Digital Information Overload and Fact-Checking Practices of College Students in Batangas City

Abstract

In the digital age, college students are frequently exposed to large volumes of online information from social media, academic platforms, and other digital sources, which can support learning but also cause digital information overload that impairs focus and comprehension. In Batangas City, where digital tools are widely integrated into higher education, this concern has become notable among first-year college students.

This study determined the extent of digital information overload and examined its relationship with students’ fact-checking practices. It assessed overload in terms of exposure to digital content, perceived difficulty in managing information, ability to judge relevance and credibility, and cognitive and emotional effects such as stress and mental fatigue. It also evaluated how often students verify information through source checking, comparison of references, and use of verification tools, and identified challenges affecting these practices.

A descriptive quantitative design was employed, involving 343 first-year college students selected through purposive sampling from selected colleges in Batangas City. Data were gathered using a validated questionnaire and analyzed using weighted mean, composite mean, ranking, and Pearson’s r correlation.

Findings revealed that students often experience digital information overload, particularly due to frequent notifications, use of multiple platforms, and large amounts of online content during study time, leading to difficulty concentrating, mental exhaustion, and increased stress. Students also reported frequent engagement in fact-checking practices, although these are not consistently performed thoroughly because of limited time, fatigue, and reliance on easily accessible information. A significant relationship was found between digital information overload and fact-checking practices, indicating that higher overload levels lessen the effectiveness of verification.

Digital information overload thus directly affects how students process and verify information, reducing the quality of their learning. Institutions may consider integrating fact-checking activities into courses, offering digital literacy training, and promoting better information management habits to foster more critical and responsible digital information use.