المحترف
Volume 13, Numéro 1, Pages 231-244
2026-03-24

Learning In The Feed: Educational Platforms, Algorithmic Memory, And The Fragmentation Of Knowledge



Authors : Boumediene Houda .

Abstract

This paper examines how learning platforms such as YouTube EDU, TikTok’s StudyTok initiative, and artificial-intelligence–based tutoring tools reorganize the spatio-canonical structure of knowledge delivery. Rather than relying on curriculum-driven principles that traditionally govern how knowledge should be sequenced, presented, and acquired, these platforms increasingly function based on the logic of algorithmic memory. Under conventional instructional settings, whether through structured programmes on YouTube EDU, StudyTok, or AI-supported tutoring systems such as CAPS, knowledge was typically ordered based on disciplinary progression and pedagogical coherence. However, learning on contemporary platforms has become more preference-driven, shaped by visually appealing or algorithmically optimized knowledge fragments that gain visibility through engagement-based metrics rather than curricular logic. As a result, the delivery and acquisition of knowledge on platforms such as CAPS or StudyTok increasingly depend on patterns determined by algorithmic prediction and user engagement. Most importantly, visually striking explanations and algorithmically selected “knowledge bits” often take precedence over systematically structured instruction sequences. This marks a significant change from classical, curriculum-based models of learning, revealing how algorithmically structured forms of knowledge presentation are gradually displacing the coherent, gradual progression associated with traditional systems of education.

Keywords

Algorithmic memory ; educational platforms ; recommendation systems ; knowledge fragmentation ; digital pedagogy ; platformized learning

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