Attitudinal and motivational components of access in the technology appropriation process among young university students in Monterrey

Abstract

Access is considered a decisive element in the appropriation of technology. With greater physical access, studies on the digital divide focus on aspects beyond the material. Build- ing on Van Dijk’s proposal, motivational access is explored as part of the technological appropriation process among university students in the Metropolitan Area of Monterrey –a population with a high level of material access to technology–. Using a qualitative approach, three discussion groups were conducted with undergraduate students aged 18 to 26, organized according to participants’ content creation level. Six appropriation patterns related to access were identified: 1) students normalize constant Internet connectivity; 2) they identify specific times for disconnection; 3) they consider themselves skilled in technology use; 4) they attribute their skill to the intuitiveness of technology and their own intuition; as well as 5) to formal education and self-learning; and 6) they highlight constant Internet connectivity, application por- tability, and the ability to collaborate with others as essential properties for their use. Based on these patterns, it is inferred that university students’ appropriation is deliberate to a certain point, with awareness of their own skills and needs.