Análisis de la relación entre el uso de dispositivos digitales y el rendimiento académico en matemáticas
Hugo Enrique Mendoza Armijos, Julio César Rivadeneira-Moreira, Anderson Vinicio Carvajal-Jumbo, Ingrid Malena Saavedra-Calberto
Abstract
This article systematically examines the relationship between the use of digital devices and academic achievement in mathematics, considering both its potential benefits and observed limitations. Through a comprehensive literature review based on sources indexed in Scopus, Web of Science, and ScienceDirect, empirical studies, meta-analyses, and systematic reviews published between 2010 and 2025 were selected. The findings indicate that, when pedagogically integrated, digital devices improve student motivation, enable personalization of learning, strengthen numeracy skills and favor academic performance. However, factors that hinder their effectiveness are also identified, such as the distraction derived from unregulated use, the limited digital competence of teachers and the lack of digital literacy among students. The discussion shows that the impact of these technologies is conditioned by contextual, didactic and structural aspects, which makes it necessary to overcome technodeterminist visions. In conclusion, the educational use of digital technologies in mathematics requires critical integration, continuous teacher training, clear regulation and inclusive strategies to reduce digital divides and enhance meaningful learning.