Title
Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data
Document Type
Article
Publication Title
Education Economics
Publication Date
1-1-2023
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.
Volume
31
Issue
3
First Page
288
Last Page
312
DOI
10.1080/09645292.2022.2063797
Recommended Citation
Dong, F., & Kula, M. (2023). Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data. Education Economics, 31 (3), 288-312. https://doi.org/10.1080/09645292.2022.2063797
ISSN
09645292
E-ISSN
14695782
