Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Skip to main content
Springer Nature Link
Log in

The impact of time devoted to video games on student achievement

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The aim of this paper is to examine the relationship between the time that higher education students spend playing video games during exam periods and their average grades in one Eastern European country. Moreover, the authors wanted to explore the differences among students with regard to their age, gender, year of study, and employment status in relation to video game-playing habits. Four research questions were generated and a quantitative survey among students (N = 233) was conducted at two universities in Serbia in December 2021. The results showed that, on average, students who play more games may have slightly lower grades than students who do not play games. In contrast, the time devoted to studying during the exam period is to some extent related to students’ average achievement. In research sample, the best students spend the least time playing video games and the most time studying compared to other students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Academic Grading in Serbia. (2022). Academic Dictionaries and Encyclopedias. https://en-academic.com/dic.nsf/enwiki/10161485. Accessed 5 May 2022 

  • ACHA. (2019). National College Health Assessment Data. https://www.mnsu.edu/university-life/health-and-safety/student-health-services/health-education/national-college-health-assessment-data/. Accessed 28 Sept 2022

  • Adachi, P. J. C., & Willoughby, T. (2013). More than just fun and games: The longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades. Journal of Youth and Adolescence, 42(7), 1041–1052. https://doi.org/10.1007/s10964-013-9913-9

    Article  Google Scholar 

  • Adžić, S., Al-Mansour, J., Naqvi, H., & Stambolić, S. (2021). The impact of video games on Students’ educational outcomes. Entertainment Computing, 38, 100412. https://doi.org/10.1016/j.entcom.2021.100412

    Article  Google Scholar 

  • Ahmad, S., Batool, A., & Ch, A. H. (2020). Path relationship of time management and academic achievement of students in distance learning institutions. Pakistan Journal of Distance and Online Learning, 5(2), 191–208. https://eric.ed.gov/?id=EJ1266710

  • Alani, F., Khan, F. R., & Hawas, A. (2020). Do Time Management Factors Impede Students’ Academic Achievement?: A Case-study – Sohar University, Oman (SSRN Scholarly Paper No. 3667477). Social Science Research Network. https://papers.ssrn.com/abstract=3667477

  • Altintas, E., Karaca, Y., Hullaert, T., & Tassi, P. (2019). Sleep quality and video game playing: Effect of intensity of video game playing and mental health. Psychiatry Research, 273, 487–492. https://doi.org/10.1016/j.psychres.2019.01.030

    Article  Google Scholar 

  • Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: Causes and results. Theory and Practice in Language Studies, 5(11), 2262.

    Article  Google Scholar 

  • Anand, V. (2007). A study of time management: The correlation between video game usage and academic performance markers. CyberPsychology & Behavior, 10(4), 552–559. https://doi.org/10.1089/cpb.2007.9991

    Article  Google Scholar 

  • Anderson, C. G., Campbell, K., & Steinkuehler, C. (2019). Building persistence through failure: The role of challenge in video games. Proceedings of the 14th International Conference on the Foundations of Digital Games, 1–6. https://doi.org/10.1145/3337722.3337741

  • Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., Rothstein, H. R., & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151. https://doi.org/10.1037/a0018251

    Article  Google Scholar 

  • Barr, M. (2020). A cross-sectional study of video game play habits and graduate skills attainment. Research in Learning Technology, 28, 2326. https://doi.org/10.25304/rlt.v28.2326

    Article  Google Scholar 

  • Bateman, C., & Boon, R. (2005). 21st Century Game Design (Game Development Series). Charles River Media, Inc.

  • Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336.

    Article  Google Scholar 

  • Bewick, B., Koutsopoulou, G., Miles, J., Slaa, E., & Barkham, M. (2010). Changes in undergraduate students’ psychological well-being as they progress through university. Studies in Higher Education, 35(6), 633–645.

    Article  Google Scholar 

  • Bloemer, W., Day, S., & Swan, K. (2017). Gap analysis: An innovative look at gateway courses and student retention. Online Learning, 21(3), 5–14. https://doi.org/10.24059/olj.v21i3.1233

    Article  Google Scholar 

  • Borgonovi, F. (2016). Video gaming and gender differences in digital and printed reading performance among 15-year-olds students in 26 countries. Journal of Adolescence, 48, 45–61. https://doi.org/10.1016/j.adolescence.2016.01.004

  • Bowman, N. D., & Tamborini, R. (2015). “In the Mood to Game”: Selective exposure and mood management processes in computer game play. New Media & Society, 17(3), 375–393. https://doi.org/10.1177/1461444813504274

    Article  Google Scholar 

  • Burgess, S. R., Stermer, S. P., & Burgess, M. C. R. (2012). Video game playing and academic performance in college students. College Student Journal, 46(2), 376–388.

