Hyperconnectivity and digital resignation among higher education
students
La hiperconexión y la resignación digital entre el estudiantado de enseñanza
superior
doxa.comunicación |
nº 38, pp. 99-118
| 99
January-June of 2024
ISSN: 1696-019X / e-ISSN: 2386-3978
How to cite this article:
Casas-Mas, B. and Homont, L. P. P. (2024). Hyperconnectivity and digital resignation among higher education students.
Doxa Comunicación
,
38, pp. 99-118.
https://doi.org/10.31921/doxacom.n38a2056
Belén Casas-Mas.
European PhD and Master’s in Social Communication from the University Complutense of
Madrid (UCM). Extraordinary PhD Award in 2017. Associate Professor in the Sociology Department at the Faculty
of Information Sciences of the University Complutense of Madrid (UCM), where she has been teaching since 2013.
Director of
Mediaciones Sociales, Revista de ciencias Sociales y de la Comunicación
since 2018. Member of the University
Complutense of Madrid (UCM) research groups Data Science and Soft Computing for Social Analytics and Decision
Aid
(DISCUSS) and Social Identities and Communication. Reviewer for various scientic journals such as Labor Studies
Journal,
Revista Española de Investigaciones Sociológicas (REIS), Documentación de las Ciencias de la Información,
Política y Sociedad
. She is the author of articles published in scientic journals (JCR and SCOPUS). Her main lines of
research are Political Communication and Participation, Social Network Analysis, Virtualization of Communication,
Social Identities and Social Conict. Currently, she is researching in the eld of communication on social networks,
specializing in the polarization of political and social debates and the analysis of hate speech.
University Complutense of Madrid (UCM), Spain
[email protected]
ORCID: 0000-0001-8329-0856
Louis Pierre Philippe Homont.
Assistant Professor in the Department of Sociology: Methodology and eory at
the Faculty of Information Sciences of the University Complutense of Madrid (UCM). He serves as the secretary of
Mediaciones Sociales, Revista de ciencias Sociales y de la Comunicación
and is a member of the University Complutense
of Madrid (UCM) Research Group "Social Identities and Communication". Currently, he is a PhD candidate in the
Audiovisual Communication, Advertising, and Public Relations program at the University Complutense of Madrid
(UCM), working on his dissertation on communication in the public sector and digital citizen participation. His main
research areas include political communication, public sector communication, the management of intangible assets in
the public sector, and digital communication. Among his recent research projects are studies on populism and national
populism as strategies in political communication, the use of digital media to engage citizens in collective aairs
management, and the eects of such media on university students. Currently, he continues to focus on populism, the
digital co-production of public services, and the digitisation of social relationships.
University Complutense of Madrid (UCM), Spain
E-mail:
[email protected]
ORCID: 0000-0003-1947-6407
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
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Hyperconnectivity and digital resignation among higher education students
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
1. Introduction
Over the last two decades, society has become increasingly dependent on ICTs (Information and Communication Technologies)
(Aguilar and Terán, 2021), which have permeated every area of social life (Hepp, 2020) providing new opportunities for leisure,
expression and social relations (Carrazco
et al.
, 2018), among other aspects. is has occurred so rapidly that it has imposed
abrupt and disruptive transformations (Aragüez, 2017).
is penetration has raised concerns about the use that can be made of ICTs (Díaz-Vicario
et al.
, 2019; Sánchez-Gómez
et al.
,
2020), especially among young people. Indeed, having grown up with ICTs, young people are their main consumers (González-
Cortés
et al.
, 2020). Within this sector of the population, students represent the main market share (Rodríguez-Ceberio
et al.
,
2019) – they are the group least aected by the digital divide as they have the necessary skills to use ICTs (Fundación Telefónica,
2022) and, consequently, they are the ones who use smartphones
and social networks the most (INE, 2022).
eir high digital consumption, even if it involves new forms of socialisation and school and work performance, may aect their
mental health (Sánchez-Gómez
et al
., 2020). ese negative eects of ICTs on socioemotional life have been termed “techno-
stress” by Taki (2022). According to Sánchez-Gómez
et al
. (2020), this phenomenon manifests itself in two ways. On the one
Received: 26/08/2023- Accepted: 07/12/2023 - Early access: 18/12/2023 - Published: 01/01/2024
Recibido: 26/08/2023 - Aceptado: 07/12/2023 - En edición: 18/12/2023 - Publicado: 01/01/2024
Abstract:
Over the past decades, ICTs have permeated every facet of society, with
a particularly pronounced impact on higher education students. is
study delves into the Internet-mediated interpersonal relationships
of students at the University Complutense of Madrid (UCM), the
representation of habits and the use of ICTs. By means of an online
survey, data were collected from a total sample of 2,893 participants
spanning various disciplines, ages, and academic programs. e
ndings reveal gender and age-based disparities in preferences for
digitally mediated relationships, as well as dysfunctional patterns
associated with digital usage that manifest dierently across age
groups. Students predominantly express a penchant for being
consistently connected to the internet or doing so only, when
necessary, with a minority indicating a lack of enjoyment in digital
connectivity. is study has allowed the identication of a digital
landscape characterized by hyperconnectivity and digital resignation,
the latter emerging as a noteworthy trend in the daily lives of university
students as it may be linked to dysfunctions arising from ICT use.
