Impact of the use of mobile technologies on the development of cognitive skills in young people
DOI:
https://doi.org/10.63618/omd/ssjm/v2/n2/30Keywords:
mobile technologies, cognitive skills, adolescents, sustained attention, working memoryAbstract
This study analyzes the impact of the use of mobile technologies on the development of cognitive skills in young people through a systematic review of scientific literature published between 2013 and 2024 in indexed databases such as Scopus and Web of Science. Using a qualitative and exploratory approach, the negative effects and potential benefits associated with the use of these devices were examined. The findings reveal that excessive and unregulated use can negatively affect functions such as sustained attention, working memory, inhibitory control and memory consolidation, especially multitasking and nighttime screen exposure. However, significant benefits are evidenced when the use is controlled and for educational purposes, such as the strengthening of processing speed, working memory and logical-visuospatial thinking through video games and digital applications. It is concluded that the impact depends on the context and conditions of use, so a critical pedagogical integration that favors youth cognitive development is proposed.
Downloads
References
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003
Anguera, J. A., Boccanfuso, J., Rintoul, J. L., Al-Hashimi, O., Faraji, F., Janowich, J., ... & Gazzaley, A. (2013). Video game training enhances cognitive control in older adults. Nature, 501(7465), 97–101. https://doi.org/10.1038/nature12486
Avila-Orjuela, D. A., & Rodríguez-Leuro, A. I. (2024). La pasantía internacional: ¡Abrir el libro del mundo!. Journal of Economic and Social Science Research, 4(2), 246–257. https://doi.org/10.55813/gaea/jessr/v4/n2/110
Barahona-Martínez, G. E., Gallardo-Chiluisa, N. N., Quisaguano-Caiza, Y. E., Jiménez-Rivas, D. E., Caicedo-Basurto, R. L., Guanotuña-Yaulema, J. A., Flores-Cruz, P. L., & Guevara-Hernández, D. M. (2024). Inteligencia Artificial en la Educación Avances y Desafíos Multidisciplinarios. Editorial Grupo AEA. https://doi.org/10.55813/egaea.l.101
Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77–110. https://doi.org/10.1037/bul0000130
Berrios Galvez, A. G. R., Galvez-Alvarez, A., Berrios-Zevallos, A. A., Zapata-Mendoza, P. C. O., Atto-Coba, S. R., Zapata Cardoza, B. J., & Berrio-Tauccaya, O. J. (2024). La educación virtual y la procrastinación académica. “Bajo la percepción de estudiantes de una universidad privada del Perú”. Editorial Grupo AEA. https://doi.org/10.55813/egaea.l.102
Bonilla Bonilla, M.A., Góngora Cheme, R.K., Casanova-Villalba, C.I., y Guamán Chávez, R.E. (Coordinadores). (2023). Libro de memorias. I Simposio de investigadores emergentes en cien-cia y tecnología. Religación Press. https://doi.org/10.46652/ReligacionPress.115
Casey, B. J., Heller, A. S., Gee, D. G., & Cohen, A. O. (2019). Development of the emotional brain. Neuroscience Letters, 693, 29–34. https://doi.org/10.1016/j.neulet.2017.11.055
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Diekelmann, S., & Born, J. (2010). The memory function of sleep. Nature Reviews Neuroscience, 11(2), 114–126. https://doi.org/10.1038/nrn2762
Firth, J., Torous, J., Stubbs, B., Firth, J. A., Steiner, G. Z., Smith, L., ... & Sarris, J. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry, 18(2), 119–129. https://doi.org/10.1002/wps.20617
Hadlington, L. (2015). Cognitive failures in daily life: Exploring the link with Internet addiction and problematic mobile phone use. Computers in Human Behavior, 51, 75–81. https://doi.org/10.1016/j.chb.2015.04.036
Herrera-Enríquez, G., Herrera-Sánchez, M., Casanova-Villalba, C., Puyol-Cortez, J., Mendoza-Armijos, H, (2021). Manual para Elaboración del Plan de Titulación como Conclusión de Carrera. Editorial Grupo Compás.
