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

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lucía Gorjón, Ainhoa Osés
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引用次数: 4

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.
过度使用信息和通信技术对学生成绩的负面影响:来自经合组织国家的证据
科技在学校的日益普及引发了一场关于信息通信技术如何影响学生学习过程的生动辩论。利用PISA 2018年15岁学生的数据和分层线性模型,我们发现22个经合组织国家的学校信息通信技术使用与学生数学成绩之间存在倒u型关系。在所有情况下,过度使用技术都与较低的学习成绩有关,尽管这种惩罚因国家而异,这表明了针对具体国家进行分析的重要性。这些高度密集的用户的不同特征,他们遭受了高于平均水平的欺凌暴露,引发了一个问题,即这种影响是否可以被视为因果关系。基于逆概率加权技术,研究结果表明,在爱沙尼亚、芬兰和西班牙,在学校大量使用信息通信技术导致学生的表现不佳,相当于大约一半的学术课程。研究结果突出表明,决策者和教师需要确保在学校频繁使用信息通信技术不会干扰学生的学习过程。
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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