Unravelling the Factors: Exploring the Impact of COVID-19 and the Internet on Cognitive Function

This article was exclusively written for The European Sting by Ms. Sadia Khalid, early-stage researcher (ESRs), medical writer and research engineer at Tallinn University of Technology (TalTech), Estonia. She is affiliated with the International Federation of Medical Students Associations (IFMSA), cordial partner of The Sting. The opinions expressed in this piece belong strictly to the writer and do not necessarily reflect IFMSA’s view on the topic, nor The European Sting’s one.

Did COVID-19 or the internet make us dumber?

While COVID-19 primarily affects the respiratory system, it can also have neurological effects that might impact cognitive function in some individuals. However, the idea of COVID-19 directly making someone “dumber” or causing a significant loss of IQ points is not fully supported by current scientific understanding.
Neither the internet nor COVID-19 is inherently making people “dumber.” Both the internet and the COVID-19 pandemic have complex effects on society, including on how people access information, interact, and learn.

However, it’s important to consider the nuances of these impacts:

In the modern world, two significant factors have reshaped our lives and interactions: the COVID-19 pandemic and the pervasive presence of the internet. As we navigate these forces, questions arise about their potential effects on cognitive function – the mental processes responsible for learning, memory, reasoning, and problem-solving. While neither COVID-19 nor the internet can be solely blamed for making us “dumber,” both have multifaceted impacts that warrant closer examination.

The COVID-19 pandemic has altered the course of human existence, affecting health, economies, and daily routines. Beyond the physical toll, the virus’s impact on cognitive function is an emerging area of study. Some individuals who have contracted COVID-19 report experiencing cognitive symptoms such as brain fog, difficulty concentrating, and memory issues. This phenomenon, commonly referred to as “COVID brain,” is thought to be linked to the virus’s effects on the nervous system, including inflammation and disruptions in oxygen supply to the brain. However, it’s important to note that these effects are primarily seen in severe cases or as part of the post-acute sequelae of SARS-CoV-2 infection (Long COVID).

The concept of Long COVID, where individuals experience persistent symptoms for weeks or months after recovering from the acute phase of the infection, sheds light on the potential long-term cognitive consequences. Research is ongoing to understand the mechanisms underlying these symptoms and to determine whether they are reversible. While the occurrence of cognitive symptoms is not uniform across all COVID-19 patients, it highlights the importance of recognizing the virus’s impact beyond respiratory symptoms and the need for comprehensive post-recovery care.

On the other hand, the internet’s proliferation has revolutionized how we access and process information. The internet grants unprecedented access to a vast array of knowledge and resources, aiding learning and expanding our horizons. However, the information landscape on the internet is a double-edged sword. The deluge of information, coupled with challenges in verifying credibility, has led to misinformation and disinformation spreading easily. This phenomenon poses a cognitive challenge as individuals must navigate a sea of information to distinguish facts from falsehoods.

The echo chamber effect, where individuals are exposed only to perspectives that align with their beliefs, can also hinder critical thinking and open-mindedness. As we curate our online experiences, we may inadvertently limit exposure to diverse viewpoints, impeding our ability to engage in constructive debates and consider multiple perspectives – a cornerstone of robust cognitive function.

It’s worth acknowledging that the internet’s impact on cognitive function extends beyond information access. The constant engagement with digital devices and social media platforms can shape attention spans, fostering a preference for bite-sized content. The ability to focus deeply on complex tasks, a vital cognitive skill, may be challenged by the rapid-fire nature of online interactions.

When considering the intersection of COVID-19 and the internet’s impact on cognitive function, the pandemic’s disruptions to education come to the fore. Remote learning became a necessity during lockdowns, relying heavily on internet connectivity. While the internet enabled education to continue, it also exposed existing digital divides. Students without access to reliable internet connections or suitable devices faced barriers in accessing educational content, potentially exacerbating cognitive disparities.

As we strive to understand the interaction between these influences, it’s crucial to foster a balanced approach. Effective digital literacy education is essential in equipping individuals with the skills to navigate the internet critically. Fact-checking, discerning reliable sources, and being aware of the echo chamber effect can mitigate the negative cognitive impact of online information consumption.

In conclusion, untangling the influences of COVID-19 and the internet on cognitive function requires a nuanced perspective. While COVID-19’s direct effects on cognitive function are primarily observed in severe cases or Long COVID, the internet’s impact lies in its potential to both enhance and hinder cognitive processes. Rather than making us “dumber,” these influences shape how we process information, think critically, and engage with the world around us. Navigating these influences requires a commitment to digital literacy, continuous research into COVID-19’s effects, and recognizing the importance of holistic well-being. As we advance into an era shaped by these forces, our ability to adapt, learn, and think critically will play a pivotal role in shaping our cognitive landscape.

About the author

Sadia Khalid, early-stage researcher (ESRs), medical writer and research engineer at Tallinn University of Technology (TalTech), Estonia. She has been working on her PhD research project  “The role of Helicobacter pylori intestinal microbiota in the development of liver diseases. under supervision of Dr. Pirjo Spuul at Faculty of Science, Institute of Chemistry and Biotechnology.,TalTech. Her current research interests include Molecular Medicine, cell biology, infectious diseases, bacteriology, hepatology, and gastroenterology. I believe in the mission of public health, safety, and awareness.