Herrera-Sánchez, M. J., Casanova- Villalba, C. I., Moreno-Novillo, Ángela C., & Mina-Bone, S. G. (2024). Tecnoestrés en docentes universitarios con funciones académicas y administrativas en Ecuador. Revista Venezolana De Gerencia, 29(11), 606-621. https://doi.org/10.52080/rvgluz.29.e11.36
Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105(19), 6829–6833. https://doi.org/10.1073/pnas.0801268105
Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317–324. https://doi.org/10.1016/j.tics.2010.05.002
Kushlev, K., Proulx, J. D., & Dunn, E. W. (2016). Silence Your Phones: Smartphone Notifications Increase Inattention and Hyperactivity Symptoms. Journal of the Association for Consumer Research, 1(4), 482–489. https://doi.org/10.1145/2858036.2858359
Levenson, J. C., Shensa, A., Sidani, J. E., Colditz, J. B., & Primack, B. A. (2016). The association between social media use and sleep disturbance among young adults. Preventive Medicine, 85, 36–41. https://doi.org/10.1016/j.ypmed.2016.01.001
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–291. https://doi.org/10.1037/a0028228
Montag, C., & Walla, P. (2016). Carpe diem instead of losing your social mind: Beyond digital addiction and why we all suffer from digital overuse. Cogent Psychology, 3(1), 1157281. https://doi.org/10.1080/23311908.2016.1157281
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587. https://doi.org/10.1073/pnas.0903620106
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12. https://doi.org/10.1016/j.compedu.2008.06.004
Powers, K.L., Brooks, P.J., Aldrich, N.J. et al. (2013). Effects of video-game play on information processing: A meta-analytic investigation. Psychonomic Bulletin & Review, 20(6), 1055–1079. https://doi.org/10.3758/s13423-013-0418-z
Puyol-Cortez, J. L., Casanova-Villalba, C. I., Herrera-Sánchez, M. J., & Rivadeneira-Moreira, J. C. (2024). REVISIÓN METODOLÓGICA AG2C PARA LA ENSEÑANZA DEL ÁLGEBRA BÁSICA A ESTUDIANTES CON DISCALCULIA. Perfiles, 1(32), 15-27. https://doi.org/10.47187/perf.v1i32.280
Ralph, B.C.W., Thomson, D.R., Seli, P. et al. (2015). Media multitasking and behavioral measures of sustained attention. Atten Percept Psychophys 77, 390–401. https://doi.org/10.3758/s13414-014-0771-7
Ramírez-Solórzano, F. L., & Herrera-Navas, C. D. . (2024). Inclusión Educativa: Desafíos y Oportunidades para la Educación de Estudiantes con Necesidades Especiales. Revista Científica Zambos, 3(3), 44-63. https://doi.org/10.69484/rcz/v3/n3/57
Romero-Reyes, H. D., Castro-Chaguala, D. C., González-Martínez, E., & Patiño-Mejia, A. (2024). Análisis de validez de Escala del nuevo paradigma ecológico (NEP-R) en estudiantes de psicología de la universidad de la Amazonía y Universidad Fundes. Journal of Economic and Social Science Research, 4(2), 271–285. https://doi.org/10.55813/gaea/jessr/v4/n2/112
Silva Alvarado, J. C., & Herrera Navas, C. D. (2022). Estudio de Kahoot como recurso didáctico para innovar los procesos evaluativos pospandemia de básica superior de la Unidad Educativa Iberoamericano. Journal of Economic and Social Science Research, 2(4), 15–40. https://doi.org/10.55813/gaea/jessr/v2/n4/23
Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333(6043), 776–778. https://doi.org/10.1126/science.1207745
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003
Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one's own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2(2), 140–154. https://doi.org/10.1086/691462
Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2017). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning. Frontiers in Psychology, 8, 605. https://doi.org/10.3389/fpsyg.2017.00605
Yuan K, Qin W, Wang G, Zeng F, Zhao L, Yang X, et al. (2011) Microstructure Abnormalities in Adolescents with Internet Addiction Disorder. PLoS ONE 6(6): e20708. https://doi.org/10.1371/journal.pone.0020708
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Peñafiel-Baque, Marjorie Elizabeth, Tigse-Sánchez, Mayra Viviana, Criollo-Maldonado, Sela Tania, Tigse-Sánchez, Amanda del Carmen (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
: