Impact of emerging technologies on cognitive development: the mediating role of digital social support among higher education students

Aashiq Khan; Irum Zeb; Yan Zhang; Tahir

doi:10.46661/ijeri.8362

Autores/as

Aashiq Khan Huazhong University of Science and Technology Wuhan China https://orcid.org/0000-0003-4532-8774
Irum Zeb Huazhong University of Science and Technology, Wuhan (China) https://orcid.org/0000-0001-5480-3990
Yan Zhang Huazhong University of Science and Technology, Wuhan (China) https://orcid.org/0000-0002-4118-4454
Tahir Hazara University (Pakistan)

DOI:

https://doi.org/10.46661/ijeri.8362

Palabras clave:

Tecnología Emergente, Desarrollo cognitivo, Apoyo social digital, Estudiantes de educación superior

Resumen

El objetivo del presente estudio es explorar las relaciones directas e indirectas entre la tecnología emergente y el desarrollo cognitivo. Este estudio utilizó un diseño de investigación transversal, empleando un enfoque de encuesta por cuestionario para la recopilación de datos de estudiantes de educación superior. Se utilizó la escala Likert de múltiples puntos para medir la tecnología emergente, el desarrollo cognitivo y el apoyo social digital. Se recopilaron datos de 500 estudiantes, tanto hombres como mujeres, que estudiaban en universidades chinas. Se aplicó el enfoque PLS-SEM para analizar la relación estructural entre las variables dadas en este estudio de investigación. Los hallazgos del estudio indicaron que la tecnología emergente tiene una relación positiva y significativa con el desarrollo cognitivo, y que el apoyo social digital media positiva y significativamente la conexión entre la tecnología emergente y el desarrollo cognitivo entre los estudiantes de educación superior. Se concluyó que tanto la tecnología emergente como el apoyo social digital son predictores del desarrollo cognitivo de los estudiantes en el nivel de educación superior. El estudio contribuye a la literatura sobre tecnología emergente, desarrollo cognitivo y apoyo social digital en el contexto de la educación superior. Este estudio proporciona valiosas implicaciones teóricas y prácticas para profesores, psicólogos y desarrolladores de planes de estudio en el nivel de educación superior.

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