Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data

Authors

Fang Dong, Providence College
Maria Cornachione Kula, Roger Williams UniversityFollow

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