Background and Aims: In our study we aimed to investigate how the cognitive performance of Hungarian students between 10-18 years changes as a function of ICT usage. We hypothesized that certain skills develop (eg visual attention), while others deteriorate (eg verbal and motoric skills) as a consequence of extended ICT usage.

Methods and Sample: In a cross-sectional study design that ended in February 2015 cognitive skills in 3 age groups (10, 14 and 18 year olds) with 492 participants (194, 166, and 132 Ss respectively) were measured. The study was performed in primary and high schools of Eger and its surrounding villages. In each age cohort, low, medium, and high ICT usage subgroups were differentiated. A battery of adopted WEB based cognitive tests was used, alongside with national basic competency (mathematical and reading comprehension) and motoric skill and fitness measures (Hungarofit).

Results: We found positive correlations between frequent ICT usage and faster reaction time in every age group. Infrequent ICT use shows positive correlation with several cognitive skills. The competence measures neither in the mathematical-logical and reading comprehension, nor in the Hungarofit motoric skill measure points did not show significant differences among the 3 groups. The most recent student grades of Hungarian literature and grammar, foreign language and maths and also the grade point average did not show significant difference among the age groups.

Conclusions: Medium level ICT usage shows mild positive correlations with cognitive skills, however, this tendency is not manifested in academic performance, competence and motoric skill measures.