Digital Device Use and Scientific Literacy: An Examination Using Programme for International Student Assessment (PISA) 2015 Data

Autor/inn/en	Dong, Fang; Kula, Maria Cornachione
Titel	Digital Device Use and Scientific Literacy: An Examination Using Programme for International Student Assessment (PISA) 2015 Data
Quelle	In: Education Economics, 31 (2023) 3, S.288-312 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2022.2063797
Schlagwörter	Technology Uses in Education; Scientific Literacy; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Data Use; Science Achievement; Educational Technology; Computer Assisted Instruction; Use Studies; Comparative Analysis; Europe; North America; South America; Asia; Australia; New Zealand; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Benutzerschulung; Europa; Nordamerika; Südamerika; Asien; Australien; Neuseeland
Abstract	This paper uses data from the OECD's 2015 PISA and an endogenous treatment effects model to investigate the impact of different intensities of digital device use for academic purposes on science learning outcomes. When we do not differentiate the location of device use, we find that greater use can help students improve their science scores in most of the countries. When we consider school and outside-of-school use separately, we find the above positive results are driven by outside-of-school digital device use and that there are more negative results of increased device use at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01