Cognitive Attention Among Generation Alpha: A Psycholinguistic Study Based on Mayer's Cognitive Theory of Multimedia Learning

Abstract

Generation Alpha has grown up in a digital environment where screen-based devices play a central role in early literacy development. This study investigates how screen-based reading influences children's cognitive attention and language processing based on Mayer's Cognitive Theory of Multimedia Learning. A descriptive quantitative approach supported by qualitative observations was employed. Data were collected through classroom observations and semi-structured interviews with 15 kindergarten students at TK Kartika IX-18, East Jakarta, after they viewed a short digital animated story. The findings reveal that although children showed positive emotional engagement with digital media, printed books remained the preferred medium for reading comprehension and story recall. Interactive multimedia elements, such as animations and navigation features, increased extraneous cognitive load by dividing attention between visual stimuli and linguistic processing, resulting in more superficial reading and weaker narrative comprehension. The findings partially support Mayer's multimedia learning principles and suggest that children's responses to digital reading are also shaped by learning environments, cultural contexts, and prior digital exposure. This study highlights the importance of designing child-friendly digital reading materials that minimize cognitive overload and promote meaningful language processing in early childhood education.