The Effects of TV Viewing, Computer and Gaming Console Use on Academic Achievement: A Longitudinal Study

Bui, NH; Cruickshank, M; McAloon, J; Maguire, J

The Effects of TV Viewing, Computer and Gaming Console Use on Academic Achievement: A Longitudinal Study

Bui, NH Cruickshank, M McAloon, J Maguire, J

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Publisher:: Scholar Publishing
Publication Type:: Journal Article
Citation:: Advances in Social Sciences Research Journal, 10, (5), pp. 210-225

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Field	Value	Language
dc.contributor.author	Bui, NH
dc.contributor.author	Cruickshank, M
dc.contributor.author	McAloon, J
dc.contributor.author	Maguire, J https://orcid.org/0000-0001-5722-8311
dc.date.accessioned	2023-07-26T06:12:54Z
dc.date.available	2023-07-26T06:12:54Z
dc.identifier.citation	Advances in Social Sciences Research Journal, 10, (5), pp. 210-225
dc.identifier.issn	2055-0286
dc.identifier.issn	2055-0286
dc.identifier.uri	http://hdl.handle.net/10453/171659
dc.description.abstract	<jats:p>Background: Early learning experiences are crucial for children’s optimal development. The rising prevalence of screen time (ST) in children’s lives have raised concerns regarding their effect on academic outcomes (Gingold et al., 2013). Aim: This study used a longitudinal design to examine the effects of the amount of ST on academic achievement. Method and Sample: The “Growing Up in Australia: A Longitudinal Study in Australia (LSAC)” (Soloff et al., 2005) was the primary data source for this research and focused on children from this cohort who were 4-5 years of age on enrolment (N=2954). The National Assessment Program for Literacy and Numeracy (NAPLAN) was used to measure five academic domains: reading, writing, numeracy, spelling and grammar/punctuation at two time points. Results: Increased ST at Time 1 (T1) demonstrated a negative association with Year 3 NAPLAN scores in reading (B= -5.94), writing (B= -3.08), numeracy (B= -4.85), spelling (B= -4.03), and grammar/punctuation (B= -5.74). Increased ST at Time 2 (T2) demonstrated a significant negative association with only Year 5 NAPLAN scores in grammar/punctuation (B= -2.72). ST at T1 predicted lower scores on the Year 5 NAPLAN in reading (B= -1.67), writing (B= -2.36), and grammar/punctuation (B= -1.96). This effect was not observed for numeracy and spelling. Conclusions: Overall, these findings illustrate that more ST leads to a decreased performance in academic achievement over time, although this was not present across all domains. These findings may have implications for educational settings, as technology is increasingly utilised for educational purposes.</jats:p>
dc.language	en
dc.publisher	Scholar Publishing
dc.relation.ispartof	Advances in Social Sciences Research Journal
dc.relation.isbasedon	10.14738/assrj.105.14692
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	The Effects of TV Viewing, Computer and Gaming Console Use on Academic Achievement: A Longitudinal Study
dc.type	Journal Article
utslib.citation.volume	10
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	recently_added	*
dc.date.updated	2023-07-26T06:12:52Z
pubs.issue	5
pubs.publication-status	Published online
pubs.volume	10
utslib.citation.issue	5

Abstract:

Background: Early learning experiences are crucial for children’s optimal development. The rising prevalence of screen time (ST) in children’s lives have raised concerns regarding their effect on academic outcomes (Gingold et al., 2013). Aim: This study used a longitudinal design to examine the effects of the amount of ST on academic achievement. Method and Sample: The “Growing Up in Australia: A Longitudinal Study in Australia (LSAC)” (Soloff et al., 2005) was the primary data source for this research and focused on children from this cohort who were 4-5 years of age on enrolment (N=2954). The National Assessment Program for Literacy and Numeracy (NAPLAN) was used to measure five academic domains: reading, writing, numeracy, spelling and grammar/punctuation at two time points. Results: Increased ST at Time 1 (T1) demonstrated a negative association with Year 3 NAPLAN scores in reading (B= -5.94), writing (B= -3.08), numeracy (B= -4.85), spelling (B= -4.03), and grammar/punctuation (B= -5.74). Increased ST at Time 2 (T2) demonstrated a significant negative association with only Year 5 NAPLAN scores in grammar/punctuation (B= -2.72). ST at T1 predicted lower scores on the Year 5 NAPLAN in reading (B= -1.67), writing (B= -2.36), and grammar/punctuation (B= -1.96). This effect was not observed for numeracy and spelling. Conclusions: Overall, these findings illustrate that more ST leads to a decreased performance in academic achievement over time, although this was not present across all domains. These findings may have implications for educational settings, as technology is increasingly utilised for educational purposes.

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http://hdl.handle.net/10453/171659