Recent studies in cognitive psychology have challenged the traditional view that multitasking enhances productivity. Researchers such as Ophir et al. (2009) found that individuals who frequently engage in multiple media streams simultaneously perform worse on tasks requiring focused attention and memory retention. This phenomenon, termed 'media multitasking,' appears to impair the ability to filter irrelevant information, leading to cognitive overload. However, subsequent research has suggested that the relationship may be bidirectional: heavy multitaskers might develop distinct cognitive strategies that are advantageous in dynamic environments, though these strategies often fail in structured academic settings. Consequently, educators are urged to reconsider digital literacy curricula, emphasizing not only technical skills but also metacognitive awareness of attention allocation. This nuanced perspective underscores the need for further longitudinal studies to disentangle causation from correlation.