Publication Type
Journal Article
Version
acceptedVersion
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
Citation
HARTANTO, Andree, TOH, Wei Xing, & YANG, Hwajin.(2018). Context counts: The different implications of weekday and weekend video gaming for academic performance in mathematics, reading, and science. Computers and Education, 120, 51-63.
Available at: https://ink.library.smu.edu.sg/soss_research/2461
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1016/j.compedu.2017.12.007