Low motivation, inability to study, loneliness and frequent anxiety attacks: according to the University of Milan and Swansea University of Wales, these are the main consequences that technodependent students face.

Technodependence is basically technology addiction, which includes the world of the Internet in general or, more specifically, psychological submission to smartphones and computers. If, on the one hand, then, technology has improved the lives of students , thanks to the incredible amount of information it makes available, on the other hand this deep bond that has been established between the university and the world of the Internet inevitably causes repercussions on the social life of children.

Italian and English universities out of 285 students of degree courses in the health sector, the university students most dependent on technology are also those who show less motivation towards studying, with lack of organization and consequent increase in concerns about the outcome of their exams.

The aspects evaluated by the analysis were the use of digital technologies, the ability to learn, motivation, anxiety and a feeling of loneliness: of all the subjects analyzed, 25% said they spent more than four hours per online day, the rest from one to three hours a day. Specifically, the students claimed to go online especially for social networks (about 40% of the time) and for searching for information (about 30%).

As Swansea University’s Phil Reed says, “the results suggest that students with a strong addiction to the Internet may be at risk of demotivation and therefore of lower performance”, and not only. In fact, Roberto Truzoli of the State University of Milan, at the conclusion of the study, said that “addiction to the Internet compromises a series of skills such as impulse control, planning and sensitivity to reward. These gaps could make study more difficult. ” In addition to this, the increase in loneliness on the part of technodependent students proves to be the most worrying figure of the whole study, above all because it develops in an environment with high social involvement such as the university one.

Still according to the representative of the Welsh university “the process of digitization of our universities cannot be separated from an assessment of possible outcomes: it is a strategy that presents opportunities, but also risks that are not yet fully recognized”. The main activity to counteract this excess of technology could be the restoration of a greater aggregation between young people with areas predisposed to group work and post-academic socialization. These measures would encourage information sharing and the emergence of non-technological distracting activities that would not only improve the student’s health, but also decrease the stress caused by loneliness.