Technology and Academic Performance: A Systematic Review Following PRISMA Guidelines

Abstract

The present study aims to analyze the relationship between the use of educational technologies and students' academic performance through a systematic review based on the PRISMA methodology. Research published between 2020 and 2025 was selected from databases such as Scopus, Scielo, and Dialnet. The selected studies met inclusion criteria focused on the year of publication; language, including studies in both English and Spanish; and methodological design, considering qualitative, quantitative, or mixed approaches. In the case of review studies, only those that followed the PRISMA methodology were considered. Additionally, terms related to "technology" and "academic performance" were used to ensure relevance to the research topic, allowing for the evaluation of both positive and negative effects of technology in the educational field. Open-access studies were prioritized to ensure the availability of information to the academic community. Finally, the selected documents were required to align with the specific objectives of the research, choosing studies whose approaches directly contribute to the purposes of the study. The results show that the planned and pedagogical use of technology can have a positive impact on students' motivation, engagement, and academic performance, while improvised use may have negative effects in educational contexts.