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Does Performance in Digital Reading Relate to Computer Game Playing?: A Study of Factor Structure and Gender Patterns in 15-Year-Olds' Reading Literacy Performance
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (STOLP)ORCID iD: 0000-0002-3241-967X
School of Education and Behavioural Sciences, University of Borås, Sweden .
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 6, p. 691-709Article in journal (Refereed) Published
Abstract [en]

Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys’ better performance in digital reading was explained by the computer game-playing factor. 

Place, publisher, year, edition, pages
Routledge , 2015. Vol. 59, no 6, p. 691-709
Keywords [en]
digital reading literacy, gender differences, computer game playing, the PISA literacy assessment
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-391920DOI: 10.1080/00313831.2014.965795ISI: 000362405900005Scopus ID: 2-s2.0-84943454254OAI: oai:DiVA.org:uu-391920DiVA, id: diva2:1345950
Note

Published online 22 Oct 2014.

Available from: 2019-08-26 Created: 2019-08-26 Last updated: 2019-10-10Bibliographically approved

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