Young videogamers and their approach to science inquiry

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 1 Descriptive statistics (international average)

Variables	Number of observations	Mean		Standard Deviation		Mean among non-daily gamers		Mean among daily gamers		Mean difference (daily gamers vs. non-daily gamers)
Behaviour and success in simulation-based science items
Sample item
Number of simulation trials	43154	3.3	-0.02	3.2	-0.03	3.2	-0.02	3.5	-0.03	0.4	-0.04
Time to first action (sec)	42814	21.4	-0.1	17.9	-0.15	22.4	-0.13	19.3	-0.16	-3	-0.21
Percent correct (%)	42675	0.2	0	0.4	0	0.2	0	0.2	0	0	0
All Target items
Information harvesting (percentile)	96410	51.8	-0.08	20.5	-0.05	51.3	-0.1	52.7	-0.13	1.4	-0.16
Time to first action (percentile)	96410	50.7	-0.08	19.8	-0.05	51.8	-0.1	48.6	-0.13	-3.2	-0.16
Percent correct (%)	96410	44.5	-0.13	30.8	-0.07	44.3	-0.15	45	-0.2	0.7	-0.24
Sample characteristics
Boy (%)	96410	0.5	0	0.5	0	0.4	0	0.7	0	0.4	0
Index of economic, social and cultural status (ESCS)	96410	-0.2	0	0.9	0	-0.2	-0.01	-0.2	-0.01	0	-0.01
Years since first use of computers	96410	7.3	-0.01	3	-0.01	7.1	-0.01	7.8	-0.02	0.7	-0.02
Percent correct on science content-knowledge items (%)	96410	40.8	-0.1	26.1	-0.05	40.6	-0.12	41.2	-0.17	0.6	-0.21
Reading score	96410	472.2	-0.47	94.6	-0.29	476.3	-0.56	464.1	-0.68	-12.2	-0.81
Reading fluency score (percentile)	96410	52.7	-0.12	28.5	-0.05	52.6	-0.14	52.8	-0.19	0.2	-0.23
Total time spent on interactive tasks (percentile)	96410	51.4	-0.08	19.1	-0.05	51.9	-0.1	50.6	-0.13	-1.3	-0.16

Note: Standard errors in parentheses. The international average is based on countries/economies which administered the complete ICT familiarity questionnaire in 2018; Austria and Germany, which are included in Fig. 1, are not included