    Google Scholar 

  • Cain, M., Prinzmetal, W., Shimamura, A., & Landau, A. (2014). Improved control of exogenous attention in action video game players. Frontiers in Psychology, 5,. https://doi.org/10.3389/fpsyg.2014.00069

  • Castro-Alonso, J. C., & Fiorella, L. (2019). Interactive science multimedia and visuospatial processing. In Visuospatial processing for education in health and natural sciences (pp. 145–173). Springer.

  • Chan, P. A., & Rabinowitz, T. (2006). A cross-sectional analysis of video games and attention deficit hyperactivity disorder symptoms in adolescents. Annals of General Psychiatry, 5(1), 1–10.

    Article  Google Scholar 

  • Clement, J. (2021). Video game industry—Statistics & Facts. Statista. https://www.statista.com/topics/868/video-games/. Accessed 13 May 2022

  • Dobrowolski, P., Hanusz, K., Sobczyk, B., Skorko, M., & Wiatrow, A. (2015). Cognitive enhancement in video game players: The role of video game genre. Computers in Human Behavior, 44, 59–63.

    Article  Google Scholar 

  • Domingues-Montanari, S. (2017). Clinical and psychological effects of excessive screen time on children. Journal of Paediatrics and Child Health, 53, 333–338. https://doi.org/10.1111/jpc.13462

    Article  Google Scholar 

  • Donohue, S. E., Woldorff, M. G., & Mitroff, S. R. (2010). Video game players show more precise multisensory temporal processing abilities. Attention, Perception, & Psychophysics, 72, 1120–1129. https://doi.org/10.3758/APP.72.4.1120

    Article  Google Scholar 

  • Drummond, A., & Sauer, J. D. (2014). Video-games do not negatively impact adolescent academic performance in science, mathematics or reading. PLOS ONE, 9(4), e87943. https://doi.org/10.1371/journal.pone.0087943

    Article  Google Scholar 

  • Drummond, A., & Sauer, J. D. (2020). Timesplitters: Playing video games before (but not after) school on weekdays is associated with poorer adolescent academic performance. A test of competing theoretical accounts. Computers & Education, 144, 103704. https://doi.org/10.1016/j.compedu.2019.103704

    Article  Google Scholar 

  • Entertainment Software Association, E. (2021). Essential Facts About the Video Game Industry. Entertainment Software Association. https://www.theesa.com/resource/2021-essential-facts-about-the-video-game-industry/. Accessed 16 March 2022

  • Entertainment Software Association ESA. (2021). Featured Stories About Video game Industry. Entertainment Software Association. https://www.theesa.com/. Accessed 13 May 2022

  • Eskin, M., Sun, J.-M., Abuidhail, J., Yoshimasu, K., Kujan, O., Janghorbani, M., Flood, C., Carta, M. G., Tran, U. S., & Mechri, A. (2016). Suicidal behavior and psychological distress in university students: A 12-nation study. Archives of Suicide Research, 20(3), 369–388.

    Article  Google Scholar 

  • Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216.

    Article  Google Scholar 

  • Ferguson, C. J., Barr, H., Figueroa, G., Foley, K., Gallimore, A., LaQuea, R., Merritt, A., Miller, S., Nguyen-Pham, H., Spanogle, C., Stevens, J., Trigani, B., & Garza, A. (2015). Digital poison? Three studies examining the influence of violent video games on youth. Computers in Human Behavior, 50, 399–410. https://doi.org/10.1016/j.chb.2015.04.021

    Article  Google Scholar 

  • Ferguson, C. J., & Olson, C. K. (2013). Friends, fun, frustration and fantasy: Child motivations for video game play. Motivation and Emotion, 37(1), 154–164. https://doi.org/10.1007/s11031-012-9284-7

    Article  Google Scholar 

  • Gentile, D. A. (2011). The multiple dimensions of video game effects. Child Development Perspectives, 5(2), 75–81. https://doi.org/10.1111/j.1750-8606.2011.00159.x

    Article  Google Scholar 

  • Gentile, D. A., & Gentile, J. R. (2021). Learning from Video Games (and Everything Else): The General Learning Model. Cambridge University Press.

    Google Scholar 

  • Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27(1), 5–22. https://doi.org/10.1016/j.adolescence.2003.10.002

    Article  Google Scholar 

  • Gentile, D. A., Swing, E. L., Lim, C. G., & Khoo, A. (2012). Video game playing, attention problems, and impulsiveness: Evidence of bidirectional causality. Psychology of Popular Media Culture, 1(1), 62. https://doi.org/10.1037/a0026969

    Article  Google Scholar 

  • Gnambs, T., Stasielowicz, L., Wolter, I., & Appel, M. (2020). Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement. Psychology of Popular Media, 9(1), 69. https://doi.org/10.1037/ppm0000204

    Article  Google Scholar 

  • Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66. https://doi.org/10.1037/a0034857

    Article  Google Scholar 

  • Greitemeyer, T. (2018). The spreading impact of playing violent video games on aggression. Computers in Human Behavior, 80, 216–219. https://doi.org/10.1016/j.chb.2017.11.022

    Article  Google Scholar 

  • Griffiths, M., & Lewis, A. (2011). Confronting gender representation: A qualitative study of the experiences and motivations of female casual-gamers. Aloma: Revista de Psicologia, Ciències de l’Educació i de l’Esport, 28.

