Technological devices and cognition in education: Methodological limitations and future agenda from a systematic review

Abstract

The increasing integration of technological devices in educational contexts has generated a relevant debate about their impact on students' cognitive functions, particularly given the lack of conclusive evidence to establish clear advantages among different devices. In this context, the present study aimed to evaluate the methodological limitations and gaps in existing research in order to propose a future research agenda that guides rigorous comparative studies between technological devices and specific cognitive functions. To this end, a systematic review article was developed, following structured selection and analysis criteria that allowed for the identification, organization, and synthesis of the available scientific evidence on the topic. The results revealed high heterogeneity in methodological designs, a predominant use of proxy variables instead of direct cognitive measurements, and the absence of robust comparative experimental studies, which limits the possibility of drawing consistent conclusions. Furthermore, it was identified that the cognitive impact depends more on factors such as cognitive load, multitasking, and pedagogical design than on the device itself. In conclusion, the study highlights the need to rethink current methodological approaches and move toward more integrated and rigorous research that allows for a precise understanding of the relationship between technology and cognition in education