Typologies of navigation on digital platforms: the case of students from southern Tamaulipas

Abstract

This paper presents the results of research in the southern conurbation of Tamaulipas analyzing the types of internet browsing of some young Mexican students between the age of 15 and 29, to characterize the most significant variables in each type of navigation (such as sociodemographic and access), and contrast, in each one, digital skills, self-receptions and experiences of using technology that describe each profile. The methodology used is quantitative, using a principal component analysis (PCA) that identified five types of navigation. Subsequently, a regression analysis was applied to present the variables that characterize each type of user. In the results, five types of navigation were identified: information search, collaborative, entertainment, communicative-playful and socializing, where the condition of access continues to be a crucial aspect. Although no differences were identified based on the age, educational level, or occupation of the young people, a strong gender component prevails. This work invites reflection on the importance of exploring and recognizing that not all young people navigate in the same way, and not with the same intensity or skills to face the new capacities that society demands to be functional and competitive in digital environments.

Uso de tecnologías digitales por estudiantes universitarios para fines educativos en la era postpandemia

“…Las instituciones educativas tienen un deber en cuanto a la orientación del uso productivo del internet y la calidad de conectividad, así como del equipo electrónico, lo cual permite subsanar la carencia de tecnologías del estudiantado; de esta manera se reducen las desigualdades en el aprendizaje a través de las herramientas digitales (Gómez, 2021;Lemus y López, 2021;Gómez y Martínez, 2022;Zermeño et al, 2022). No obstante, el alumnado menciona inconvenientes en la enseñanza virtual, entre algunas: la conexión deficiente, ausencia de los compañeros, dificultad para comprender la información impartida, espacios inadecuados e incomodidad al usar una cámara y micrófono; así como la mala organización (Román, 2020).…”