This study explores the impact of social media usage on memory retention, concentration, and academic performance among students at Rokhan University. A quantitative research design was employed using a convenience sampling technique. Data were collected from 372 students across five faculties through a structured questionnaire. Descriptive statistics were used to analyze the data using Microsoft Excel.

The findings indicate that 60.22% of students believe social media negatively impacts their memory retention, while 71.24% reported a decline in concentration and 58.06% indicated that social media interferes with their academic tasks. Additionally, 61.83% of students reported experiencing mental stress, and 75.00% reported mental fatigue as a result of social media use. Regarding usage patterns, 77.42% of students spend 1–3 hours daily on social media, with the majority (53.76%) using it for educational purposes.

Despite the negative impacts on memory and concentration, 39.78% of students did not perceive social media as harmful to memory, suggesting the presence of potential coping mechanisms. Furthermore, while 55.11% of students felt that social media hindered their learning, 24.73% found it beneficial for accessing educational resources and facilitating peer interactions. These findings reflect the dual impact of social media on students' cognitive functions. While it impairs memory and concentration for some students, it also supports educational engagement for others. The study highlights the importance of balanced social media use to maximize its benefits and reduce negative cognitive effects.

Keywords: Impact, Social Media, Memory, Students, Rokhan University.