Keywords:
University students; hyperconnectivity; digital resignation;
interpersonal relationships; ICT dysfunction.
Resumen:
Las TIC han penetrado todos los ámbitos de la sociedad desde hace
décadas. Esta incursión se ha hecho aún más intensa dentro del alum
-
nado de enseñanzas superiores. El objetivo principal de este estudio es
indagar en las relaciones interpersonales del estudiantado de la Uni
-
versidad Complutense de Madrid mediadas por Internet, la represent
-
ación de los hábitos y usos que hacen de las TIC. La recolección de los
datos se realizó mediante una encuesta online entre el estudiantado de
la Universidad Complutense de Madrid (UCM), con una muestra total
de 2.893 participantes de todas las disciplinas, edades y titulaciones. Se
han encontrado diferencias por género y edad en cuanto a las preferen
-
cias en las relaciones mediadas digitalmente, y disfunciones derivadas
de los usos digitales que les afectan según la edad. El estudiantado ar
-
ma principalmente que le gusta estar siempre conectado a Internet o que
lo hace solo cuando es necesario, y son minoría quienes no disfrutan
de la conexión. Estos resultados han permitido identicar un escenar
-
io digital caracterizado por la hiperconexión y la resignación digital,
siendo esta última una nueva tendencia a considerar en la cotidiani
-
dad de su vida universitaria, ya que podría estar ligada a disfunciones
derivadas del uso de las TIC.
Palabras clave:
Estudiantado universitario; hiperconexión; resignación digital;
relaciones interpersonales; disfunciones de las TIC.
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hand, they refer to techno-addiction, dened as the “uncontrollable compulsion to use ICTs for long periods of time, causing
the subject to become absolutely dependent on the technology”. On the other hand, they identify “techno-fatigue”, reected in
the “presence of tiredness, mental fatigue or headache due to prolonged use of technology” (Sánchez-Gómez
et al
., 2020, p. 27).
1.1. Techno-addiction and hyperconnectivity
Until the work of Marks (1990), addiction had solely been conceived as a physical and psycho-emotional dependence on
a chemical substance, without considering its possible association with an activity. Since then, the term addiction has been
dened more broadly – it is understood as an “impulse dependent on a habit of a certain activity or substance use though it has
destructive eects on the physical, social, emotional, and mental health of the individual” (Kesici and Fidan, 2018, p. 235). In the
case of ICTs, we refer to an addiction that takes the form of the overuse of any digital media or platform such as smartphones,
social networks or video games (Cuquerella-Gilabert and García, 2023).
Techno-addiction aects not only individuals, but also their social environment (Carrazco
et al
., 2018). Digital media sometimes
partly monopolise attention (Kesici and Fidan, 2018), as techno-addicted people are unable to curb their impulse towards digital
consumption (Marín
et al.
, 2020), which prevents them from paying attention to others or carrying out other types of activities
– they remain connected despite having to perform other tasks. In fact, the literature has suggested that this addiction is linked
to lower school and work performance (Parra
et al
., 2016), sleep loss (Díaz-Vicario
et al
., 2019) or emotions such as anxiety and
overwhelm (Doval-Avendaño
et al.
, 2018; Marín
et al
., 2020).
Recently, studies in techno-addiction have led to new phenomena that reinforce the idea that a techno-addicted person feels the
need to be permanently connected to the Internet (Carrazco
et al
., 2018). Among other terms, we are referring to nomophobia, i.e.
the phobia of not being able to connect to the network, or FoMO (
Fear of Missing Out
). e latter, understood as the fear of missing
out on experiences and being socially excluded (González-Cortés
et al
., 2020), has been detected especially among millennials
who, as a result, tend to feel more anxiety and/or overwhelm towards the use of ICTs and the management of their social networks
than other generations (Grashyla and Paramita, 2021).
In non-extreme cases, digital media abuse has been referred to in the academic literature as “hyperconnectivity”, understood as
excessive connection to ICTs (Taki, 2022). Like techno-addiction, hyperconnectivity has both individual and social consequences
(Díaz-Vicario
et al
., 2019; Doval-Avendaño
et al
., 2018), such as lower academic performance, fatigue due to sleep deprivation,
or diculties in socialising. is behaviour, mostly present among young people and especially among students, is based on the
pleasure a person feels when going online. When they do not manage to control their impulse to achieve this feeling of pleasure,
i.e. when their hyperconnectivity becomes ritualised, they may be considered as techno-addicted.
Aware of the dysfunctions associated with high ICT usage, some users have changed their behaviour, which responds to a new
phenomenon: disconnection. Dened by Woodstock (2014, p. 1983) as the intentional and signicantly limited use of digital
media, it is further explained as trying to connect as little as possible (Casas-Mas
et al.
, 2023) and is therefore regarded as a
response to hyperconnectivity and digital resignation.
