Examining the impact of technology usage patterns on digital wellbeing and academic productivity among university students : a systematic literature review

Abstract

This thesis explores the relationship between technology use patterns, digital wellbeing and academic productivity in university students with the help of a systematic literature review. Even though digital technology is now heavily integrated into the lives of students, its impact on wellbeing and academic performance is complex and not fully understood. The review synthesises evidence from three peer-reviewed empirical studies published between 2019 and 2025, which were identified through a system-atic search of academic databases, including Finna, PubMed Central, DOAJ and SAGE Journals. The PRISMA framework was used to guide the review process. Three research questions were used in or-ganising the study: what are the most frequently studied patterns of technology usage in research about university students, how the relationship between technology usage and digital wellbeing is character-ised in the existing literature, and what are the findings that demonstrate the connection between tech-nology usage patterns and academic productivity.

The results indicate that there is a striking difference between negative and positive use of technologies. Internet usage is often linked to stress, digital fatigue, sleep disturbance, poor concentration, and poor academic results, which are problematic, excessive, and entertainment based. In comparison, the inten-tional and self-managed use of internet is associated with the enhanced wellbeing and better academic performance. The conclusion of the study is that universities need to foster the concept of digital wellbe-ing literacy and self-regulation skills, and the future research should focus on longitudinal approaches, objective use indicators, and Nordic and Finnish student settings.