Technological overload and academic well being in hyperconnected university students

Abstract

The advancement of digital technologies and the expansion of virtual learning environments have significantly transformed university life, giving rise to hyperconnected students who constantly interact with multiple platforms and devices. In this context, the issue of technological overload emerges, understood as the cognitive, emotional, and functional saturation caused by the intensive use of digital tools, which may affect academic well-being. Objective: to determine the relationship between technological overload and academic well-being in hyperconnected university students. Methodology: a quantitative, non-experimental, cross-sectional, and correlational study was conducted with a sample of 165 university students selected through non-probabilistic convenience sampling. Descriptive statistics and Pearson’s correlation coefficient were used to analyze the relationship between variables. Results: findings showed that most students present moderate levels of technological overload and well-being; however, a strong and significant negative relationship was identified between both variables (r = -0.816; p < 0.01), as well as across their dimensions, indicating that higher levels of technological overload are associated with lower academic, psychological, relational, physical, and financial well-being. Conclusions: technological overload negatively impacts the overall well-being of university students, affecting their performance, concentration, and quality of life; therefore, it is recommended to promote a balanced and conscious use of technology, as well as pedagogical and institutional strategies that foster self-regulation and well-being in digital learning environments.