<![CDATA[The integration of digital technology into learning has increased access and flexibility in learning, but it has also created cognitive challenges that affect students’ learning behaviors. This study aims to analyze the characteristics of technology use on learning behavior, examine the role of multitasking in the learning process, and evaluate its implications for academic achievement. The method used is a Systematic Literature Review (SLR) of 16 articles from 2016 to 2026, selected using the PRISMA protocol through strict inclusion and exclusion criteria. The analysis was conducted using quantitative descriptive methods to identify trends in the findings, and was reinforced with bibliometric analysis to map relationships between concepts and current research trends. The results indicate that the most dominant indicator in learning behavior is Self-Regulated Learning (SRL), followed by self-efficacy and motivation as determinants of successful navigation in digital environments. Regarding the phenomenon of multitasking, the use of smartphones and social media was identified as the primary trigger of attention fragmentation, which increases students’ cognitive load. Key implications for academic achievement indicate that success is not merely measured by exam scores but is highly dependent on active engagement and self-regulation skills in strategically utilizing personalized scaffolds.]]>
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