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1.2. Digital resignation as an instrumental form of ICT adaptation
Unlike the techno-addicted or hyperconnected, other types of users manage to have a non-problematic use of ICTs, which they
employ, for example, to maintain or consolidate relationships previously established in the oine
space (Villalón, 2016). Velarde
and Casas-Mas (2018), in their study on digital media and university students, refer to people who prefer to relate more in person
than virtually as instrumental consumers. is way of using ICTs is utilitarian, intentional, and voluntary, which contrasts with
the ritual and/or addictive use of digital media (Doval-Avendaño
et al.
, 2018). e instrumental consumption of digital media
could represent a user’s response to the harmful consequences of techno-addiction and hyperconnection and, therefore, be
linked to greater academic eciency, the desire to improve social relationships, or to try new forms of leisure. Additionally, this
consumption diers from disconnection in that the instrumental user connects for specic purposes but does not avoid using the
Internet. However, a disconnected person tries not to use digital media at all.
However, on many occasions, it can be challenging for the user to sustain instrumental digital consumption given the number
of inputs they are subjected to daily (e.g., email, social media, etc.) (Velarde and Casas-Mas, 2018). It is also worth mentioning
the necessity for students to connect to the Internet to carry out university tasks, such as information retrieval, completing
assignments, or submitting them to professors. erefore, even if they prefer face-to-face interactions, instrumental users may
have no choice but to accept the digital realm, in other words, to resign themselves.
e concept of resignation has been considered under the term “fatalistic passivity” by Forman (1963, p. 289) when he observed,
during the Cold War, that when a nuclear attack alarm sounded in an American city, citizens did not react and continued with
their activities. Forman suggested that they behaved this way either out of inertia due to not knowing how to act, not believing the
alarm was real, or not seeing the point of taking action. Building on this observation, Draper and Turow (2019, p. 1828) understand
resignation as “a rational emotional response in the face of undesirable situations that individuals believe they cannot combat”
meaning they accept the absence or lack of control.
Applied to the ICT domain, the concept of resignation has been dened by the same authors as “the condition produced when
people desire to control the information digital entities have about them but feel unable to do so” (Draper and Turow, 2019, p.
1824). us, they conceive digital resignation as the feeling derived from one of the eects of ICT consumption, namely, data
handling, but not from the perspective of forced use of digital media. Authors such as Pangrazio
et al.
(2023) have drawn on
the concept of “digital resignation”, coupled with that of “surveillance realism”. eir study warns of the need for students to be
encouraged to engage meaningfully. According to their ndings, in this process they have to “resist” the restrictions generated by
the so-called “datacation”.
In the present study, we adopt the perspective of “digital resignation”, which needs further research, and therefore understand
this concept as the rational emotional response of instrumental users to forced or unwanted use of digital media. Specically, a
digitally resigned individual will seek to connect only when necessary, i.e., when the context compels them to do so. Additionally,
we start from the premise that resignation may be linked to potential dysfunctions arising from ICT use, as it could be associated
with behaviours that negatively impact physical and emotional health, as well as the social and academic lives of users.
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In accordance with the academic literature reviewed, the general objective of this research is to nd out and describe the
perception that students at the University Complutense of Madrid (UCM) have of the uses they make of ICTs (O1). To this end,
the following specic objectives have been set out:
–
To identify the preferences (virtual or face-to-face) of university students when relating to their (potential) partners and peer
groups (O1.1).
–
To establish what type of users they identify with according to whether or not they enjoy the virtual connection (O1.2).
–
To determine the dysfunctions derived from digital consumption that aect their daily lives (O1.3).
Following these (specic) objectives, this present research aims to test three hypotheses. Considering the ndings of previous
studies that pointed out that, despite being highly connected, young university students prefer face-to-face mode for their social
relationships (Nobles
et al
., 2015; Ochoa and Uribe, 2015), we suggest that University Complutense of Madrid (UCM) students
prefer to relate to their (potential) partners and peer groups face-to-face (H1).
Likewise, the literature reviewed has shown that a link may be established between university youth and hyperconnectivity
(Carrazco
et al
., 2018; Doval-Avendaño
et al.
, 2018; Marín
et al
., 2020), but it has not linked students with digital resignation – a
concept never addressed in this specic context. In this study, we consider that among university students there might be subjects
who fall into the category of resigned users as a way of adapting to a digital environment that demands a high level of dedication.
erefore, we propose to corroborate whether digital resignation, understood as the rational emotional response of instrumental
users to a forced or unwanted use of ICTs, may be considered as a category to classify students according to their use of ICTs (H2).
Finally, based on empirical results that have shown that ritualised ICT use is linked to the substitution of other types of face-to-
face activities (Sánchez-Gómez
et al
., 2020), sleep deprivation, poor academic performance (Díaz-Vicario
et al
., 2019; Parra
et
al
., 2016), or overwhelm caused by the management of social networks (Doval-Avendaño
et al
., 2018), it may be anticipated that
hyperconnected and digitally resigned students present dysfunctions derived from their use of ICTs (H3).
2. Methodology
e research is based on an online
survey sent by email to all University Complutense of Madrid (UCM) students between 1
and 22 February 2022. e distribution, monitoring and collection of the questionnaires answered through the Google Forms
platform was carried out by the University Complutense of Madrid (UCM) Student Observatory.
