Technological strategies, motivation and academic performance in higher education: a systematic review
DOI:
https://doi.org/10.5281/zenodo.20529247Keywords:
technological strategies, academic motivation, academic performance, higher education, digital learningAbstract
This systematic review analyzes the relationship between technological strategies, motivation, and academic performance in higher education, based on scientific research indexed in Scopus. The study was conducted using a qualitative-documentary approach, following the PRISMA 2020 guidelines. The literature search was performed using advanced Boolean operators and eligibility criteria related to academic motivation, academic performance, higher education, and educational technologies. Initially, 109 studies were identified, which underwent temporal, thematic, and methodological filtering processes, ultimately selecting 24 scientific articles published between 2024 and 2025. The results show that gamification, artificial intelligence, virtual platforms, blended learning, and technology-mediated active methodologies contribute significantly to strengthening motivation, engagement, and academic performance at the university level. Furthermore, the studies highlight that variables such as self-efficacy, self-regulation, and teacher-student interaction play a fundamental role within digital learning environments. It is concluded that technological strategies are relevant tools for optimizing university educational processes; however, their effectiveness depends on proper pedagogical integration, methodological planning, and faculty support within contemporary virtual environments.
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