CC BY-NC2026-01-152026-01-01978-85-333-0400-5https://hdl.handle.net/20.500.14135/1486This article investigates the complex relationship between the use of digital technologies and academic outcomes in the university student population. Using a mixed methodological approach, which combined the analysis of quantitative data from 500 students' grades with qualitative interviews, the research sought to understand not only the volume of technology use, but also the nature of this interaction. The results indicate an inverted "U"-shaped correlation: moderate use of technology for educational purposes (such as research and access to learning platforms) is associated with better performance. However, excessive use or use focused on entertainment and social networks during study demonstrated a significant negative impact on grade averages. The study concludes that technology is not inherently beneficial or harmful; the determining factor is time management and the purpose of use. The effectiveness of technology in education crucially depends on students' digital literacy and their ability to maintain focus. The article suggests that educational institutions should implement programs that promote the conscious and strategic use of digital devices to maximize learning potential.Documento textual352porDspacePeriódico110.1111/j.1365-2575.2012.00413.x