Kids playing video games are more likely to be engaged with other kids in real life, according to a study published by the University of Michigan’s Kellogg School of Management.
The study, conducted with researchers from the Kellogg Education Foundation and the Kellog Institute for Brain Science, is based on the findings of a 2016 study by the National Center for Education Statistics, which found that over 40 percent of kindergartens in the United States have more than 10 video games in their classrooms.
Kindergartens are becoming more popular among students in middle and high school, as students have more disposable income and more disposable time to play video games, according the study.
This is the first study of its kind that specifically addresses the role of video games on engagement and educational outcomes among preschoolers, said Kellogg professor Mark J. Tompkins.
Kellogg’s study involved about 600 elementary and secondary students ages 3 to 8 who participated in a randomized, controlled experiment at three kindergarten schools.
The experiment included the students in three different classes: an activity class with one video game, a non-activity class with two video games and a science class with only one video.
The children in the science class played games and interacted with other students while learning in real-time.
The non-activities class only played video games while interacting with the activity class.
The participants completed two surveys about their activities: one before the experiment and one after the experiment.
The first survey included questions about how often they played video and interacted in real time with other children in their class.
The second survey asked about their engagement with their peers.
The researchers also analyzed how much time children spent playing video, how much they spent watching videos and how much it cost them.
They found that children in both activities classes spent less time playing video in the first two weeks of kindergarten and more time watching videos after the second week.
This difference was statistically significant.
The second study also found that preschoolers in the activity classes spent more time in front of screens, playing video and interacting with other preschoolers.
This effect was statistically insignificant.
Overall, preschoolers who participated with their teachers had more hours of video time in the classroom and had spent more hours watching videos than their non-teachers.
The difference in spending time in this way was statistically nonsignificant.
The authors found that the more time spent watching games, the less time they spent playing in the physical space and less time spent interacting with peers.
This may be because more children are playing video when they are in the same physical space as other kids, and they are less likely to experience bullying because they are more comfortable in their own space.
Kellenogg says there is much more research that is needed to understand how children respond to video games.
For example, the study authors also recommend teachers teach children to use technology in real space and to monitor how often children play video and interact in real spaces.
This research was funded by the Kellgg Foundation.