2.1. Universe and sample
In the 2022 academic year, the universe of students enrolled in ocial University Complutense of Madrid (UCM) studies was
71,702. Based on this census, the nal sample analysed consisted of 2,893 students, with a sampling error of ±1.83% (95%
condence level) and ±2.41% (99% condence level). Both levels were calculated according to the worst-case option of
p = q =
50%. e results by gender, age, eld of study and type of degree have been weighted to ensure that they are representative of the
total University Complutense of Madrid (UCM) student body.
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2.2. Instrument
e basic questionnaire of the survey was structured in ve blocks of questions about students’ digital consumption. is article
deals with the results obtained in three of these blocks, namely: interpersonal relationships; habits and uses of ICTs; and type of
user. In accordance with the specialised literature on problematic uses of digital media, we understand this term to encompass
any behaviour associated with neglecting tasks, reducing hours of sleep, and being inattentive in class to stay connected, as well
as a sense of overwhelm related to this connectivity (Carrazco
et al.
, 2018; Díaz-Vicario
et al.
, 2019; Doval-Avendaño
et al.
, 2018;
Kesici & Fidan, 2018; Parra
et al.
, 2016; Sánchez-Gómez
et al.
, 2020). Based on these contributions, the following questions were
formulated:
1. Interpersonal relationships. “Indicate your preferences regarding personal relationships by selecting the way you prefer to
engage in each activity. For each activity, choose between: a) Prefer to do it in person; b) Prefer to do it virtually; c) Both ways/
no preference; and d) Ns/Nc (Not sure/Not applicable).”
a)“Finding a date or partner”.
b) “Breaking up with a partner”.
c) “Meeting a good friend”.
d) “Integrating into a new group of friends or colleagues”.
2. Habits and uses of ICTs. “Below, you will read a series of situations related to Internet usage. Indicate in each case if it
happens to you or if you experience it”.
a) “I start browsing the Internet even when I have other things to do”.
b) “I sleep less and feel more tired because I spend more time on the Internet”.
c) “I usually connect to the Internet during my classes for activities unrelated to the teacher’s explanation”.
d) “I feel overwhelmed by the daily management and maintenance of my social networks through the Internet”.
3. Type of user. “How would you describe yourself as a technology user? Choose only one answer”.
a) For hyper-connected individuals who take pleasure in being online: “I like to be connected all the time”.
b) For disconnected individuals who intentionally and signicantly limit their digital consumption: “I try to connect as
little as possible”.
c) For digitally resigned individuals who will reluctantly use ICTs only when the context compels them: “I connect when
I need to”.
2.3. Data analysis
A statistical analysis was performed by the integrated data management company ODEC, using SPSS 22.0 software. Statistically
signicant dierences were tested using Chi tests (with a condence level of 95 %), for a universe of N = 2,893.
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3. Results
e obtained results are organised around the three blocks previously presented – interpersonal relationships, habits and uses
of ICT among university students, and type of user – and are examined based on gender and age dierences among the study
respondents.
3.1. Interpersonal relations, virtual or face-to-face?
As can be observed in Table 1, when it comes to nding a date or partner, 80% of women prefer to do it in person, while three out
of ten men state that it is indierent to them whether this is done online or oine, and this increases to four out of ten among
non-binary individuals.
Table 1. Preferences for personal relationships
Relationship preferences
Total (%)
Gender
Age (years)
FemaleMale
Non-
binary
/ Other
options
Ns/Nc18-1920-2122-25
Over
25
10070.126.91.81.216.023.121.929.8
Finding
a date or
partner
Prefer to do it
in person
76.079.2+69.6-53.8-66.779.4+76.974.672.7-
Prefer to do it
virtually
2.72.3-3.7+5.8-1.7-3.63.02.9
Both ways / no
preference
21.218.4-26.6+40.4+33.319.019.522.424.3+
Ns / Nc
---------
Breaking
up with a
partner
Prefer to do it
in person
90.591.7+87.8-84.691.791.391.690.988.3-
Prefer to do it
virtually
2.01.73.0+--1.81.23.0+2.1
Both ways / no
preference
7.56.6-9.3+15.48.36.97.26.29.6+
Ns / Nc
---------
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Meeting
a good
friend
Prefer to do it
in person
83.784.8+82.565.4-72.283.383.785.382.6
Prefer to do it
virtually
1.10.91.25.8-1.21.00.81.2
Both ways / no
preference
15.314.3-16.328.8+27.8+15.515.313.916.2
Ns / Nc
---------
Integrating
into a new
group of
friends or
colleagues
Prefer to do it
in person
82.483.4+81.267.3-69.482.783.184.779.4-
Prefer to do it
virtually
2.93.12.17.75.62.73.92.42.8
Both ways / no
preference
14.713.5-16.725.0+25.014.513.012.917.8+
Ns / Nc
---------
Basis
2,8932.0287775236839668634752
Average
25.2124.1428.2922.9422.5318.4420.4923.0638.78
Deviation
10.549.2513.107.925.970.500.501.0412.91
Source: prepared by the authors
Students aged 18 to 19 years old are the group that most prefers to do it in person (79.4%), whereas those over 25 years of age fall
below the average in their preference for in-person interactions and surpass it when considering both forms.
