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Video games, academic performance, gamers, secondary education, adolescents, survey, ICT, digital leisure
Adelantado-Renau, M., Moliner-Urdiales, D., Cavero-Redondo, I., Beltran-Valls, M., Martínez-Vizcaíno, V., & Álvarez-Bueno, C. (2019). Association between screen media use and academic performance among children and adolescents. A systematic review and meta-analysis. JAMA Pediatrics, 173(11), 1058-1067 https://doi.org/10.1001/jamapediatrics.2019.3176
Aguilar, J., Cumbá, C., Cortés, A., Collado, A.M., García, R., & Pérez, D. (2010). Habits or inappropriate behaviors and poor academic results in students of secondary school. Revista Cubana de Higiene y Epidemiología, 48(3), 280-290. https://bit.ly/2RbTDvs
Alfageme, B., & Sánchez, P. (2003). Un instrumento para evaluar el uso y las actitudes hacia los videojuegos. Pixel-Bit, 20, 17-32. https://bit.ly/2Rdes9A
Anand, V. (2007). A study of time management: The correlation between video game usage and academic performance markers. Cyberpsychology & Behavior, 10(4), 552-559. https://doi.org/10.1089/cpb.2007.9991
Asociación Española de Distribuidores y Editores de Software de Entretenimiento (Ed.) (2011). El videojugador español: Perfil, hábitos e inquietudes de nuestros gamers. https://bit.ly/2Rvvmza
Asociación Española de Videojuegos (Ed.) (2018). Anuario de la industria del videojuego, 2017. https://bit.ly/2RB7Xwz
Badía, M.M., Clariana, M., Gotzens, C., Cladellas, R., & Dezcallar, T. (2015). Videojuegos, televisión y rendimiento académico en alumnos de primaria. Pixel-Bit, 46, 25-38. https://doi.org/10.12795/pixelbit.2015.i46.02
Barnett, T.A., Kelly, A.S., Young, D.R., Perry, C.K., Pratt, C.A., Edwards, N.M., Rao, G., & Vos, M.B. (2018). Sedentary behaviors in today’s youth: Approaches to the prevention and management of childhood obesity. A scientific statement from the American Heart Association. Circulation, 138, e142-e159. https://doi.org/10.1161/CIR.0000000000000591
Benedicto, J., Echaves, A., Jurado, T., Ramos, M., & Tejerina, B. (2017). Informe Juventud 2016. Instituto de la Juventud. https://bit.ly/2NNvvND
Borgonovi, F. (2016). Video gaming and gender differences in digital and printed reading performance among 15-year-olds students in 26 countries. Journal of Adolescence, 48, 45-61. https://doi.org/10.1016/j.adolescence.2016.01.004
Buckingham, D. (2008). Youth, identity, and digital media. MIT Press. https://bit.ly/3diPspD
Callejo, M.J. (2016). Variables explicativas de la audiencia de videojuegos entre los españoles menores de 25 años. Comunicación y Sociedad, 25, 43-69. https://doi.org/10.32870/cys.v0i25.4421
Devís-Devís, J., Beltrán-Carrillo, V., & Peiró-Velert, C. (2015). Exploring socio-ecological factors influencing active and inactive Spanish students in years 12 and 13. Sport, Education and Society, 20(3), 361-380. https://doi.org/10.1080/13573322.2012.754753
Drummond, A., & Sauer, J.D. (2014) Video-games do not negatively impact adolescent academic performance in science, mathematics or reading. PLoS One, 9(4). https://doi.org/10.1371/journal.pone.0087943
Drummond, A., & Sauer, J.D. (2020). Timesplitters: Playing video games before (but not after) school on weekdays is associated with poorer adolescent academic performance. A test of competing theoretical accounts. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103704
Forrest, C.J., King, D.L., & Delfabbro, P.H. (2015). The gambling preferences and behaviors of a community sample of Australian regular video game players. Journal of Gambling Studies, 32(2), 409-420. https://doi.org/10.1007/s10899-015-9535-0
Gee, P. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Aljibe.
Gómez-Gonzalvo, F., Molina, P., & Devís-Devís, J. (2020). Which are the patterns of video game use in Spanish school adolescents? Gender as a key factor. Entertainment Computing, 34. https://doi.org/10.1016/j.entcom.2020.100366
Gonzálvez, M.T., Espada, J.P., & Tejeiro, R. (2017). El uso problemático de videojuegos está relacionado con problemas emocionales en adolescentes. Adicciones, 29(3), 180-185. https://doi.org/10.20882/adicciones.745
Gros, B. (2007). Digital games in education: The design of game-based learning environments. Journal of Research on Technology in Education, 40(1), 23-38. https://doi.org/10.1080/15391523.2007.10782494
Gros, B. (2008). Videojuegos y aprendizaje. Graó.
