The use of the Internet in higher education teaching can facilitate the interactive learning process and thus improve educational outcomes. The aim of the study presented here is to explore which variables are linked to higher intensity of Internet-based interactive educational practices. The study is based on data obtained from an online survey of students from three different types of universities: a face-to-face university (University of Barcelona, UB), a technological face-to-face university (Universitat Politècnica de Catalunya, BarcelonaTech, UPC), and a virtual university (Open University of Catalonia, UOC). The data analysis shows that students who indicate high levels of benefit from Internet usage are those who use it most for interactive learning processes. It also shows the existence of other variables that, regardless of benefit, are linked to the intensity of Internet usage for interactive teaching-learning processes.