Mediating role of technology (use your own device) enhanced learning on collaborative learning and self-approbation on university level: A case study from developing country

Abstract

The growing integration of digital technologies in higher education has raised important questions about how Bring-Your-Own-Device (BYOD) practices affect both academic and psychological outcomes. This study investigates the differential impact of device use — operationalized as educational use (UYOD-E), use of targeted applications (UYOD-T), and study habits (UYOD-SH) — on collaborative learning (CL) and self-approbation (SA) among university students in a developing country. Using a quantitative, cross-sectional design, data were collected from 366 students at public universities and analyzed through correlation and multiple regression. Results show a clear asymmetry in effects. Study habits and educational device use were the strongest positive predictors of both CL and SA. In contrast, use of specific applications had a significant negative association, suggesting that unstructured digital use may harm learning processes and self-image. General device usage had a comparatively weak effect, indicating that access alone does not guarantee meaningful outcomes. Together, the models explained approximately 48% of the variance in CL and SA, highlighting the central role of behavioral factors in technology-mediated learning. This study contributes to the literature by showing that benefits of digital technologies depend on self-regulated and purposeful use rather than on availability or frequency.