Children who
regularly use Facebook and other online social networks tend to perform less
well in school than those who use them rarely, new research has shown.
A study of
more than 12,000 15-year-olds found there was the equivalent of several GCSE
grades difference between the reading, maths and science results of students
who were heavy users of social media and those who were not.
However,
pupils who went online to play video games, rather than to chat, tended to
perform better in schools because the activity enabled them to “apply and
sharpen” problem-solving skills used in the classroom.
The research
by the Royal Melbourne Institute of Technology found that the maths performance
of those who accessed social networks on a daily basis was 20 points lower than
students who never went online to chat.
But the
data, published in the International Journal of Communication, showed that the
effect could be substantially reversed by online gaming, with daily players
scoring 15 points above the average in maths and reading and 17 points above in
science.
Professor
Alberto Posso, the report’s author, said: “When you play online games you’re
solving puzzles to move to the next level and that involves using some of the
general knowledge and skills in maths, reading and science that you’ve been
taught during the day.
“Teachers
should consider incorporating popular video games into teaching – so long as
they’re not violent ones.”
Professor
Posso also encouraged schools to exploit the overwhelming popularity of social
media with teenagers by finding ways to incorporate sites, and in particular
Facebook, into their teaching.
Data from
the communications watchdog Ofcom in 2015 revealed that people in the UK aged
between 16 and 24 spend on average more than27 hours a week on the internet.
Previous
research has warned about possible negative effects such as depression and
social isolation, however scientists have also linked ballooning of internet
among teenagers use with positive trends in teenage pregnancy and drug taking.
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