Examining student ICT use and learning outcomes: Evidence from Japanese PISA data

Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning

“…As mobile phones are usually not prohibited in class in Austrian schools, students with high levels of ICT use might use their phones more often during lessons, leaving them distracted, which in turn could negatively affect their perceived competence because they might miss important information that would help them understand the learning content. Unfortunately, in our study, we did not assess how often students used their phones for non-academic purposes in class, even though Sanfo (2023) showed that increased use of non-academic ICTs during class has a negative impact on learning outcomes [33].…”

“…Students can either use ICTs at school or at home and either for learning (academic ICTs) or for entertainment (non-academic ICTs). Even though many educators and parents fear a general negative impact of ICT use on learning outcomes "because students may spend their time using ICT for leisure activities instead of using the tool for learning" ( [33], p. 1), empirical results are mixed. While some studies find that spending more time on non-academic ICTs (like playing games, social networking, and downloading or consuming music and movies) was negatively associated with academic achievement (e.g., [33][34][35]), other studies have shown positive effects in several domains like mathematics, science, and languages (e.g., [36,37]).…”

“…On social media, content is often created and consumed in the English language, even by users who are not native English speakers, increasing the amount of time spent engaging with the language. This self-determined contact with a foreign language makes it likely that using non-academic ICTs for language learning promotes learner autonomy and motivation, the foundation of meaningful and life-long learning ( [33,38]). Studies on this, however, are lacking.…”

The Transformative Trajectory of Artificial Intelligence in Education: The Two Decades of Bibliometric Retrospect

“…Zweekhorst and Maas (2015) noted that using ICT tools has enhanced learners' engagement while facilitating classroom interactions. Additionally, the expanded access to education has drastically changed how information is acquired, assimilated, and shared in educational settings (Hanaysha et al, 2023;Istenic Starcic & Bagon, 2014;Sanfo, 2023). Here, the remarkable influence of digital technology on contemporary learning cannot be understated.…”