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

Author

Listed:
  • 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
    Department of Education and Social Psychology, Faculty of Social Sciences, University Pablo de Olavide, 41013 Seville, Spain)

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.

Suggested Citation

  • Esteban Vázquez-Cano & José Gómez-Galán & Alfonso Infante-Moro & Eloy López-Meneses, 2020. "Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa," Sustainability, MDPI, vol. 12(2), pages 1-15, January.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:2:p:749-:d:311139
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    References listed on IDEAS

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    1. Thomas Fuchs & Ludger Wossmann, 2004. "Computers and student learning: bivariate and multivariate evidence on the availability and use of computers at home and at school," Brussels Economic Review, ULB -- Universite Libre de Bruxelles, vol. 47(3-4), pages 359-386.
    2. Barrera-Osorio, Felipe & Linden, Leigh L., 2009. "The use and misuse of computers in education : evidence from a randomized experiment in Colombia," Policy Research Working Paper Series 4836, The World Bank.
    3. Diether W. Beuermann & Julian Cristia & Santiago Cueto & Ofer Malamud & Yyannu Cruz-Aguayo, 2015. "One Laptop per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru," American Economic Journal: Applied Economics, American Economic Association, vol. 7(2), pages 53-80, April.
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    1. E. Vázquez-Cano & J. M. Ramírez-Hurtado & P. Díez-Arcón & C. Pascual-Moscoso, 2023. "Academic and Social Behaviour Profile of the Primary School Students who Possess and Play Video Games," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(1), pages 227-245, February.
    2. Martínez-Gautier, Daniel & Garrido-Yserte, Rubén & Gallo-Rivera, María-Teresa, 2021. "Educational performance and ICTs: Availability, use, misuse and context," Journal of Business Research, Elsevier, vol. 135(C), pages 173-182.
    3. Javier Rodríguez-Moreno & Ana María Ortiz-Colón & Eulogio Cordón-Pozo & Miriam Agreda-Montoro, 2021. "The Influence of Digital Tools and Social Networks on the Digital Competence of University Students during COVID-19 Pandemic," IJERPH, MDPI, vol. 18(6), pages 1-18, March.
    4. Nieves Gutiérrez-Ángel & Jesús-Nicasio García-Sánchez & Isabel Mercader-Rubio & Judit García-Martín & Sonia Brito-Costa, 2022. "Digital Competence, Validation and Differential Patterns between Spanish and Portuguese Areas as Assessed from the Latest PISA Report as a Pathway to Sustainable Education and Social Concerns," Sustainability, MDPI, vol. 14(19), pages 1-24, October.
    5. Emilio Álvarez-Arregui & Eufrasio Pérez-Navío & Raúl González-Fernández & Alejandro Rodríguez-Martín, 2021. "Pedagogical Leaders and the Teaching—Learning Processes in COVID-19 Times," IJERPH, MDPI, vol. 18(15), pages 1-22, July.

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