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This paper adopts the Cultural-Historical Activity Theory (CHAT) to investigate how Italian college students integrate paper-based and digital resources into their study strategies. CHAT emphasizes that every human activity is influenced by social and historical-cultural dimensions, such as gender and field of study. The research questions addressed are: (a) What dimensions characterize students’ study strategies? (b) How do they integrate digital and analogic materials? (c) What gender differences emerge? (d) What differences arise between STEM and non-STEM students? Two complementary quali-quantitative studies were conducted. Study1: two Focus Group Discussions (FGDs), 15 participants (STEM: N = 8; non-STEM: N = 7) to ex-plore collective perceptions. Study2: 36 participants (STEM: N = 18; non-STEM: N = 18), individual eye-tracking sessions followed by semi-structured interviews to observe individual study strategies. Data were analyzed using a Grounded Theory approach, resulting in a structured codebook with cognitive, metacognitive, contextual, emotional, and socio-cultural dimensions. Findings revealed varied patterns in the use of study resources. Female STEM students preferred paper-based methods, while non-STEM female students primarily used digital tools. Male students demonstrated mixed strategies, balancing both resources. Social and peer influences were significant factors in students’ technological choices. These results provide practical insights for educators and educational technology developers.

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Italian College Students’ Study Strategies Integrating Digital Technology: A Multilevel Analysis Comparing Gender and STEM Versus Non-STEM Students

  • 会议论文

  • 发表日期：

    2025年

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  • Anna Cavallaro,
  • Annalisa Ventrella,
  • Maria Beatrice Ligorio

摘要

This paper adopts the Cultural-Historical Activity Theory (CHAT) to investigate how Italian college students integrate paper-based and digital resources into their study strategies. CHAT emphasizes that every human activity is influenced by social and historical-cultural dimensions, such as gender and field of study. The research questions addressed are: (a) What dimensions characterize students’ study strategies? (b) How do they integrate digital and analogic materials? (c) What gender differences emerge? (d) What differences arise between STEM and non-STEM students? Two complementary quali-quantitative studies were conducted. Study1: two Focus Group Discussions (FGDs), 15 participants (STEM: N = 8; non-STEM: N = 7) to ex-plore collective perceptions. Study2: 36 participants (STEM: N = 18; non-STEM: N = 18), individual eye-tracking sessions followed by semi-structured interviews to observe individual study strategies. Data were analyzed using a Grounded Theory approach, resulting in a structured codebook with cognitive, metacognitive, contextual, emotional, and socio-cultural dimensions. Findings revealed varied patterns in the use of study resources. Female STEM students preferred paper-based methods, while non-STEM female students primarily used digital tools. Male students demonstrated mixed strategies, balancing both resources. Social and peer influences were significant factors in students’ technological choices. These results provide practical insights for educators and educational technology developers.