When ending romantic relationships, it appears unequivocal that women strongly prefer to do it in person (over 90%), compared
to men (87.8%) with a preference for in-person interactions, and lower than the average when stating a preference for both forms
(almost one in ve). University students aged 22 to 25 also lean towards virtual means to break up with their partners, while those
over 25 prefer to do it in both ways.
In seeking good friendships, 85% of women prioritize in-person interactions, contrasting with non-binary individuals or those
who do not declare their gender (over 25%). In this aspect, there are no signicant dierences between men and women or
among age groups.
Finally, women and men respond nearly identically in their preference for integrating with friends or like-minded individuals.
However, a quarter of non-binary students stand out for nding it indierent to do it in both ways, and they fall below the average
in their preference for in-person interactions (67.3%). Regarding age, being over 25 matters in social integration – almost one
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in ve would do it both online and oine, and this age group is below the average in their preference for joining new groups in
person.
3.2. Dysfunctional student states resulting from ICT use
As shown in Table 2, nearly half of female students say that they browse the Internet, even if they have other things to do, compared
to one in ten men who deny this. Age is a determining factor for three of the age groups, with 20-21-year-olds being the most likely
to do so (half of them), followed by 18-19-year-olds (47.1%) and 22-25-year-olds (46.5%). As they get older (over 25), this situation
happens only sometimes to slightly more than half of them (51.9%) and two out of ten respond that they do not give up other
activities to use the Internet.
Table 2. Habits and uses of ICTs according to gender and age variables
Habits and uses of ICTs
Total
(%)
GenderAge
FemaleMale
Non-bi-
nary /
Other
options
Ns/Nc18-1920-2122-25
Over 25
10070.126.91.8
1.2
16.023.121.929.8
I start browsing
the Internet
even when I have
other things
to do
Yes
42.744.3+38.0-50.041.747.1+49.4+46.5+28.6-
Sometimes47.246.748.840.450.046.145.445.151.9+
No9.78.6-13.1+9.62.86.4-5.1-8.019.0+
Ns / Nc
0.30.30.1-5.60.40.10.30.5
I sleep less and
feel more tired
because I spend
more time on the
Internet”.
Yes22.122.820.228.813.926.0+25.0+23.714.0-
Sometimes35.536.034.538.525.039.3+36.136.030.3-
No40.939.743.632.755.633.3-37.0-39.054.4+
Ns / Nc
1.51.41.7-5.61.41.91.41.3
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I usually
connect to the
Internet during
my classes
for activities
unrelated to
the teacher’s
explanation
Yes17.117.416.513.516.719.3+22.2+21.5+6.4-
Sometimes37.139.6+31.1-36.525.043.4+41.8+40.5+23.0-
No43.941.3-49.9+46.255.634.8-35.0-37.4-67.3+
Ns / Nc
2.01.72.43.82.82.51.00.6-3.3+
I feel
overwhelmed
by the daily
management
and maintenance
of my social
networks
through the
Internet
Yes9.610.5+7.5-15.42.811.9+10.39.86.4-
Sometimes15.215.413.917.325.015.415.916.912.9-
No72.971.8-76.8+65.463.970.871.371.677.9+
Ns / Nc
2.22.31.81.98.31.92.51.72.8
Basis
2,8932,0287775236839668634752
Average
25.2124.1428.2922.9422.5318.4420.4923.0638.78
Deviation
10.549.2513.107.925.970.500.501.0412.91
Source: prepared by the authors
Regarding sleep deprivation in favour of connection, no signicant dierences have been found based on gender, but there are
variations by age groups. Once again, the younger cohort reports experiencing this in higher gures (40% of 18 to 19-year-olds).
Conversely, more than half of those over 25 deny sleeping less due to spending more time online.
During class, 40% of female students claim to “sometimes” stop paying attention to the teacher’s explanations to browse the
Internet, while half of male students deny this. Gender does not seem to determine this activity, contrary to the age factor –
students aged 17 to 25, especially those under 19, represent the highest value. As with the previous dysfunctional states, three-
quarters of individuals over 25 deny neglecting class to connect to the Internet.
Finally, the ndings are decisive when correlating overwhelm from managing and maintaining social networks with gender –
women feel more overwhelmed than men. One in ve women admits feeling this way, while four out of ve men claim they do
not. Age also plays an inuential role. Among university students aged 18 to 19, one in ten experiences this feeling, and 78% of
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those over 25 do not feel any distress. It is noteworthy that this dysfunction linked to “techno-fatigue” occurs “sometimes” among
this group (approximately one in ve), as is the case with the dysfunction of stopping activities to be connected.
