Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

Esteban Vázquez-Cano, José Gómez-Galán, Alfonso Infante-Moro and Eloy López-Meneses
Additional contact information
Esteban Vázquez-Cano: Department of Didactics and School Organization, Faculty of Education, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain
José Gómez-Galán: Department of Education, University of Extremadura, Avda. de Elvas s/n, 06006 Badajoz (Spain) & Ana G. Méndez University, Cupey Campus, San Juan, PR 00926, USA
Alfonso Infante-Moro: Department of Financial Economics, Accounting and Operations Management, Faculty of Business, Campus of «La Merced» Plaza de la Merced, 11, University of Huelva, 21002 Huelva, Spain
Eloy López-Meneses: Department of Education, University of Extremadura, Avda. de Elvas s/n, 06006 Badajoz (Spain) & Ana G. Méndez University, Cupey Campus, San Juan, PR 00926, USA

Sustainability, 2020, vol. 12, issue 2, 1-15

Abstract: This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.

Keywords: ICT; reading performance; reading competence; PISA; digital devices; outside of school; non-academic activities; frequency of use (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

Downloads: (external link)
https://www.mdpi.com/2071-1050/12/2/749/pdf (application/pdf)
https://www.mdpi.com/2071-1050/12/2/749/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:2:p:749-:d:311139

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().