Technological Mediation of Reading in Adolescents: Systematic Review of Strategies and Results in School Contexts
DOI:
https://doi.org/10.18861/cied.2026.17.1.4235Keywords:
technological mediation, adolescent reading, digital strategies, secondary education, educational toolsAbstract
This systematic review, conducted in accordance with the PRISMA 2020 guidelines and aligned with the scoping review framework developed by Arksey and O’Malley, synthesized 30 studies (2020–2024) to evaluate the impact of technological strategies—interactive platforms, gamification, and educational applications— on the reading comprehension, motivation, and habits of adolescents (12–18 years). The analysis identified five key dimensions: (1) mediation strategies (digital pedagogical scaffolding), (2) platforms and tools (social media, YouTube, video games), (3) influencing factors (cultural capital, self-efficacy, parental mediation), (4) developed skills (critical, informational, and multiliteracy), and (5) contexts and challenges (equity, teacher training, curricular integration). The results showed that technology can significantly enhance engagement and reading comprehension when implemented with intentional pedagogical design, rather than merely as digital access. Successful interventions combined interactivity, student autonomy, and continuous teacher support. These findings contribute to the discussion of technology as a transformative ecosystem for adolescent reading, in which its effectiveness depends on strategic mediation, equitable access, and robust teacher training to prevent emerging gaps in critical appropriation.
Downloads
References
Armera-Zavala, L., Arias-Torres, D., & Gómez-Valadés, F. (2023). Aprendizaje en línea durante la pandemia en educación secundaria en Morelia. Magis, Revista Internacional de Investigación en Educación, 16, 1-23. https://doi.org/10.11144/javeriana.m16.mtae
Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Asprilla Mena, O. H., & Ríos Cuesta, W. (2023). Mediación tecnológica en la resolución de problemas sobre operaciones aditivas con fracciones. Plumilla Educativa, 32(2). https://doi.org/10.30554/pe.2.4933.2023
Chen, L., Zhang, R., & Liu, Y. (2021). The effects of ICT-based social media on adolescents' digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018. Computers & Education, 168, 104210. https://doi.org/10.1016/j.compedu.2021.104342
Chandler-Olcott, K., & Mahar, D. (2003). "Tech-savviness" meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. International Literacy Association, 38(3), 365-385. https://doi.org/10.1598/RRQ.38.3.3
Dakakni, D., & Safa, N. (2023). Reading patterns, scanning, and the control f/search icon: how students really (don't) read. International Research in Education, 11(1), 128-150. https://doi.org/10.5296/ire.v11i1.20943
Fedorowicz, J., Vilvovsky, S., & Golibersuch, A. J. (2009). Gender differences in teenagers elective use of computer technology. Communications of the Association for Information Systems, 27. https://doi.org/10.17705/1cais.02703
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. The MIT Press. https://doi.org/10.7551/mitpress/8435.001.0001
Jiménez-Pérez, E., Barrientos-Béz, A., Caldevilla-Domínguez, D., & Gómez-Galán, J. (2020). Influence of mothers' habits on reading skills and emotional intelligence of university students: relationships in the social and educational context. Behavioral Science, 10(12), 187. https://doi.org/10.3390/bs10120187
Martín, J. C., & Barrios, O. (2019). El proceso de mediación tecnológica en la enseñanza de la física. Revista Angolana de Ciencias, 1(1), 38-50. https://doi.org/10.54580/r0101.03
Lluch, G. (2014). Jóvenes y adolescentes hablan de lectura en la red. Ocnos, (11), 7–20. https://doi.org/10.18239/ocnos_2014.11.01
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355
Romero Oliva, M. F., Heredia Ponce, H., & Trigo Ibañez, E. (2020). Las TIC en el fomento lector de los adolescentes. Un estudio de caso desde las creencias docentes. Contextos Educativos, (25), 105–125. https://doi.org/10.18172/con.4249
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71
Poskakalova, T., & Khusnutdinova, M. (2024). Digital storytelling in the middle school: students' perception and academic perspectives. Child in a Digital World, 1, 34-35. https://doi.org/10.61365/forum.2024.016
Rodríguez-Chavira, G., & Cortés-Montalvo, J. (2021). Mediación tecnológica en el fomento de la lectura y la escritura en adolescentes. Sinéctica, Revista Electrónica de educación, (56). https://doi.org/10.31391/S2007-7033(2021)0056-005
Van Dijk, J. (2020). Digital Divide: Impact of Access. University of Twente. https://doi.org/10.1002/9781118783764.wbieme0043
