テレビゲームををもっていることが学校の成績に影響を与える
Young Boys’ Academic Functioning May Be Adversely Affected By Video-Game Ownership
The results of this study showed that the boys who received the video-game system immediately spent more time playing video games and less time engaged in after-school academic activities than boys who received the video-game system at the end of the experiment. Furthermore, the boys who received the video-game system at the beginning of the study had significantly lower reading and writing scores four months later compared with the boys receiving the video-game system later on. Although there were no differences in parent-reported behavioral problems between the two groups of kids,the boys who received the video-game system immediately had greater teacher-reported learning problems.