Harlem, K. (2014). Video game strategies as predictors of academic achievement. Journal Educational Computing Research, 50(2), 271-284. https://doi.org/10.2190/EC.50.2.g
Hartanto, A., Toh, W.X., & Yang, H. (2018). Context counts: The different implications of weekday and weekend video gaming for academic performance in mathematics, reading, and science. Computers & Education, 120, 51-63. https://doi.org/10.1016/j.compedu.2017.12.007
Jackson, L., Von-Eye, A., Fitzgerald, H., Witt, E., & Zhao, Y. (2011). Internet use, videogame playing and cell phone use as predictors of children’s body mass index (BMI), body weight, academic performance, and social and overall self-esteem. Computers in Human Behaviour, 27, 599-604. https://doi.org/10.1016/j.chb.2010.10.019
Lizandra, J., Devís-Devís, J., Pérez-Gimeno, E, Peiró-Velert, C., & Valencia-Peris, A. (2016). Does sedentary behaviour predict academic performance in adolescents or the other way round? A longitudinal path analysis. PLoS One, 11(4). https://doi.org/10.1371/journal.pone.0153272
Lucas, K., & Sherry, J.L. (2004). Sex differences in video game play: a communication-based explanation. Communication Research, 31(5), 499-523. https://doi.org/10.1177/0093650204267930
Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382-385. https://doi.org/10.1097/00006199-198611000-00017
Ministerio de Educación y Formación Profesional (Ed.) (2018). Datos y cifras. Curso escolar 2018/19. Ministerio de Educación y Formación Profesional. https://bit.ly/3c6hjcw
Newzoo (Ed.) (2018). Global games market report. Newzoo. https://bit.ly/30Gnor8
Organización Mundial de la Salud (Ed.) (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization. https://bit.ly/2ufOyJr
Parra, D., García-de-Diego, A., & Pérez, J. (2009). Hábitos de uso de los videojuegos en España entre los mayores de 35 años. Revista Latina de Comunicación Social, 12(64), 649-704. https://doi.org/10.4185/rlcs-64-2009-855-694-707
Pedrero-Pérez, E., Ruiz-Sánchez-de-León, J.M., Rojo-Mota, G., Llanero-Luque, M., Pedrero-Aguilar, J., Morales-Alonso, S., & Puerta-García, C. (2018). Tecnologías de la información y la comunicación: Uso problemático de Internet, videojuegos, teléfonos móviles, mensajería instantánea y redes sociales mediante el Multicage-TIC. Adicciones, 30(1), 19-32. https://doi.org/10.20882/adicciones.806
Peiró-Velert, C., Valencia-Peris, A., González, L.M., García-Massó, X., Serra-Añó, P., & Devís-Devís, J. (2014). Screen media usage, sleep time and academic performance in adolescents: clustering a self-organizing maps analysis. PLoS One, 9(6), e99478. https://doi.org/10.1371/journal.pone.0099478
Pereira, S., Fillol, J., & Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. [El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal]. Comunicar, 58, 41-50. https://doi.org/10.3916/C58-2019-04
Phan, M.H., Jardina, J.R., Hoyle, S., & Chaparro, B.S. (2012). Examining the role of gender in video game usage, preference, and behavior. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (pp. 1496-1500). Sage. https://doi.org/10.1177/1071181312561297
Polit, D.F., Beck, C.T., & Owen, S.V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing and Health, 30, 459-467. https://doi.org/10.1002/nur.20199
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., López, X., López, V., Rodriguez, P., & Salinas, M. (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers and Education, 40, 71-94. https://doi.org/10.1016/S0360-1315(02)00099-4
Schmitt, Z., & Livingston, M. (2015). Video game addiction and college performance among males: Results from a 1 year longitudinal study. Cyberpsychology, Behavior, and Social Networking, 18(1), 25-29. https://doi.org/10.1089/cyber.2014.0403
Sierra, R. (2003). Técnicas de investigación social. Teoría y ejercicios. Thompson.
Silió, E. (2014, 8 March). Las tiranías del informe PISA. El País. https://bit.ly/2TGTxNQ
Toker, S., & Baturay, M.H. (2016). Antecedents and consequences of game addiction. Computers and Human Behavior, 55, 668-679. https://doi.org/10.1016/j.chb.2015.10.002
Valdemoros-San-Emeterio, M.A., Sanz-Arazuri, E, & Ponce-de-León, A. (2017). Ocio digital y ambiente familiar en estudiantes de Postobligatoria. [Digital leisure and perceived family functioning in youth of upper secondary education]. Comunicar, 50, 99-108. https://doi.org/10.3916/C50-2017-09
Valencia-Peris, A., Devís-Devís, J., & Peiró-Velert, C. (2014). El uso sedentario de medios tecnológicos de pantalla: perfil sociodemográfico de los adolescentes españoles. Retos, 26, 21-26. https://bit.ly/2RC7fPx
Valencia-Peris, A., Devís-Devís, J., & Peiró-Velert, C. (2016). Involvement in sedentary activities and academic performance in adolescents: Differences according to sociodemographic variables. Cultura y Educación, 28(2), 301-327. https://doi.org/10.1080/11356405.2016.1158451
Ventura, M., Shute, V., & Kim, Y.J. (2012). Video gameplay, personality and academic performance. Computers & Education, 58, 1260-1266. https://doi.org/10.1016/j.compedu.2011.11.022
Ventura, M., Shute, V., & Zhao, W. (2013). The relationship between video game use and a performance-based measure of persistence. Computers and Education, 60(1), 52-58. https://doi.org/10.1016/j.compedu.2012.07.003
Young, M.F., Slota, S., Cutter, A.B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M. (2012). Our princes is in another castle: a review of trends in serious gaming for education. Review of Educational Research, 82(1), 61-89. https://doi.org/10.3102/0034654312436980