The impact of digital technology on learning behaviors and learning emotions of university students in the current context

Abstract

This paper investigates the impact of digital technology on university students’ learning behaviors and learning-related emotions in the context of digital transformation. The study employs a systematic literature review combined with an analysis of higher education practices in Vietnam to clarify key theoretical perspectives and examine the dual effects of digital technology on the learning process. The findings reveal that digital technology can enhance students’ active learning behaviors, promote self-regulation, and foster positive emotions such as interest and motivation. However, inappropriate or unguided use may lead to negative outcomes, including distraction, reduced concentration, and adverse emotional states such as anxiety and stress. The study also highlights the interactive relationship between learning behaviors and emotions within digital learning environments. Based on these findings, several pedagogical implications are proposed for students, lecturers, higher education institutions, and policymakers to improve the effective integration of digital technology in Vietnamese higher education.