• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Computers & education >Timesplitters: Playing video games before (but not after) school on weekdays is associated with poorer adolescent academic performance. A test of competing theoretical accounts
【24h】

Timesplitters: Playing video games before (but not after) school on weekdays is associated with poorer adolescent academic performance. A test of competing theoretical accounts

机译：分时器：在工作日上课前（但不在课后）玩视频游戏与青少年学习成绩差有关。竞争理论账户的检验

获取原文
获取原文并翻译 | 示例
       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Video games are a common pastime for adolescents. There has been a relatively enduring concern that time spent playing video games might undermine students' academic performance. Hartanto, Toh, and Yang (2018) suggested that frequent gameplay, particularly frequent weekday video gameplay, might displace students' homework; reducing academic performance, albeit by a small amount. Although some evidence has been presented supporting this view, the emerging evidence is mixed. Significant theoretical flaws have also limited our understanding of the relationship between video game play and adolescent academic performance. Here we show that, across approximately 219,000 students, the frequency of video gameplay does not appear to have a systematic relationship with academic performance, confirming the results of earlier research (Drummond & Sauer, 2014). Moreover, although there is a small-moderate reduction in academic performance for some weekday players, this reduction only occurs for players who play in the mornings before school. Players who play in the evenings after school show no meaningful difference in academic performance to non-users. As no existing theoretical accounts of the relationship between gameplay and academic performance adequately explain this finding, we propose that the results most likely support a third variable explanation. That is, video game play does not appear to affect academic results per se. The results further suggest that media psychologists and educational researchers analysing large datasets must be especially diligent when specifying and testing theory, especially with regards to what evidence would effectively falsify such theory. Failing to do so increases the risk of false discovery.
机译：电子游戏是青少年的常见消遣方式。人们一直比较担心，花时间玩视频游戏可能会损害学生的学习成绩。 Hartanto，Toh和Yang（2018）指出，频繁的游戏玩法，尤其是平日的视频游戏玩法，可能会取代学生的家庭作业;降低学习成绩，尽管有少量。尽管提供了一些证据来支持这种观点，但新出现的证据好坏参半。理论上的重大缺陷也限制了我们对视频游戏玩法与青少年学习成绩之间关系的理解。在这里，我们表明，在大约219,000名学生中，视频游戏的频率似乎与学术表现没有系统的关系，这证实了早期研究的结果（Drummond＆Sauer，2014）。而且，尽管某些工作日的玩家的学习成绩略有下降，但这种下降仅发生在上学前早上玩的玩家。放学后在晚上玩的玩家与非玩者没有明显的学习成绩差异。由于没有关于游戏玩法和学习成绩之间关系的现有理论解释能充分解释这一发现，因此我们建议结果最有可能支持第三个变量解释。也就是说，视频游戏本身似乎并不影响学术成果。结果进一步表明，分析和分析大型数据集的媒体心理学家和教育研究人员在指定和检验理论时，尤其是在哪些证据可以有效地伪造该理论时，必须格外勤奋。否则，会增加错误发现的风险。

著录项

  • 来源
    《Computers & education》 |2020年第1期|103704.1-103704.12|共12页
  • 作者

  • 作者单位

    Massey Univ Sch Psychol Palmerston North 4424 Manawatu New Zealand|Int Media Psychol Lab Palmerston North New Zealand;

    Int Media Psychol Lab Palmerston North New Zealand|Univ Tasmania Sch Med Psychol Hobart Tas Australia;

  • 收录信息
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-18 05:21:14

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号