While it is often assumed that today’s university students, as digital natives, naturally gravitate toward technology, a recent study led by Julio Cabero-Almenara and his team at the University of Seville challenges this narrative.
Conducted with over 2,100 students from twelve Spanish public universities, the research explored student preferences in using various technological resources for educational tasks, alongside the perceived mental effort required. Surprisingly, findings show a strong preference for printed materials in core academic activities such as reading, exam preparation, and information comprehension.
This ex post-facto study employed a rigorously validated ad hoc questionnaire. Data indicated that paper remains the dominant medium for tasks requiring focus and deep processing, whereas laptops are preferred for more productive tasks such as analysis, content creation, and information application.
Grounded in Salomon’s mental effort theory (AIME), the authors explain how perceptions of difficulty and cognitive investment differ across media and directly influence learning outcomes.
Beyond debunking myths surrounding the so-called “digital generation,” the study provides critical insights for designing more effective and personalized learning environments. The authors argue that pedagogical decisions should account not only for technological access but also for the mental effort students associate with different media.
These findings are particularly relevant for future research on digital competence, multimodal instructional strategies, and educational design—making this article a valuable and citable resource in the field of digital and distance education.
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How to cite: Cabero-Almenara, J., Martínez-Pérez, S., Gutiérrez-Castillo, J. J., & Palacios-Rodríguez, A. (2022). University Students’ Perceptions of the Use of Technologies in Educational Activities and Mental Effort Invested. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), pp. 305-326. https://doi.org/10.5944/ried.25.2.32714