Expert Links Decline in Student Test Scores to Laptop Use
Recent reports indicate that standardized test scores among American students have fallen to their lowest levels in two decades. According to Jean M. Twenge, a psychology professor at San Diego State University, the proliferation of laptops in education may be a significant factor in this decline. In an opinion piece for The New York Times, Twenge argues that while generative AI is often blamed for educational shortcomings, the real issue has been evident for years: the widespread use of personal computing devices in classrooms.
In 2022, evaluations showed that 15-year-olds around the world were performing poorly in math, reading, and science, with results reaching historic lows. Twenge notes that nearly every middle and high school student, along with many younger pupils, uses laptops or tablets both at school and home. This trend raises questions about the effectiveness of educational policies that promote individual devices for students.
Laptops vs. Academic Performance
Twenge has been researching the impact of smartphones and digital devices on academic performance and mental health for nearly a decade. She emphasizes that while smartphones have received significant criticism for their distracting nature, laptops have largely escaped scrutiny, despite their capabilities for distraction. Many schools mandate the use of laptops, making it difficult for parents to advocate for their removal when they disrupt learning.
The evidence supporting Twenge’s claims is substantial. A study conducted in 2016 at Michigan State University revealed that students spent an average of 40 percent of their class time on social media, checking emails, or watching videos instead of focusing on their studies. Furthermore, a 2018 meta-analysis of 24 studies found that college students who typed their notes were 75 percent more likely to fail their courses compared to those who wrote by hand.
In her recent study published in The Journal of Adolescence, Twenge discovered a correlation between increased laptop use for leisure during the school day and declining standardized test scores. Countries where students reported spending more time on devices showed more significant drops in academic performance. For instance, Finnish students, who once enjoyed a reputation for strong educational outcomes, reported using devices for nearly 90 minutes daily during school hours, coinciding with a drop in test scores from 2006 to 2022.
Comparative Analysis: Finland and Japan
In contrast, Twenge highlights Japan, where students limit their leisure device use to less than 30 minutes per school day. Academic performance in Japan has remained stable, suggesting that reduced digital distractions may contribute positively to educational outcomes. Twenge’s findings echo a broader concern about digital distractions affecting learning. She states, “Digital distraction is terrible for academic performance.” A 2021 study further supported this claim, indicating that college students who engaged in non-academic activities on their laptops during class scored lower on exams, even when controlling for prior academic performance.
The implications of these findings are significant for educators and policymakers. As schools continue to integrate technology into the classroom, the need for a balanced approach that considers the potential downsides of excessive laptop use is becoming increasingly urgent. Twenge’s research calls for a reassessment of current educational practices to mitigate the impact of digital distractions on student learning.