  • Griffiths, M., Kuss, D. J., & Gortari, A. B. O. de. (2013). Videogames as Therapy: A Review of the Medical and Psychological Literature [Chapter]. Handbook of Research on ICTs and Management Systems for Improving Efficiency in Healthcare and Social Care; IGI Global. https://doi.org/10.4018/978-1-4666-3990-4.ch003

  • Grooten, J., & Kowert, R. (2015). Going beyond the game: Development of gamer identities within societal discourse and virtual spaces. Loading..., 9(14), 70–87. https://journals.sfu.ca/loading/index.php/loading/article/view/151/189

  • Groves, C. L., & Anderson, C. A. (2015). Negative effects of video game play. Handbook of Digital Games and Entertainment Technologies, 1297–1322. https://doi.org/10.1007/978-981-4560-52-8_13-1

  • Haggis-Burridge, M., Passarelli, M., Dagnino, F., Earp, J., Manganello, F., Persico, D., Pozzi, F., Bailey, C., Perrotta, C., & Buijtenweg, T. (2018). A Manifesto for European Video Games. https://doi.org/10.17471/54006

  • Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews, 21, 50–58. https://doi.org/10.1016/j.smrv.2014.07.007

    Article  Google Scholar 

  • Hartanto, A., Lua, V. Y., Quek, F. Y., Yong, J. C., & Ng, M. H. (2021). A critical review on the moderating role of contextual factors in the associations between video gaming and well-being. Computers in Human Behavior Reports, 4, 1–8. https://doi.org/10.1016/j.chbr.2021.100135

    Article  Google Scholar 

  • Hartanto, A., Toh, W. X., & Yang, H. (2018). Context counts: The different implications of weekday and weekend video gaming for academic performance in mathematics, reading, and science. Computers & Education, 120, 51–63. https://doi.org/10.1016/j.compedu.2017.12.007

    Article  Google Scholar 

  • Hawi, N. S., Samaha, M., & Griffiths, M. D. (2018). Internet gaming disorder in Lebanon: Relationships with age, sleep habits, and academic achievement. Journal of Behavioral Addictions, 7(1), 70–78.

    Article  Google Scholar 

  • Hellström, C., Nilsson, K. W., Leppert, J., & Åslund, C. (2012). Influences of motives to play and time spent gaming on the negative consequences of adolescent online computer gaming. Computers in Human Behavior, 28(4), 1379–1387. https://doi.org/10.1016/j.chb.2012.02.023

    Article  Google Scholar 

  • Indreica, E.-S., Cazan, A.-M., & Truta, C. (2011). Effects of learning styles and time management on academic achievement. Procedia-Social and Behavioral Sciences, 30, 1096–1102.

    Article  Google Scholar 

  • Jackson, L. A., Von Eye, A., Witt, E. A., Zhao, Y., & Fitzgerald, H. E. (2011). A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race and income in these relationships. Computers in Human Behavior, 27(1), 228–239. https://doi.org/10.1016/j.chb.2010.08.001

    Article  Google Scholar 

  • Jordan, P. (2005). Großgliederung Europas nach kulturräumlichen Kriterien. Europa Regional, 13.2005(4), 162–173.

    MathSciNet  Google Scholar 

  • Kahn, A. S., Ratan, R., & Williams, D. (2014). Why we distort in self-report: Predictors of self-report errors in video game play. Journal of Computer-Mediated Communication, 19, 1010–1023.

    Article  Google Scholar 

  • Kirman, B., & Lawson, S. (2009). Hardcore Classification: Identifying Play Styles in Social Games Using Network Analysis. In S. Natkin, & J. Dupire (Eds.), Entertainment Computing – ICEC 2009 (pp. 246–251). Springer. https://doi.org/10.1007/978-3-642-04052-8_28

  • Ko, C., Yen, J., Chen, C., Chen, S., & Yen, C. (2005). Gender differences and related factors affecting online gaming addiction among taiwanese adolescents. The Journal of Nervous and Mental Disease, 193(4), 273–277.

