A recent study by Alberto Posso at Australia’s Royal Melbourne Institute of Technology examined the pattern of teenagers’ internet usage and its relationship to their reading, maths, and science scores on the 2012 Programme for International Student Assessment (PISA).
PISA is an international survey used to analyse educational systems based on 15-year-old students’ performance in reading, math, and science in randomly chosen schools. The PISA survey also collects information on how often teens use technology and for what purpose, as well as household information such as parents’ education and occupations.
After analysing the scores of 12,000 Australian high school students in the most recent 2012 survey, and after controlling for differences such as socioeconomic status, parents’ education, and other variables that might affect students’ educational outcomes, teenagers who played video games on a regular basis scored 15 points above average in maths and reading and 17 points above average in science, while teenagers who used social media daily scored 4% below average in maths. The article discusses the possible reasons for this disparity, including the fact that certain video games require students to apply academic knowledge to progress to higher levels. Social media use, however, reinforces little academic knowledge and can eat into studying time.
Source: Internet Usage and Educational Outcomes Among 15-Year-Old Australian Students (2016), International Journal of Communication