Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa
Department of Didactics and School Organization, Faculty of Education, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain
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 Financial Economics, Accounting and Operations Management, Faculty of Business, Campus of «La Merced» Plaza de la Merced, 11, University of Huelva, 21002 Huelva, Spain
Department of Education and Social Psychology, Faculty of Social Sciences, University Pablo de Olavide, 41013 Seville, Spain
Author to whom correspondence should be addressed.
Sustainability 2020, 12(2), 749; https://doi.org/10.3390/su12020749
Received: 4 January 2020 / Revised: 12 January 2020 / Accepted: 13 January 2020 / Published: 20 January 2020
(This article belongs to the Special Issue Online and Ubiquitous Training, Mobile Technology in Education and Sustainability)
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.