PISA Dashboard

PISA examines the time fifteen-year-old students spend on digital devices for leisure outside of school, and how this relates to their overall development and well-being. Use the selector above to explore findings for a specific country or economy.

Please note: Estimates for the following countries/economies should be interpreted with caution, as one or more PISA sampling standards were not met — Australia, Canada, Denmark, Hong Kong (China), Ireland, Jamaica, Latvia, Netherlands, New Zealand, Panama, United Kingdom, and United States.

On average, across OECD countries, a quarter of students spend 4 hours or more before and after school on digital leisure activities. The share of students who spend excessive time on digital leisure varies across PISA participating countries and economies. In Cambodia, Japan, Paraguay, Peru and Viet Nam, less than 10% of students spend more than 4 hours a day on digital leisure activities before and after school. At the other end of the distribution, more than 40% of students in Poland and Estonia spend more than 4 hours a day on digital leisure activities before and after school.

Across OECD countries on average, students who spend between two and four hours a day before and after school on digital devices for leisure had higher mathematics scores in the PISA 2022 test than those who spend less time on digital devices for leisure. And students who spend over four hours on digital devices for leisure before and after school had lower mathematics scores than those spending between two and four hours. Across OECD countries, students who spend between one and four hours a day before and after school on digital devices for leisure reported a greater sense of belonging at school than those who spend less than one hour or more than four hours.

On average across OECD countries, a moderate amount of digital leisure time (between two and four hours per day outside of school), when combined with a moderate time spent on homework, is key to students’ having strong academic performance and sense of well-being at school, combined with relatively high overall life satisfaction. When students spend moderate time on homework and little time on digital leisure, their overall life satisfaction is relatively high compared to other students, but their mathematics performance is lower than that of students who spend a moderate time on digital leisure. On the other hand, those who spend a moderate time on homework but an excessive amount of digital leisure time have a relatively high mathematics performance. However, their overall life satisfaction is lower than that of their peers with more moderate use of digital devices for leisure.