Se analizaron los factores de riesgo del uso de internet en estudiantes universitarios de Puerto Rico y España. Se utilizaron los instrumentos Internet Addiction Test (IAT), Brief Self-Control Scale (BSCS), Depression, Anxiety and Stress Scale (DASS-21) y Academic Procrastination Scale (APS) para el propósito de la investigación. Se realizaron análisis de regresión logística binomial para determinar cómo el autocontrol, la depresión, ansiedad, estrés y la procrastinación explican la adicción a internet (IAT) como modelo predictor en los estudiantes universitarios de Puerto Rico y España. Los resultados indicaron que el autocontrol predice la adicción a internet de los estudiantes de Puerto Rico. La depresión, ansiedad y estrés predicen la adicción a internet en los estudiantes de España. Para el modelo Total (España y Puerto Rico) se demostró que las puntuaciones del BSCS y del DASS predicen la adicción a internet en los estudiantes de ambos países.

This article is a qualitative investigation with a phenomenological design about the use of mobile devices in class. The purpose of the research was to know how university students use mobile devices in the classroom. A question guide for four semi-structured interviews and two focus groups were used as instruments. The total number of participants were fourteen undergraduate and graduate students from universities in the southern area of Puerto Rico. The results of the interviews were analyzed using the ATLAS.ti 8 program. After the coding and categorization of interviews and focus groups, it is concluded that students use mobile devices as a useful educational tool for information search, which is sometimes a distraction in the teaching-learning process and must be regulated its use in the classroom.

This article is a qualitative investigation with a phenomenological design about the use of mobile devices in class. The purpose of the research was to know how university students use mobile devices in the classroom. A question guide for four semi-structured interviews and two focus groups were used as instruments. The total number of participants were fourteen undergraduate and graduate students from universities in the southern area of Puerto Rico. The results of the interviews were analyzed using the ATLAS.ti 8 program. After the coding and categorization of interviews and focus groups, it is concluded that students use mobile devices as a useful educational tool for information search, which is sometimes a distraction in the teaching-learning process and must be regulated its use in the classroom.

This article is a qualitative investigation with a phenomenological design about the use of mobile devices in class. The purpose of the research was to know how university students use mobile devices in the classroom. A question guide for four semi-structured interviews and two focus groups were used as instruments. The total number of participants were fourteen undergraduate and graduate students from universities in the southern area of Puerto Rico. The results of the interviews were analyzed using the ATLAS.ti 8 program. After the coding and categorization of interviews and focus groups, it is concluded that students use mobile devices as a useful educational tool for information search, which is sometimes a distraction in the teaching-learning process and must be regulated its use in the classroom.