Young people and problematic use of technologies during the pandemic: a family concern

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https://doi.org/10.25267/Hachetetepe.2021.i22.1204

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No. 22 (2021)
Articles
1204
Published: 22-03-2021
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Abstract

The situation of confinement, derived from the global pandemic caused by COVID-19, has led to a drastic change in our behaviors in the different spheres of our life. Thus, the performance of work activities, the realization of academic responsibilities and the occupation of leisure time have been conditioned by limited mobility and a greater stay in the home. Confinement has been linked to a greater consumption of technology in its different formats, generating concern in the family environment for an excessive use of them, as well as the possible consequences that could result. Under this perspective, this study aims to know the perception of 147 students from the University of Malaga about the concern of their families regarding the use of technology (internet, cell phones, video games, instant messaging and social networks) before and during confinement. The data, collected through a validated instrument, show that there is a greater family concern about the use of technologies during the confinement and that there are gender-based differences, with greater concern about the use of cell phones and instant messaging in women and video games in men.

Keywords

Education Google Schoolar
Technologies Google Schoolar
Family Google Schoolar
University students Google Schoolar

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Cívico Ariza, A., Cuevas Monzonís, N., Colomo Magaña, E., & Gabarda Méndez, V. (2021). Young people and problematic use of technologies during the pandemic: a family concern. Hachetetepé. Scientific Journal of Education and Communication, (22), 1204. https://doi.org/10.25267/Hachetetepe.2021.i22.1204

Author Biographies

Andrea Cívico Ariza, Universidad Internacional de Valencia

Doctor in Pedagogy from the University of Granada. Diplomature in Social Work from the University of Malaga. Teaching and Research at the International University of Valencia.

Nuria Cuevas Monzonís, Universidad Internacional de Valencia

Doctor in Pedagogy from the University of Valencia. Degree in Pedagogy. Teaching and Research at the International University of Valencia.

Ernesto Colomo Magaña, Universidad de Málaga

Doctor of Educational Sciences from the University of Malaga. Master in Social Change and Educational Professions. Degree in Pedagogy. Physical Education Teacher. Teaching and Research at the University of Malaga. Member of the Research Group in Innovation and Educational Technology -INNOEDUCA- of the University of Malaga (Consolidated Group of the Junta de Andalucía SEJ-533).

Vicente Gabarda Méndez, Universitat de València

Doctor in Social and Political Studies of Education. Master in Secondary Education Teacher and Degree of Pedagogy. Lecturer in the Department of Didactics and School Organization of the University of Valencia, where he teaches in the Degrees of Teacher and Pedagogy. Experience in teaching and university management, directing programs and departments and implementing teaching innovation projects in face-to-face and virtual environments. His lines of research focus on teacher training, the curricular integration of Information and Communication Technologies and educational innovation. He is a member of the CRIE research group (Curriculum, Resources and Educational Institutions, GIUV2013-105) of the University of Valencia and of the research group in Innovation and Educational Technology -INNOEDUCA- of the University of Malaga (consolidated group of the Junta de Andalucía SEJ-533).

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Copyright (c) 2021 Andrea Cívico Ariza, Nuria Cuevas Monzonís, Ernesto Colomo Magaña, Vicente Gabarda Méndez

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