ACADEMIC FACILISMO AND SOCIAL MEDIA USE: A LITERATURE REVIEW OF THEIR RELATIONSHIP WITH COGNITIVE EFFORT AVOIDANCE IN LEARNING ABSTRACT CHEMISTRY CONTENT
DOI:
https://doi.org/10.56219/trascendere.v2i8.6352Keywords:
self-regulated learning, cognitive load, chemistry teaching, academic facilismo, social mediaAbstract
This literature review analyzes 24 sources to examine the relationship between academic facilismo, social media use, and the avoidance of cognitive effort in learning abstract chemistry content. A qualitative documentary design was constructed to bring together three lines of empirical evidence: motivation and effort self-regulation, social media use and cognition, and chemistry education. The analysis draws on Cognitive Load Theory, the Effort Monitoring and Regulation model, and the chemistry triplet. The findings show that the difficulty students report in chemistry depends not only on the conceptual complexity involved, but also on students' disposition to sustain effort and on digital habits that tend to fragment attention. The evidence reviewed draws a clear distinction between recreational or problematic screen use and academic or socially constructive use, so the same effects cannot be attributed to social media as a whole. The main gap lies in the joint application of these three lines of research to Latin American educational contexts, particularly rural ones. The review concludes that strengthening effort regulation, reducing extraneous cognitive load, and supporting gradual transitions among chemical representations are complementary actions for promoting deeper learning.
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