The result shows that the group who play the most, five hours a week or more, used more “difficult” words (defined as words with three syllables), had higher scores on the essay and even better final grades than those groups who play less or not at all.
The differences are statistically safe even when taking into account the variables that tend to explain differences in language skills among pupils, such as parental education , reading habits and experience of overseas travel, according to the study, published in the scientific journal system.
Sundqvist stresses the need for more and larger studies to consolidate a causal relationship. But she also has in previous studies been a positive influence of computer games in both written and spoken English, and are therefore not surprised by the results.
– It also says all the teachers you meet, it’s no wonder that you learn by playing computer games, because it is very much like a ‘natural’ learning.
Pia Sundqvist working Now with a much larger study, which covers about 1 000 pupils, where she also looks at the types of computer games students play. She expects to be finished later this year.
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