The effect of digital overload on productivity and academic stress in university students

Carlos Dávila-Morán R.; Velásquez Orellana M. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/laccei2025.1.1.613

Resumen

The problem of digital overload has become an increasingly evident reality in the university environment, impacting both academic productivity and student stress. Therefore, this study used an explanatory sequential mixed-method design (QUAN→QUAL) to investigate how the intensive use of digital devices translates into increased academic stress and decreased productivity. In the quantitative phase, self-administered questionnaires were administered to a sample of 150 undergraduate students, measuring variables such as screen time, perceived productivity, and objective academic performance. Subsequently, in the qualitative phase, 20 semi-structured interviews were conducted to delve deeper into self-regulation experiences and strategies. The quantitative data were analyzed using correlation and linear regression analysis, while the qualitative data were subjected to thematic coding with NVivo. Both data sets were triangulated using a Joint Display matrix, integrating statistical findings with emerging categories. The results confirmed a positive correlation between digital usage time and academic stress (r = 0.56, p < 0.01) and a negative correlation with perceived productivity (r = -0.48, p < 0.01). The interviews revealed perceptions of urgency, difficulty setting limits, and feelings of guilt when disconnected. These findings suggest the need for institutional digital hygiene strategies and self-regulation training.

Instituciones: Universidad Continental