Publication Type

Journal Article

Publication Date

5-2018

Abstract

Video gaming has been a source of serious concern for parents and educators, based on the belief that video games disrupt adolescents' academic activities. However, previous studies have been mixed regarding video games’ effects on academic outcomes. We revisited this issue by analyzing data on approximately 30,000 adolescents from three large-scale public datasets. We consistently found that the more adolescents played video games on weekdays, the poorer they performed on standardized assessments of mathematics, reading, and science. In contrast, weekend video gaming was positively associated with academic performance. Our findings suggest that weekday and weekend video gaming may be differentially associated with academic outcomes, depending on the context in which it occurs.

Keywords

Academic achievement, Video games, Adolescents, Weekday and weekend video gaming

Discipline

Child Psychology | Developmental Psychology

Research Areas

Psychology

Publication

Computers and Education

Volume

120

First Page

51

Last Page

63

ISSN

0360-1315

Identifier

10.1016/j.compedu.2017.12.007

Publisher

Elsevier

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Additional URL

https://doi.org/10.1016/j.compedu.2017.12.007

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