Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement

Timo Gnambs; Lukasz Stasielowicz; Ilka Wolter; Markus Appel

doi:10.1037/ppm0000204

Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement

Timo Gnambs
, Lukasz Stasielowicz
, Ilka Wolter
, Markus Appel

Department for Work, Organizational and Media Psychology

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	69-82
Number of pages	14
Journal	Psychology of Popular Media Culture
Volume	9
Issue number	1
DOIs	https://doi.org/10.1037/ppm0000204
Publication status	Published - 2020

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Fields of science

501012 Media psychology
501 Psychology
503006 Educational research

JKU Focus areas

Digital Transformation

Access to Document

10.1037/ppm0000204

Cite this

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title = "Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement",

author = "Timo Gnambs and Lukasz Stasielowicz and Ilka Wolter and Markus Appel",

year = "2020",

doi = "10.1037/ppm0000204",

language = "English",

volume = "9",

pages = "69--82",

journal = "Psychology of Popular Media Culture",

issn = "2160-4134",

number = "1",

}

TY - JOUR

T1 - Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement

AU - Gnambs, Timo

AU - Stasielowicz, Lukasz

AU - Wolter, Ilka

AU - Appel, Markus

PY - 2020

Y1 - 2020

UR - https://www.scopus.com/pages/publications/85110478966

U2 - 10.1037/ppm0000204

DO - 10.1037/ppm0000204

M3 - Article

SN - 2160-4134

VL - 9

SP - 69

EP - 82

JO - Psychology of Popular Media Culture

JF - Psychology of Popular Media Culture

IS - 1

ER -

Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement

UN SDGs

Fields of science

JKU Focus areas

Access to Document

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Cite this