Analysis of the relationship between the use of educational technologies and the academic performance of university students
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Abstract
This study examines the relationship between the use of educational technologies and the academic performance of university students, using a mixed methodological approach that combines quantitative and qualitative analyses. The results reveal a moderate positive correlation between the use of online learning platforms and academic performance, highlighting that these tools can improve outcomes when used effectively. Technological competence is identified as a significant predictor of academic performance, underscoring the need for ongoing training in digital skills for students and teachers. In addition, access to a stable internet connection and appropriate devices is crucial for academic success, highlighting the importance of policies that address the digital divide. The study also shows that the impact of educational technologies varies according to students' academic motivation, technological competence, and socioeconomic background. Implications for educational practice include the need to invest in digital platforms, provide training in technological competencies, and promote equity in access to technological resources. The findings suggest that a personalized and equitable approach to technology integration can maximize its positive impact on learning.
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