3.3. Representation in relation to the use of the Internet
e data collected regarding the students’ representation of their relationship with ICTs are as follows: nearly half (49%) admit to
enjoying digital connection continuously, while 47.2% claim to connect only when needed (see Figure 1). Henceforth, we will refer
to students falling into these two groups as “hyperconnected” and “resigned” students, respectively. In this study, the categories
“hyperconnected” and “resigned” are not antagonistic, but a gradient reecting the self-perception of university students who
either enjoy using ICTs or use them only instrumentally. We understand that the widespread perception of the youth being
constantly connected (Reig and Vilchez, 2015) has evolved in the last decade and currently does not imply a preference for being
always connected.
As shown in Figure 1, a small percentage of respondents (3.7%) try to connect as little as possible. Since this percentage of
“disconnected” individuals is so low compared to other user types, this paper does not delve into their description.
Figure 1. Percentage distribution of types of technology users according to self-perception
As shown in Figure 1, a small percentage of respondents (3.7%) try to connect as little as
possible. Since this percentage of "disconnected" individuals is so low compared to other user
types, this
paper
does not delve into their description.
Figure 1. Percentage distribution of types of technology users according to self
-perception
Source:
prepared
by the authors
A
s indicated in Table 3, within the group that enjoys being always connected, no significant
differences were found based on gender, although female
respondents
exhibit higher values
than their
male
counterparts
. It is noteworthy that students aged 18 to 19 do not express as much
enjoyment in being connected (14.3%) compared to those aged 25 and over (34.2%) who state
a preference for constant connectivity.
Among university students who only go online when they need to (resigned), no gender
differences
are reported either. However, variations exist in terms of age, with a quarter of them
being between 20 and 21 years old and a fifth between 18 and 19 years old. Once again, younger
students appear to be resigned and make instrumental use of ICT
s
compared to those aged 25
and over, who fall below the expected average.
Table 3. Type of technology users, preferences and dysfunctional uses
Total
I always
like
it
When I need
it
As little as
possible
TOTAL (N)
2,893
1,416
1,363
108
Total (%)
100
48.95
47.11
3.73
Gender
Female
70.1
69.3
71.0
66.7
Male
26.9
28.0
25.6
30.6
Non-
binary / other options
1.8
1.7
1.9
1.9
Ns/Nc
1.2
1.0
1.6
0.9
Age (years)
18-19
16.0
14.3-
17.7+
19.4
20-21
23.1
21.8
24.8+
18.5
22-25
21.9
21.6
21.9
26.9
Over
25
29.8
34.2+
25.8-
22.2
Finding a date or partner
P
refer to do it in person
76.0
79.7+
71.4-
88.0+
P
refer to do it virtually
2.7
2.3
3.2
1.9
I like to be
online all the
time:49,0%
I log on only
when I need
to:47,2%.
I try to log on as little as possible:
3,7%.
Source: prepared by the authors
As indicated in Table 3, within the group that enjoys being always connected, no signicant dierences were found based on
gender, although female respondents exhibit higher values than their male counterparts. It is noteworthy that students aged 18
to 19 do not express as much enjoyment in being connected (14.3%) compared to those aged 25 and over (34.2%) who state a
preference for constant connectivity.
Among university students who only go online when they need to (resigned), no gender dierences are reported either. However,
variations exist in terms of age, with a quarter of them being between 20 and 21 years old and a fth between 18 and 19 years old.
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Once again, younger students appear to be resigned and make instrumental use of ICTs compared to those aged 25 and over, who
fall below the expected average.
Table 3. Type of technology users, preferences and dysfunctional uses
Total
I always like itWhen I need it
As little as
possible
TOTAL (N)
2,8931,4161,363108
Total (%)
10048.9547.113.73
Gender
Female70.169.371.066.7
Male26.928.025.630.6
Non-binary / other options
1.81.71.91.9
Ns/Nc1.21.01.60.9
Age (years)
18-1916.014.3-17.7+19.4
20-2123.121.824.8+18.5
22-2521.921.621.926.9
Over 25
29.834.2+25.8-22.2
Finding a date or partner
Prefer to do it in person
76.079.7+71.4-88.0+
Prefer to do it virtually
2.72.33.21.9
Both ways / no preference
21.218.0-25.5+10.2-
Ns / Nc
----
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Breaking up with a partner
Prefer to do it in person
90.592.1+88.4-95,4
Prefer to do it virtually
2.0
1.7
2.23.7
Both ways / no preference
7.56.2-9.4+0.9-
Ns / Nc
----
Meeting a good friend
Prefer to do it in person
83.787.1+79.5-90.7+
Prefer to do it virtually
1.10.4-1.8+0.9
Both ways / no preference
15.312.5-18.8+8.3-
Ns / Nc
----
Integrating into a new group of friends or colleagues
Prefer to do it in person
82.485.6+78.6-89.8+
Prefer to do it virtually
2.93.03.00.9
Both ways / no preference
14.711.4-18.4+9.3
Ns / Nc
----
I start browsing the Internet even when I have other things to do
Yes
42.733.5-53.0+30.6-
Sometimes47.252.5+41.9-46.3
No9.713.4+5.0-22.2+
Ns / Nc
0.30.60.10.9
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I sleep less and feel more tired because I spend more time on the Internet”.
