Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement.

Autor/inn/en	Gnambs, Timo; Stasielowicz, Lukasz; Wolter, Ilka; Appel, Markus
Titel	Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement. Gefälligkeitsübersetzung: Gefährden Computerspiele die pädagogischen Leistungen? Eine prospektive Studie zu Spielzeiten und schulischen Leistungen.
Quelle	In: Psychology of popular media, 9 (2020) 1, S. 69-82 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2160-4142; 2689-6567
DOI	10.1037/ppm0000204
Schlagwörter	Digitale Medien; Spiel; Sekundarbereich; Schüler; Schülerleistung; Computerspiel; Lesefertigkeit; Leseleistung; Mathematik; Mathematische Kompetenz; Leistung
Abstract	Playing computer and video games is a popular pastime activity for many adolescents worldwide. However, the increasing amount of time spent on these games each day raised fears that this comes at the expense of school and, over the long run, impairs academic achievement. Extending prior research, the present study on a sample of N = 3,554 German adolescents (56% girls) adopted a prospective design and examined the effects of the time playing computer games each day on grades and domain-specific competences in mathematics and reading over time. Robust polynomial regressions combined with specification curve analyses showed that longer gaming times predicted worse grades 2 years later. These results could be replicated after controlling for initial grades and reasoning abilities. In contrast, mathematical and reading competences were not affected by gaming times. Thus, playing computer and video games can result in a noticeably, albeit small, loss of educational returns, but it does not affect basic competences. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2