The influence of technology on education is evident. Nonetheless, its impact on students' well-being and functioning remains an essential research topic. This study examined how digital cognitive load mediated the relationship between healthcare students' well-being and their use of multiple educational technology platforms. A descriptive, correlational cross-sectional methodology was employed to conveniently choose a sample of 160 healthcare students from seven departments within the college. Self-administered questionnaires functioned as the principal instruments for data collection. The subsequent data analysis incorporated both descriptive and inferential methods. The Amos software was utilized to examine the mediation model. A statistically significant negative correlation was identified between students' scores across multiple educational technology platforms and their digital cognitive load and well-being, respectively, at (r = - 0.546, p = 0.000) and (r = - 0.61, p = 0.000). Multiple educational technology platforms positively correlated with digital cognitive load scores (r = 0.635, p = 0.000). According to the regression analysis, students' digital cognitive load could predict their well-being (F (1, 158) = 53.32, p <.001, adj. R2 = 0.404). The mediation analysis indicated a substantial direct effect of emotional intelligence on academic stress when the mediator was present (β = - 0.4, SE = 0.037, Z = - 10.81, p =.000). Learning institutions must evaluate the number of platforms used. Excessive platform utilization can adversely affect well-being and elevate cognitive stress. Training courses on appropriate technology utilization can enhance students' confidence and engagement with the platforms, alleviating the mental burden.
Ibrahim et al. (2025) studied this question.
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