the MILAN – The abuse of the Internet reduces the learning ability of university students. And not only that: because of the tecnodipendenza are less motivated and more anxious, and the effect is compounded by the sense of loneliness produced by isolation in a sort of bubble digital. And this is the conclusion of a study by the university Statale of Milan and Swansea University (Gb), published in the Journal of Computer Assisted Learning.
The took part in the work of 285 students of degree courses of the health field, evaluated under different aspects: the use of digital technologies, learning ability, motivation, anxiety, and loneliness. The 25% of the sample – a young 4 – he has declared to spend online more than 4 hours per day, while the remaining share from an hour to a day to 3. Students use the Internet mostly for social networking (40%) and to look up information (30%).
According to the authors, there emerges “a negative relationship between Internet addiction and motivation: individuals who are strongly addicted to the Internet have admitted to have more difficulty to organize the study in a way that is productive, and be more worried about the exams”. The dependence on the web would be also associated with “a sense of loneliness that would make it even more difficult to study”, because “affects the perception of university life. The less social interaction is linked to the dependence from the Internet – to alert scholars – exacerbates the sense of loneliness and therefore reduce the motivation to engage in an environment characterised by a strong involvement of the social as the academic one”.
“The results suggest that students with a strong addiction to the Internet may be at risk of demotivation and therefore lower performance,” says Phil Reed of the university of wales. “Internet addiction undermines a range of capabilities such as impulse control, planning, and sensitivity to reward. These gaps may make it more difficult to study”, stresses Roberto Truzoli of the State of milan. “The process of digitisation of our universities – warns Reed – can’t be separated from an assessment of the possible outcomes: it is a strategy that presents opportunities, but also risks that are not yet fully recognized”.
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