PISA 2018: Student Gaming, Instructional Practices, and Reading Achievement

606,627 student responses from the 2018 PISA survey across 79 countries provide data on digital gaming habits and perceptions of teacher practices. Talha Göktentürk analyzed this data to explore mediating effects on reading performance. The findings suggest autonomy-supportive teacher stimulation may mitigate negative associations between gaming and reading.

Use Cases

• Multilevel structural equation modeling based on student-level gaming and school-level instructional practice variables
• Cross-country comparative analysis of educational outcomes based on data from 79 nations
• Investigating mediating effects in educational psychology based on constructs like teacher feedback and support
• Examining measurement invariance across cultural regions and teacher training standards

Strengths

• Data originates from the large-scale, standardized PISA 2018 survey involving 606,627 students
• Cross-national scope covers 79 countries, enabling broad comparative analysis
• The study employs rigorous multilevel modeling and tests for measurement invariance

Limitations

• Column-level documentation is absent; field semantics must be inferred after download
• Row count for the underlying dataset is unknown, which may limit suitability assessment
• The primary file is a PDF (683.3 KB) containing analysis; the raw data tables are not directly provided

Provenance

Source

Programme for International Student Assessment (PISA) 2018 survey

Collection Method

Standardized international assessment administered to 15-year-old students

Time Range

2018

Freshness

Last updated 2026-04-10 06:03:22; freshness should be verified

Geography

79 countries worldwide