Yes
22.117.5-26.8+22.2
Sometimes35.5
34.5
37.5+23.1-
No40.946.6+34.2-50.9+
Ns / Nc
1.51.31.53.7
I usually connect to the Internet during my classes for activities unrelated to the teacher’s explanation
Yes
17.112.0-23.0+8.3-
Sometimes37.135.739.0+31.5
No43.950.2+36.0-59.3+
Ns / Nc
2.02.11.90.9
I feel overwhelmed by the daily management and maintenance of my social networks through the Internet
Yes
9.68.89.916.7+
Sometimes15.214.116.513.0
No72.975.1+71.2-68.5
Ns / Nc
2.22.12.41.9
Basis
2.8931.4161.363108
Average
25.2126.1324.4023.43
Deviation
10.5411.569.458.01
Source: prepared by the authors
Regarding preferences in interpersonal relationships and virtualization, the hyperconnected group shows a strong inclination
towards in-person interactions to nd a date or partner (79.7%) or end a relationship (92.1%). Additionally, they also prefer this
mode for making good friendships (87.1%) or integrating into new groups (85.6%). In contrast, among resigned students, all values
are signicantly lower when arming a preference for these relationships in-person (see Table 3). is nding is interesting as it
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underscores the hyperconnected individuals’ need to interact with their peers in physical spaces, whereas the resigned ones do
not crave in-person interactions as much.
In terms of habits and uses of ICTs, half of the resigned student group claim to sometimes browse the Internet even when they
have other tasks to carry out, while this only happens sometimes to half of the hyperconnected students. Consistent with these
ndings, six out of ten in the resigned group state that they sleep less and feel more tired from spending more time online (yes,
28.8%, and sometimes, 37.5%), compared to almost half of the hyperconnected group (46.6%) denying this. e dysfunction
of going online during classes for activities unrelated to the teacher’s explanation occurs more frequently among six out of ten
resigned students (yes, 23%, and sometimes, 39%), while it doesn’t happen to half of the hyperconnected group.
Finally, the data vary somewhat when respondents are asked if they feel overwhelmed managing and maintaining their digital
social networks daily. e result for the resigned group is below average (seven out of ten), while the hyperconnected student
group is above average (three-quarters).
4. Discussion
is study aimed to understand and describe the perception that students at the Complutense University of Madrid (UCM) have
regarding their use of ICTs, which has been linked to their interpersonal relationships, moods, and the potential enjoyment they
experience while being connected.
Based on the results obtained, it may be asserted that University Complutense of Madrid (UCM) students generally prefer to interact
with their peers in-person (O1.1), conrming our rst hypothesis (H1) that predicted this preference for oine interactions.
In more detail, the ndings suggest a digital scenario where gender and age seem to inuence the habits and preferences of
Complutense students regarding their interpersonal relationships. Women and younger individuals prefer maintaining their
personal connections in-person, and as age increases, they begin to consider the virtual option for key moments in their romantic
and friendship relationships. ese ndings align with those of Gómez-Navarro and Martínez-Domínguez (2022), who observed
higher digital consumption in male university students compared to female.
Furthermore, two major user types were identied based on the enjoyment experienced when connected (O1.2). Except for the
minimal percentage of disconnected students (3.7%), who minimize their digital consumption, there appear to be two main
user types among the student body. Firstly, the hyperconnected individuals, those who enjoy being always connected, show no
gender dierences. Surprisingly, the youngest individuals (18 to 19 years old) are the least enthusiastic about connectivity. is
group can be considered “hooked” because they express a liking for hyperconnectivity but prefer in-person interactions for social
connections. Additionally, they do not admit or recognize their addiction, as is common among addicted individuals (Marín
et
al.
, 2020). One possible interpretation of the link between age and enjoyment of permanent connection could be as follows –
older students are in the addiction phase because they adopted digital technologies later in their life, while younger ones have
been connected since birth and display clear signs of saturation.
Secondly, it was found that students who claim to connect only when needed represent a signicant portion of the surveyed
individuals, conrming that the concept of digital resignation is valid for describing a portion of the University Complutense
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of Madrid (UCM) student body (H2). Despite the lack of literature on this topic and based on scarce research on resignation in
general, the results lead us to understand and dene digital resignation as a rational phenomenon occurring when individuals
aspiring to reduce their digital consumption face forced or unwanted use of digital media. Among this resigned group, no gender
dierences were found, but age dierences were evident, as 42.5% of those in this category were the youngest individuals (up
to 21 years old). e explanation for this concentration of resigned students among the youngest may suggest that they have
socialized with ICTs from an early age and quickly incorporated digital social networks. In principle, this group should not
exhibit problematic digital use (Villalón, 2016) and might even enjoy daily life without needing to be connected (Chan
et al.
,
2022). However, when it comes to interpersonal relationships, they prefer in-person interactions more than the hyperconnected
students, and they conrm that the use of ICTs leads to dysfunctions aecting their daily lives academically and personally.
irdly, the ndings allowed the identication of potential dysfunctions derived from the use of ICTs by University Complutense
of Madrid (UCM) students, which may impact their daily lives (O1.3). Building on previous research, a series of items reecting
dysfunctional consequences of ICTs were identied, including browsing the Internet despite having other tasks to carry, sleeping
less and feeling tired due to spending more time on the Internet, going online during classes for activities unrelated to the teacher’s
explanation, and feeling overwhelmed by the daily management and maintenance of social networks.
