Core Viewpoint - The excessive use of electronic products in primary and secondary education may lead to a decline in cognitive abilities among students, including deep reading, sustained attention, logical writing, and the willingness to overcome cognitive challenges [2][4][10]. Group 1: Concerns About Electronic Products in Education - The over-reliance on electronic products in classrooms contradicts cognitive learning principles, as it may diminish students' cognitive capabilities [2][4]. - The shift towards multimedia teaching tools and electronic devices as core teaching methods is seen as a misunderstanding of technology's role in education [8][11]. - Studies indicate a stagnation or decline in cognitive abilities among youth since the mid-2000s, with significant drops in reading, writing, and problem-solving skills [4][7]. Group 2: Impact on Learning and Cognitive Development - Digital tools designed to eliminate cognitive friction can hinder effective learning, as they promote instant gratification rather than deep understanding [5][11]. - The transition from physical books to screen reading diminishes spatial awareness, which is crucial for memory and comprehension [5][11]. - The so-called "gamified learning" often relies on superficial rewards rather than fostering genuine intrinsic motivation for learning, leading to a systemic erosion of foundational cognitive skills [5][11]. Group 3: Recommendations for Educational Practices - Technology should assist rather than replace traditional teaching methods, with clear boundaries on the use of electronic products in schools [11]. - Non-educational electronic devices should be prohibited in schools, and the use of technology in teaching should adhere to the principles of necessity and moderation [11]. - There is a need for educational guidance to help students understand the value of cognitive challenges and to differentiate between the entertainment and educational functions of technology [11].