Comparison of Effects of ICT Using Factors on Reading Literacy among Korean and Hong Kong Students

Based on the PISA 2018 data, this paper aims to explore the impact of the variable of ICT use in the PISA test on students" reading literacy and the differences between Korea and Hong Kong. Three questions need to be explored, 1. What are the differences in ICT use between students in Korea and Hong Kong? 2. What is the relationship between ICT use and reading literacy in Korea and Hong Kong? 3. What is the impact of ICT use on reading literacy in Korea and Hong Kong? In this paper, independent sample t-test, correlation analysis, and multiple regression analysis were used as the research methods. (1) The means of most variables were greater in Hong Kong than in Korea, and only ICT application in the classroom (ICTCLASS) was greater in Korea than in Hong Kong; except for ICT availability at home (ICTHOME), all 10 variables were significantly different between the two regions. (2) In the correlation analysis, students in both regions performed well on the variables related to ICT interest and perception, and all three variables, INTICT, COMPICT, and AUTICT, were positively and significantly related to reading literacy. (3) In the multiple regression analysis, both Korean and Hong Kong students showed negative effects on the variables of ICT use in school, social ICT use, and ICT availability in school, and positive effects on the other variables, but Hong Kong students also showed negative effects on the variable of ICT availability at home. Through this analysis, this paper concludes that the focus of improving reading literacy is not on investing more budget to increase ICT applications, but on the need to increase young people"s interest and perception of ICT, and that teachers and parents are essential in guiding ICT applications.