Video-games do not negatively impact adolescent academic performance in science, mathematics or reading

Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved...

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Bibliographic Details
Published in:PloS one 2014-04, Vol.9 (4), p.e87943-e87943
Main Authors: Drummond, Aaron, Sauer, James D
Format: Article
Language:English
Subjects:
Academic achievement
Achievement
Achievement tests
Addictions
Addictive behaviors
Adolescent
Adolescents
Biology and Life Sciences
Children & youth
Computer & video games
Education
Female
Humans
International Agencies
Male
Males
Mathematical analysis
Mathematics
Mathematics - education
Medicine and Health Sciences
Pediatrics
Reading
Research and Analysis Methods
Schools
Science - education
Science Policy
Sleep
Social Sciences
Students
Studies
Subjectivity
Teenagers
Video Games
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Summary:Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0087943