Is using ICT at home good or bad for learning? A cross-country comparison of the impact of home use of ICT for entertainment and learning on PISA 2015 Science test results
There is much contradiction in the results of recent research results concerning the impact of ICT home use by students on learning. Despite the availability of the large body of data from the PISA 2015 survey in which respondents from 47 countries answered the ICT use modules, the research results are still far from conclusive either. Consequently, the purpose of the present research is to explore the cross-country variation of the impact of ICT use at home for entertainment and for learning on the Science test results obtained by students in PISA 2015. More specifically, linear regression models of PISA 2015 Science test results at country-level will be ran, then the variations in betas of the regression models for the 47 countries will be statistically investigated including correlations with other presumably important country-level descriptors. The main conclusions are that is erroneous to expect for positive or negative general effects, as most probably they depend on country-level features, and that the impact of home use, for learning and for entertainment respectively, of ICT are in a kind of homeopathic negative cross-country relationship.