Keywords

video games, social media, human computer interaction, learning

Abstract

Prior research by Brau, et al. (2016, 2017) identifies factors that correlate with university student course grades. We employ the same research structure as the Brau, et al. papers with the innovation of adding dozens of questions that deal with video game and social media usage. Extant research argues that time spent on video gaming and using social media can: 1) hurt student grades, 2) help student grades, or 3) have no impact on student grades. We test the video game and social media impact hypotheses using a survey of over 500 college students in an Introduction to Information Systems course at a large, private, US university. Methodologically, we employ univariate and multivariate testing with course grade as the dependent variable and a set of video game, social media, and control variables as independent variables. Our results indicate that for this sample period (2019-2020), neither video game usage nor social media usage significantly impact learning as measured through course grades.

Original Publication Citation

An Empirical Analysis of Video Games and Social Media on Learning in an Information Systems University Class, with Heber Brau and James Gaskin, Business Education Innovation Journal, Vol. 14, Iss. 2, 2022, 7-18.

Document Type

Peer-Reviewed Article

Publication Date

2021

Publisher

Business Education Innovation Journal

Language

English

College

Marriott School of Business

Department

Finance

University Standing at Time of Publication

Full Professor

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