Digital versus Traditional Tools in Cognitive Learning of Adolescents with Addictions in Latin America

Herramientas Digitales versus Tradicionales en el Aprendizaje Cognitivo de Adolescentes con Adicciones en Latinoamérica

Abstract

Psychoactive substance use among Latin American adolescents constitutes a public health problem that affects cognitive development and academic performance in this vulnerable population. The objective of this research was to characterize digital and traditional teaching tools documented in the scientific literature for cognitive learning development in adolescents with addiction problems. A systematic review with a mixed approach and qualitative predominance was conducted, consulting the Dialnet, Google Scholar, Proquest, SciELO, ScienceDirect, Scopus, and Redalyc databases. Of thirty initially identified documents, thirteen met the inclusion criteria after applying the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The results showed high consumption prevalence, with alcohol as the most frequent substance and onset ages before fourteen years. Documented cognitive effects included alterations in memory, attention, and executive functions. Family factors emerged as cross-cutting determinants of consumption. Digital tools presented characteristics of interactivity, personalization, and immediate feedback potentially useful for students with attention difficulties, while traditional tools offered direct human contact without technological dependence. It is concluded that both types of tools possess complementary strengths, although no empirical evidence was identified that directly compares their effectiveness in this specific population.