Effect of internet use and electronic game-play on academic performance of Australian children

Islam, Irteja; Biswas, Raaj Kishore; Khanam, Rasheda

doi:10.1038/s41598-020-78916-9

Cited by 42 publications

(37 citation statements)

References 35 publications

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“…(Table1). We reported that 58% of children who played video games in present study their age group belonged to 12-14 years old agreeing with Islam et.al which found that average children age were 15.38% among player [23]. Concerning gender about 74% among played children were boys agreeing with studies suggesting that there are gender differences in time spent playing video games and preferred content [24,25].…”

supporting

confidence: 82%

“…(Table 2). Our study found that 18% of fathers graduated from college agreeing with Islam et al, reporting 33.2% primary career's highest level of education [23]. Concerning family income, 66% of played children family were from low socio-economic status agreeing with Hasting et al, which reported that most of the family income in middle-class (annual family income) [27].Concerning parent educational level the present study showed a highly significant association between parent educational levels with their children school achievement.…”

supporting

confidence: 81%

“…Boys tend to play video games more frequently than girls [26]. Girls had more addictive tendency towards internet/game-play in comparison to boys [23]. Unfortunately, this may be due to our culture of gifting playing devices to.…”

mentioning

confidence: 99%

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Effect of Video Game on School Achievement in School Age Children in Erbil/City

Othman

Khedir

Azeez

et al. 2021

Erbil j. nurs. midwifery

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Background and objectives: Playing video games is associated with poor academic achievement, Student who got their game systems directly spent less time on homework and, four months later, they got lower reading and writing scores, their teachers were more likely to report academic difficulties. The aim of study is to identify the effect of play video game on school achievement. Methods: A cross sectional descriptive study was carried out at five primary school in Erbil city 50 students was taken as a case group compared with 200 students as control group started from 15 September to 15 November 2020. A Questionnaire format was used as a tool for data collection and consists, demographic information of the students, parents and some Items about students game, Official permission has been obtained from College of Nursing / Hawler Medical University, Ministry of Education and primary schools. Data was analyzed through using frequency, percentage and chi-square by using SPSS, 22. Results: The study reveal that 58% of participants were age group between 12-14 years old, 74% of them were boys among playing group, 18% of father were graduated from college, 60% of played children were from middle socioeconomic status, 16% of game players have missed school, 66% of played students were missed homework, about 10% of the students have a good school achievement among who played video games and more than half (58%) among non-play students. There is highly significant association between parent educational levels with their children school achievement. Conclusions: Playing video game was negatively associated with poor school achievement. The study recommended the parent to limit the time of playing less than one hour daily, also limit the number and type of game especially fighting game and replaced with educational game.

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supporting

confidence: 82%

supporting

confidence: 81%

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Effect of Video Game on School Achievement in School Age Children in Erbil/City

Othman

Khedir

Azeez

et al. 2021

Erbil j. nurs. midwifery

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“…We also find large coefficient values at the 75 th and 90 th percentile of screen time (10 and 8 minutes respectively). This analysis indicates that financial hardship impacts children's screen time more at the upper end of the distribution, which is where additional time spent on screens is arguably more harmful (Islam, Biswas, & Khanam, 2020;Twenge & Campbell, 2018) 4.4 Heterogeneity by type of screen time Different types of screen time have differential impacts on children's health and development.…”

Section: Unconditional Quantile Regressionsmentioning

confidence: 99%

Children’s Time Use Changes During Periods of Financial Hardship

Arnup¹,

Black²,

Johnston³

2020

Preprint

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Economically disadvantaged children are more likely to experience poor cognitive, health, and behavioural outcomes than other children. The mechanisms for these associations are not fully understood, hindering policy initiatives aimed at closing the gaps. One hypothesis is that children experiencing financial hardship allocate their time differently. Financial hard-ship may cause a substitution away from costly activities toward more affordable, yet potentially less enriching activities, such as watching TV. Moreover, financial hardship is cognitively demanding on parents, which may affect parenting practices and the amount of active time they can spend with their children. In this study, we use seven waves of longitudinal time use diary data on children aged 0–15 to explore how children’s time use changes when their family experiences financial hardship or deprivation. Focusing on four key child health and development time inputs––screen time, physical activity, sleep, and reading––we find that financial hardship is associated with significantly more screen time, particularly passive screen time and screen time at excessive levels. We also find that children’s sleep time is reduced during times of severe hardship. Potential mechanisms for these associations are explored.

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“…Thus, adolescents have a high risk of experiencing problems due to addictive symptoms such as imperfect identity integration, unpredictable behavior and its consequences, and neurobiological immaturity ( Steinhausen and Metzke, 2001 ; Kuss et al, 2013 ; Torres-Rodríguez et al, 2018 , 2019 ). With recent surveys showing that 75% of male adolescents in highly developed Western countries immerse themselves in game use weekly ( Islam et al, 2020 ) and 85% of Korean adolescents use games about 90 min daily ( Cui et al, 2018 ; Korean Creative Content Agency, 2020 ), game use among adolescents is approaching danger and is threatening future social balance ( Hawi et al, 2018 ). In order to understand the increase in the use of addictive games among adolescents and their effects, it is necessary to understand the mechanisms of adolescents’ gaming behavior.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Mechanism of Pathological Gaming in Adolescents: Focused on the Mediation Paths and Latent Group Comparison

et al. 2022

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Pathological gaming among adolescents has been reported to hamper the achievement of a balanced life and to threaten the development of social competencies. Despite the increasing social concerns on the adolescent users, however, the mechanism of gaming behavior of adolescents has not been sufficiently examined. This study explored the mechanism of pathological gaming among adolescents from 3-year longitudinal data of 778 Korean adolescent gamers, by analyzing the effects of negative affects (i.e., anxiety, loneliness, and academic stress) on the degree of pathological gaming through the mediation variables (i.e., aggression and self-control) based on the stimulus-organism-response (S-O-R) framework. Latent class analysis (LCA) was used to uncover potential risk groups, and through partial least squares-structural equation modeling (PLS-SEM) analysis, the mediation pathways to pathological gaming were compared between the risk group and the non-risk group. The results highlighted the key role of academic stress on the degree of pathological gaming. In the entire group, academic stress primarily increased pathological gaming through self-control. The mediation path of self-control was the most influential result in the risk group. Aggression was the key mediator between loneliness and pathological gaming in the non-risk group. The theoretical and practical implications of the results were discussed.

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Effect of internet use and electronic game-play on academic performance of Australian children

Cited by 42 publications

References 35 publications

Effect of Video Game on School Achievement in School Age Children in Erbil/City

Effect of Video Game on School Achievement in School Age Children in Erbil/City

Children’s Time Use Changes During Periods of Financial Hardship

Exploring the Mechanism of Pathological Gaming in Adolescents: Focused on the Mediation Paths and Latent Group Comparison

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