Applications on Student Learning Engagement

Atiqah Zayda Putri — 2025-10-30

The increasing use of e-learning platforms has reshaped the educational experience, emphasizing the need to maintain student engagement in digital learning environments. This study explores the role of emotional design in influencing students’ motivation, participation, and cognitive engagement in e-learning applications. Guided by the Cognitive-Affective Theory of Learning with Media (Moreno & Mayer, 2007), Emotional Design Theory (Norman, 2004), and Self-Determination Theory (Deci & Ryan, 2000), the research investigates how aesthetic, interactive, and emotionally responsive design elements enhance the learning process. This study employs a quantitative research design with a correlational approach to examine the relationship between emotional design elements in e-learning applications and student learning engagement. The results reveal that emotional design significantly affects learners’ engagement by fostering positive emotions, motivation, and sustained participation. Visually appealing layouts, interactive feedback, and personalized features were found to reduce cognitive fatigue and increase learners’ sense of enjoyment and competence. These findings are consistent with earlier studies (e.g., Um et al., 2012; Plass et al., 2014) that emphasized the importance of affective factors in multimedia learning. However, this study extends existing literature by highlighting the value of adaptive emotional feedback and emotionally intelligent interface design that dynamically responds to learners’ needs and emotional states. The implications of this study underscore the importance of integrating emotional intelligence principles into e-learning design to promote a more holistic and human-centered educational experience. Educators and developers are encouraged to design digital learning environments that not only deliver information but also connect with learners emotionally, thereby enhancing motivation, attention, and long-term engagement. Emotional design, therefore, emerges as a key determinant of effective and meaningful learning in the digital age.