Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

Aaron Drummond; James D. Sauer; Chris Chambers

doi:10.1371/journal.pone.0087943

Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

Aaron Drummond, James D. Sauer, Chris Chambers (Editor)

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Abstract

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.

Original language	English
Pages (from-to)	e87943
Journal	PLoS One
Volume	9
Issue number	4
DOIs	https://doi.org/10.1371/journal.pone.0087943
Publication status	Published - 3 Apr 2014

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journal.pone.0087943Final published version, 247 KBLicence: CC BY

http://dx.plos.org/10.1371/journal.pone.0087943

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title = "Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading",

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Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

Abstract

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