Purpose: The aim of the present study is to explore the relationship between media multitasking behavior and information processing depth among college freshmen, and analyze the impact of media multitasking behavior on college students’ information processing ability. Method: Using college freshmen as subjects, the media multitasking index was measured using a media usage questionnaire to analyze and compare the performance differences between the heavy media multitasking behavior group and the light media multitasking behavior group in deep laboratory processing tasks. Result: Compared to the mild media multitasking behavior group, the performance differences of the heavy media multitasking behavior group showed a decreasing trend under deep and shallow processing conditions. Conclusion: Long term media multitasking behavior can weaken individuals’ ability to deeply process information. Application: Guide media content production and dissemination strategies, optimize education and training design, and improve learning outcomes for learners.