Several studies had already demonstrated a link between university youth and hyperconnectivity (Carrazco
et al.
, 2018; Marín
et al.
, 2020), as well as between hyperconnectivity and dysfunctions (Parra
et al.
, 2016). However, this relationship had not been
corroborated with digital resignation. Our results conrm this relationship between hyperconnectivity and dysfunctions and
also establish one between digital resignation and dysfunctions. us, both hyperconnected and resigned students exhibit
dysfunctional uses linked to Internet connectivity (H3). e type of user does not seem to be determinant in the presence or
absence of digital dysfunctions.
However, gender appears to have some inuence. For example, in this study, women are more aected than men in all age
ranges, even over 25 years of age – they sometimes browse the Internet despite having other activities to do. e consequences
worsen when they replace paying attention to teacher explanations with connecting to the Internet. Once again, this situation
aects women more than men and especially younger women. ese data align with those of González-Cortés
et al.
(2020),
demonstrating that students up to 24 years old have more time for other tasks.
Dysfunctions have a strong impact on the psychological state of students when they report feeling overwhelmed by managing
their digital networks, a situation that is more recurrent in women and younger university students but not in those over 25.
Regarding vital needs such as sleep, the association seems to be more with age than with gender. While it aects men more than
women, it primarily impacts younger individuals.
ese ndings relate to states corresponding to addictions, i.e., doing something despite it being harmful. e results obtained by
Marín
et al.
(2020) indicate that younger university students are techno-addicts. However, contrary to our ndings, they suggest
that male students exhibit higher techno-addiction than their female counterparts. One possible explanation could be that the
women in our study are more willing to forego digital interactions in their interpersonal relationships, but connecting makes
them feel more guilty than it does for men.
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Given the phenomena of hyperconnectivity, techno-addiction, and digital resignation and their eects on the personal and
academic life of students, it appears relevant for universities to adapt the teaching method by granting less space to digital media
or, at a minimum, re-conceptualizing the role that ICTs play in university education. Additionally, it is necessary to monitor the
digitally resigned group, which, as an emerging dynamic, has not been considered until now, in order to adapt the teaching
method to them.
5. Conclusions
is research has provided insights into the relationship that students at the Complutense University of Madrid have with ICTs
and how they perceive it. Additionally, it has captured the emerging phenomenon of digital resignation by studying the extent to
which students enjoy Internet connectivity. e ndings allow us to assert that digital resignation is a valid category to describe
university students and reect a trend towards the convergence of those who are constantly connected (Reig and Vílchez, 2013)
and those who avoid connection as much as possible (Casas-Mas
et al.
, 2023).
Apart from age dierences, distinctions between “hyperconnected” and “digitally resigned” students lie in the fact that the former
idealize face-to-face connections and do not acknowledge dysfunctions like techno-fatigue, stress, or any negative impact on
academic performance. On the other hand, the latter is indierent to the mode of connection but admits to experiencing certain
negative aspects of being connected. erefore, in relation to the virtualisation of daily life, digital resignation implies a certain
aversion to constant connection and an eort to adapt to the environment to avoid social exclusion.
While this research and its results shed light on the emerging phenomenon of digital resignation, it has a primary limitation. As a
study focused solely on University Complutense of Madrid (UCM) students, it does not allow for ndings that are representative
of all Spanish university students. erefore, these ndings cannot be generalized to the broader university student population.
Future research on university students and ICT should employ qualitative methods with students from other universities to delve
into the preferences of university students for their interpersonal relationships and their dysfunctional states. Additionally, in
light of the obtained results, it is recommended to investigate the phenomenon of digital resignation as a new social phenomenon
in response to techno-addiction and hyperconnectivity.
6. Acknowledgements
is article has been translated into English by Beneharo Álvarez Pérez to whom we are grateful for his work.
is text arises from the research: “Virtualization and university participation”, funded by the Complutense University of Madrid.
Vice-rector for Research and Transfer. Financing Program of Validated Research Groups. University Complutense of Madrid
(UCM) 2021. Budget application G/6400100/3000.
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7. Specic contributions from each author
Name and surname
Conception and design of the workBelén Casas-Mas and Louis Pierre Philippe Homont
Methodology
Belén Casas-Mas and Louis Pierre Philippe Homont based on the meth
-
odology designed by the UCM 940324 research group “
Identidades So
-
ciales y Comunicación
”
Data collection and analysis
Belén Casas-Mas and Louis Pierre Philippe Homont from the analysis
realized by ODEC company through SPSS software
Discussion and conclusionsBelén Casas-Mas and Louis Pierre Philippe Homont
Drafting, formatting, review and approval of versionsBelén Casas-Mas and Louis Pierre Philippe Homont
8. Conict of interest
e authors declare that there is no conict of interest contained in this article.
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118 |
nº 38, pp. 99-118
|
January-June of 2024
Hyperconnectivity and digital resignation among higher education students
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
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