The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence from OECD Countries

Autor/inn/en	Gorjón, Lucía; Osés, Ainhoa
Titel	The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence from OECD Countries
Quelle	In: Journal of Educational Computing Research, 61 (2023) 4, S.723-765 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Osés, Ainhoa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221133408
Schlagwörter	Foreign Countries; International Assessment; Secondary School Students; Educational Technology; Information Technology; Telecommunications; Academic Achievement; Evidence; Mathematics Achievement; Mathematics Tests; Technology Uses in Education; Computer Use; Incidence; Relationship; Estonia; Finland; Spain; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Unterrichtsmedien; Informationstechnologie; Telekommunikationstechnik; Schulleistung; Evidenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Vorkommen; Wechselbeziehung; Estland; Finnland; Spanien
Abstract	The increasing presence of technologies at school has triggered a vivid debate on the way ICT influences students' learning process. Using PISA 2018 data for 15-year-old students and hierarchical linear models, we find an inverted U-shaped relationship between ICT use at school and students' performance in mathematics in 22 OECD countries. In all cases, the excessive use of technology is associated with a lower academic performance, although this penalty differs across countries, which points to the importance of addressing country-specific analyses. The differentiated profile of those very intensive users, who suffer from above-average bullying exposure, draws into question whether the effect can be deemed as causal. Based on Inverse Probability Weighting techniques, the findings indicate that the very intensive use of ICT at school causes an underperformance of students equivalent to around half an academic course in Estonia, Finland and Spain. The results highlight the need for policy makers and instructors to ensure that the frequent use of ICT at school does not interfere with students' learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01