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ERIC Number: EJ1115114
Record Type: Journal
Publication Date: 2016
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
Video Games vs. Reading and School/Cognitive Performances: A Study on 27000 Middle School Teenagers
Lieury, Alain; Lorant, Sonia; Trosseille, Bruno; Champault, Fran├žoise; Vourc'h, Ronan
Educational Psychology, v36 n9 p1567-1602 2016
Video games are a very common leisure activity among teenagers and the aim of this study is to analyse their relations with cognitive and school performances. This study is part of a broad survey, conducted on 27,000 French teenagers (14.5 years old) in middle school (9th grade). The survey contained both a questionnaire on leisure activities practised by teenagers and school/cognitive tests: Comprehension tests, Math, School Knowledge, and Reasoning. The activity frequency ("never to "every day or almost") is studied on five kinds of video games (i.e. action/fighting) vs. seven reading activities (i.e. crime/thriller/fantasy). Results show that there are no correlations or very slight ones between Video Games and cognitive/school tests. Reading activities have potentially important associations with cognition and especially school tests. To conclude, video games are primarily recreational activities and the cognitive stimulation they produce is very different from the one involved in specialised academic subjects
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Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France