Problematic Gaming and Students’ Academic Performance: A Systematic Review

Abstract

Abstract Introduction Research indicates that videogames can have many benefits. However, gaming can be problematic for some individuals. Consequently, over the past two decades, researchers have actively studied the risk factors and consequences of problematic gaming and gaming disorder which may affect many aspects of individuals’ lives, including their academic performance. Method The present study is the first ever systematic review of studies examining the relationship between problematic gaming and student academic performance utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. A total of 27 empirical studies met the inclusion criteria and were eligible for review. Results Most of the studies (n = 24) reported a negative relationship between problematic gaming and academic performance. Moreover, older studies (conducted before 2015) suggest that problematic gaming was a significant factor in predicting poor academic performance. However, most of the recent studies have found the opposite, showing that problematic gaming is not a significant predictor for academic performance and/or that academic performance is a significant factor in predicting problematic gaming. Overall, the findings suggest that poor academic performance is more likely to be a cause for problematic gaming rather than a consequence based on more recent studies. Conclusion Although most of the reviewed studies showed a negative relationship between problematic gaming and academic performance, research is still limited in this area because most the reviewed studies had a cross-sectional design that are unable to establish the direction of the effect. Therefore, more studies with methodological approaches that can determine the causality between problematic gaming and poor academic performance are needed.