Abstract The question on how technology modify teaching and learning practices is an interesting one for educational researchers today. The aim of this study is to investigate significant differences in memory styles and study strategies in students who use digital devices most of their school time. The RBMT-3 - Rivermead Behavioral Memory Test - Third Edition (2013) - was used for the evaluation of memory styles, and questionnaires from the AMOS Suite for study strategies detection. Namely, from the AMOS Suite, the Ability and motivation to study (2014) by R. De Beni, the Questionnaire on Study Strategies (QSS), the Questionnaire on Study Approach (QAS) and the Questionnaire on Cognitive Styles (CSF) were employed. The tests were administered to 6 - 3 experimental and 3 control - upper secondary education classes attending Year 4, students aged 17- 18. As for memory styles, meaningful differences were found in perspective and visual memory, resulting in a higher general memory index, in students using ICT at school and for homework. Coherently, ICT-user students proved to have a more visually-oriented cognitive style. However, students that do not use ICT neither at school nor at home turned out to have better study strategies and a higher level of awareness in studying when compared to their peers using ICT.
Keywords: Memory styles, study strategies, cognitive styles, new technologies, learning.