OECD Study Found No Direct Link Between Devices and Grades
New PISA data suggests the relationship between digital device usage and student academic performance is complex.
Updated on Sept. 24, 2026 in Homework
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An analysis of 2025 PISA data released in 2026 shows no simple correlation between total time spent on digital devices and student test scores. While moderate use for learning was linked to higher science results, excessive leisure use was associated with negative outcomes.
Why it matters
Understanding how digital habits impact learning is critical for educators and parents navigating classroom technology policies. The findings challenge the assumption that banning devices alone will naturally lead to higher academic achievement.
OECD students using devices for learning 2-3 hours daily scored higher in science than non-users, while those using leisure devices for over 1 hour at school reported lower achievement. Additionally, 28% of OECD students cited digital distraction in class.
The players
OECD
The Organisation for Economic Co-operation and Development is an international body that facilitates the PISA assessment of student performance.
PISA
The Programme for International Student Assessment is a worldwide study that measures scholastic performance in mathematics, science, and reading.
The details
Researchers found that students using devices for leisure outside school for 2-4 hours daily showed higher math achievement, though intensive leisure use can lead to higher truancy rates. The study highlights that school-level smartphone bans do not automatically result in improved science scores.
Timeline
2022 marked the data collection for math achievement.
2025 served as the data collection year for science achievement.
March 2026 saw the implementation of smartphone restrictions in South Korean schools.
Culture Shift
This analysis mirrors shifts in digital literacy debates where the focus moves from total screen time to the qualitative use of technology. It marks a departure from simple screen-time reduction strategies by highlighting the potential benefits of moderate, focused educational device use.
Parents and students should prioritize using digital tools for focused learning rather than excessive leisure to optimize academic outcomes. The findings suggest that schools may implement more nuanced policies that distinguish between educational device use and non-essential distractions.
The takeaway
Effective digital device management in schools requires distinguishing between learning tools and distracting leisure activities. Balancing screen time for education while limiting recreational use remains the most effective strategy for supporting academic growth.
Further reading
Learn more about the evolving nature of Homework and academic support systems.
Source note: This article includes information reported by 경향신문.
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