Precocità digitale e risultati di apprendimento: un’analisi su italiano, matematica e competenza digitale

The present study is part of the growing body of literature examining the consequences of early exposure to digital technologies. To date, research has largely focused on the relationship between intensity of use and well-being/mental health, while less attention has been paid to the long-term effects of age at first access. In this paper, we examine how early exposure to different technologies is associated with learning performance and digital competence, and how socio-economic, cultural, and territorial differences shape these dynamics. The study uses INVALSI data from the sample of Grade 10 students in the 2024/2025 school year. In addition to Italian and mathematics test scores, the data include information on students’ digital histories and a new measure of digital competence, based on a test whose design the authors directly contributed to. The results show that students in Southern Italy and those with a migrant background tend to have earlier access to digital devices. Digital precocity is negatively associated with Italian and mathematics achievement, with the notable exception of personal computers and – partly – gaming consoles. The relationship with digital competence is more complex, as it favors students who access technologies at an intermediate age. Overall, the study provides evidence that can help inform edu-cational policies and contribute to reducing digital divides