Gaming frequency and academic performance

Ip, Barry and Jacobs, Gabriel and Watkins, Alan (2008) Gaming frequency and academic performance. Australasian Journal of Educational Technology, 24 (4). pp. 355-373. ISSN 1449-5554

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Abstract

There are numerous claims that playing computer and video games may be educationally beneficial, but there has been little formal investigation into whether or not the frequency of exposure to such games actually affects academic performance. This paper explores the issue by analysing the relationships between gaming frequency –measured as the amount of time undergraduate students spend playing games in their free time – and their academic performance as measured by their examination marks. Using a sample of 713 students, correlation analyses between gaming frequency and examination performance were conducted for students of varying gaming frequency, study discipline, gender, and general attitudes towards gaming and study. The results reveal that examination marks are in fact negatively correlated with gaming frequency – i.e. frequent gamers generally achieve lower marks than less frequent gamers.

Item Type: Article
Schools/Departments: University of Nottingham Ningbo China > Faculty of Humanities and Social Sciences > School of International Communications
Identification Number: 10.14742/ajet.1197
Depositing User: CHEN, Jiaorong
Date Deposited: 03 Jan 2018 14:08
Last Modified: 04 Jan 2018 12:20
URI: http://eprints.nottingham.ac.uk/id/eprint/48251

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