Why We’re All Collecting Too Much Data and Information

We live in a time where access to data is immediate, infinite, and expected. But as information expands, our ability to process it hasn’t kept pace. As a result, we’re all collecting too much data and information—often at the cost of focus, decision quality, and actual learning. The implications are especially critical in education and society, where information overload is silently reshaping how we think and behave.

The Rise of “Info Obesity”

We are surrounded by dashboards, analytics, trackers, and personalized feeds. The average person consumes over 74 GB of information daily, according to the University of California, San Diego. That’s the equivalent of reading 176 newspapers a day.

Why? Because digital platforms reward quantity over quality. From learning apps tracking every click to students downloading PDFs they’ll never read, the result is “info obesity”—more intake, less digestion.

In education, this is especially visible: from endless online course links to data-heavy classroom tools, teachers and students are drowning in metrics but starving for meaning.

How Too Much Data Impacts Learning and Decision-Making

1. Cognitive Overload

The human brain can only process a limited amount of data at once. When we exceed that limit, attention and comprehension drop sharply. A 2024 study by ATAFOM University found that information overload among students leads to decreased academic performance and mental fatigue.

2. Paralysis by Analysis

Endless data often leads to decision avoidance. Rather than empowering better choices, too much input results in indecision or poor judgment. Teachers facing real-time dashboards with 70+ student metrics may find it harder to act confidently on what matters most.

3. Shallow Knowledge Retention

A surplus of information encourages surface-level scanning rather than deep learning. The result? Students remember bullet points but miss the concepts. A 2025 report by Dan Frederking highlights how excessive data collection in classrooms undermines personalized learning by overwhelming both educators and learners.

Why We’re Wired to Hoard Information

Humans naturally seek out information—it’s part of survival. But in the digital age, this instinct is amplified by fear of missing out (FOMO) and the illusion that “more data = more control.”

We think, “If I gather just a bit more insight, I’ll make the perfect decision.” But that perfectionism leads to a constant cycle of collection, never conclusion.

In schools, this means more testing. In society, it leads to more surveillance, more consumer profiling, and more anxiety.

The Social Impact: From Curated Knowledge to Algorithmic Noise

Information isn’t just growing—it’s being filtered through algorithms. These systems decide what we see, how we learn, and what we believe. The consequences?

Echo chambers: Too much curated data reinforces our biases.
Disempowerment: People rely on data tools rather than their own judgment.
Privacy erosion: In collecting “useful” data, institutions often collect more than necessary.

We’re not just overloading—we’re outsourcing thinking itself.

Subheader: How to Fix the Data Glut in Education and Society

1. Prioritize “Slow Learning”

Encourage depth over speed. Teachers can:

Reduce quantity of content per lesson
Focus on project-based learning
Emphasize understanding over completion

A simple shift from coverage to comprehension restores meaning to learning.

2. Audit What You Track

Schools and workplaces should ask:

Why are we collecting this data?
Is it actionable or performative?
Who benefits from this metric?

Deleting unused dashboards and simplifying forms can improve clarity and reduce burnout.

3. Limit Notifications and Feed Refreshes

Students and professionals alike can reduce digital noise by:

Disabling unnecessary alerts
Scheduling inbox checks
Using read-later tools to avoid impulse clicks

These micro-changes dramatically reduce cognitive fatigue.

4. Create Meaningful Metrics—Not Just More of Them

In education, focus on metrics that reflect actual growth:

Quality of participation, not just attendance
Depth of insight, not just quiz accuracy
Engagement with material, not click counts

Well-designed data empowers decisions. Bad data distracts from them.

5. Teach Data Literacy

Being able to question data is now as essential as reading or writing. Data literacy includes:

Interpreting graphs critically
Spotting misleading correlations
Asking who benefits from certain data narratives

Teaching this in schools builds future citizens who can handle information responsibly.

6. Embrace JOMO—The Joy of Missing Out

It’s okay not to know everything. In fact, deliberate disconnection can boost creativity and memory retention. More isn’t always better—sometimes, it’s just louder.

By intentionally opting out of information you don’t need, you free mental space for what truly matters.

What the Future Demands: Smarter Filters, Not Bigger Funnels

As AI expands and data sources multiply, we’ll need better filters—human and algorithmic—to decide what’s useful, what’s noise, and what’s toxic.

The most valuable people in the coming decade won’t be those who know the most facts. They’ll be those who know which facts to ignore.

Sample Strategy: From Data Collection to Insight

Phase	What to Do
Collect	Only gather data tied to a specific goal
Sort	Label and group info by relevance
Reflect	Spend time thinking about patterns
Act	Make decisions—then stop collecting

The goal? Replace reactive gathering with reflective thinking.

Conclusion

It’s not that data is bad. But collecting it without pause, purpose, or processing is. In education and society, we’re all collecting too much data and information—and it’s hurting how we think, learn, and connect.

If we want to thrive in an age of abundance, we’ll need to rethink not just what we know—but how we choose to know it. The future won’t be won by those who collect the most data—but by those who know what to do with less.

References

ATAFOM University (2024) – The Impact of Information Overload on the Education System. Available at: https://atafom.university
Dan Frederking (2025) – Dealing with Data Overload in Education. Available at: https://danfrederking.com
Elsevier / ScienceDirect (2024) – Causes, Consequences, and Strategies to Deal with Information Overload. Available at: https://www.sciencedirect.com