Parental Involvement in Children’s Gaming and Students School Outcomes

Abstract

Although research on parents' involvement in their children's gaming (PMG) should be an important area of research, there is little research complied in the field. Considering the dramatic growth of students' gaming and its negative influences on their attitudes and behaviors (Gentile, Lynch, & Linder, 2004) and academic performance (Skoric, Teo, & Neo, 2009), PMG should be examined attentively as a way to alleviate the problems caused by gaming (Nikken, & Jansz, 2006). The aim of the study is to explore the effect of PMG on school outcomes of middle school students. Our research team developed a video game and survey instruments on PMG, students' mathematics engagement, and mathematics performance through iterative validation process and collected data from 403 6th, 7th, and 8th grade students in rural schools in Virginia, the United States. As for PMG, we included the four types of parenting behaviors of making rules on digital game playing, checking the content of digital games, guiding to choose good digital games, and playing digital games with children. The results showed that although parental involvement in children's gaming did not show significant direct effects on students' mathematics performance, it had a significant effect on mathematics engagement which made a significant effect on mathematics performance. The study findings provide practical baselines for research on parental involvement on students' gaming.



Author Information
Mido Chang, Florida International University, USA

Paper Information
Conference: ACTC2015
Stream: Instructional Technology

This paper is part of the ACTC2015 Conference Proceedings (View)
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