Digital technologies and academic performance: Associated factors among students at a Private University in Huancayo, Peru
DOI:
https://doi.org/10.48082/espacios-a26v47n03i15Keywords:
Tecnologías digitales, rendimiento académico, competencias digitales, hábitos de estudio, educación superiorAbstract
This quantitative study analyzed the relationship between digital technologies and academic performance in 200 students at a university in Huancayo, Peru. Using a structured questionnaire, factor analysis, and linear regression, five key dimensions were evaluated. The results demonstrated that academic use, digital skills, and study habits are positively associated with student performance. In contrast, recreational use showed a negative association, while technological access was not statistically significant.
References
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-021-00282-x
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Guerrero Solís, A. K., Yépez González, D. A., Ruiz Muñoz, G. F., & Lozano Leiva, P. C. (2025). Impacto de las herramientas digitales en el proceso de la enseñanza y aprendizaje en la educación superior. Reincisol., 4(7), 2236–2249. https://doi.org/10.59282/reincisol.v4(7)2236-2249
INEI. (2025). Perú: Hogares según condición de tenencia de Tecnologías de Información y Comunicación Trimestre: Enero-Febrero-Marzo 2018-2025. Instituto Nacional de Estadística e Informática.
Jiménez-Herrera, K. D. C., Ocaña-Chiluisa, J. M., & Núñez-Naranjo, A. F. (2025). Transformación digital en la educación inclusiva: El futuro de las TIC para la accesibilidad en el aula. Revista Científica Retos de La Ciencia, 1(6), 11–30. https://doi.org/10.53877/rc1.6-599
Junco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28(6), 2236–2243. https://doi.org/10.1016/j.chb.2012.06.031
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of U.S. college students. SAGE Open, 5(1). https://doi.org/10.1177/2158244015573169
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers and Education, 159. https://doi.org/10.1016/j.compedu.2020.104009
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3). https://doi.org/10.1177/016146811311500307
Moreno Vega, L. G., Gallo Vinueza, G. P., Pinos Olalla, A. L., Arias Maldonado, M. E., Gallegos Talavera, T. Y. , & Verdezoto Chuquian, L. M. (2026). Tecnología en la Educación*: El impacto de la tecnología en la enseñanza y el aprendizaje en la educación superior. Ciencia Latina Revista Científica Multidisciplinar, 10(1), 12997–13024. https://doi.org/10.37811/cl_rcm.v10i2.23049
Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
Rosen, L. D., Mark Carrier, L., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. https://doi.org/10.1016/j.chb.2012.12.001
Selwyn, N. (2022). Education and technology (3rd ed.). Bloomsbury Academic.
Tranmer, M., Murphy, J., Elliot, M., & Pampaka, M. (2020). Multiple Linear Regression (2 nd Edition). https://hummedia.manchester.ac.uk/institutes/cmist/archive-publications/working-papers/2020/multiple-linear-regression.pdf
van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2014). The digital divide shifts to differences in usage. New Media and Society, 16(3), 507–526. https://doi.org/10.1177/1461444813487959
van Dijk, J. A. G. M. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4–5), 221–235. https://doi.org/10.1016/j.poetic.2006.05.004
Xu, Z., Zhao, Y., Zhang, B., Liew, J., & Kogut, A. (2023). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour and Information Technology, 42(16), 2911–2931. https://doi.org/10.1080/0144929x.2022.2151935
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Los autores conservan sus derechos de autor y ceden a la revista el derecho de primera publicación bajo la licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0).