    Article  Google Scholar 

  • Kovess-Masfety, V., Keyes, K., Hamilton, A., Hanson, G., Bitfoi, A., Golitz, D., Koç, C., Kuijpers, R., Lesinskiene, S., & Mihova, Z. (2016). Is time spent playing video games associated with mental health, cognitive and social skills in young children? Social Psychiatry and Psychiatric Epidemiology, 51(3), 349–357. https://doi.org/10.1007/s00127-016-1179-6

    Article  Google Scholar 

  • Krahé, B. (2014). Media violence use as a risk factor for aggressive behaviour in adolescence. European Review of Social Psychology, 25(1), 71–106. https://doi.org/10.1080/10463283.2014.923177

    Article  Google Scholar 

  • Kühn, S., Kugler, D. T., Schmalen, K., Weichenberger, M., Witt, C., & Gallinat, J. (2019). Does playing violent video games cause aggression? A longitudinal intervention study. Molecular Psychiatry, 24(8), 1220–1234. https://doi.org/10.1038/s41380-018-0031-7

    Article  Google Scholar 

  • Laconi, S., Tricard, N., & Chabrol, H. (2015). Differences between specific and generalized problematic Internet uses according to gender, age, time spent online and psychopathological symptoms. Computers in Human Behavior, 48, 236–244.

    Article  Google Scholar 

  • Lei, H., Chiu, M. M., Wang, D., Wang, C., & Xie, T. (2022). Effects of game-based learning on students’ achievement in science: A meta-analysis. Journal of Educational Computing Research, 07356331211064543. https://doi.org/10.1177/07356331211064543

  • Leonhardt, M., & Overå, S. (2021). Are there differences in video gaming and use of social media among boys and girls?—A mixed methods approach. International Journal of Environmental Research and Public Health, 18(11), 6085. https://doi.org/10.3390/ijerph18116085

    Article  Google Scholar 

  • Lopez-Fernandez, O., Williams, A. J., & Kuss, D. J. (2019). Measuring female gaming: Gamer profile, predictors, prevalence, and characteristics from psychological and gender perspectives. Frontiers in Psychology, 10, 1–13. https://doi.org/10.3389/fpsyg.2019.00898

  • Mack, D. J., Wiesmann, H., & Ilg, U. J. (2016). Video game players show higher performance but no difference in speed of attention shifts. Acta Psychologica, 169, 11–19. https://doi.org/10.1016/j.actpsy.2016.05.001

    Article  Google Scholar 

  • Manero, B., Torrente, J., Freire, M., & Fernández-Manjón, B. (2016). An instrument to build a gamer clustering framework according to gaming preferences and habits. Computers in Human Behavior, 62, 353–363.

    Article  Google Scholar 

  • McLean, L., & Griffiths, M. D. (2013). Female gamers: A thematic analysis of their gaming experience. International Journal of Game-Based Learning (IJGBL), 3(3), 54–71.

    Article  Google Scholar 

  • Merino-Campos, C., & del Castillo Fernndez, H. (2016). The benefits of active video games for educational and physical activity approaches: A systematic review. Journal of New Approaches in Educational Research (NAER Journal), 5(2), 115–122. https://doi.org/10.7821/naer.2016.7.164

    Article  Google Scholar 

  • Mulligan, J., & Patrovsky, B. (2003). Developing Online Games: An Insider’s Guide. New Riders.

    Google Scholar 

  • Nasrullah, S., & Khan, M. S. (2015). The impact of time management on the students’ academic achievements. Journal of Literature, Languages and Linguistics, 11, 66–71.

  • Nasution, A., Ashraff, M., & Fathil, M. (2015). A study on the relationship between video games and student’s academic performance in IIUM. International Journal of Computer Science and Information Technology Research, 3(4), 106–111.

    Google Scholar 

  • Nikkelen, S. W., Valkenburg, P. M., Huizinga, M., & Bushman, B. J. (2014). Media use and ADHD-related behaviors in children and adolescents: A meta-analysis. Developmental Psychology, 50(9), 2228.

    Article  Google Scholar 

  • Nuyens, F. M., Kuss, D. J., Lopez-Fernandez, O., & Griffiths, M. D. (2019). The empirical analysis of non-problematic video gaming and cognitive skills: A systematic review. International Journal of Mental Health and Addiction, 17(2), 389–414. https://doi.org/10.1007/s11469-018-9946-0

    Article  Google Scholar 

  • Paaßen, B., Morgenroth, T., & Stratemeyer, M. (2017). What is a true gamer? The male gamer stereotype and the marginalization of women in video game culture. Sex Roles, 76(7), 421–435.

    Article  Google Scholar 

  • Pereg, M., Shahar, N., & Meiran, N. (2013). Task switching training effects are mediated by working-memory management. Intelligence, 41(5), 467–478. https://doi.org/10.1016/j.intell.2013.06.009

    Article  Google Scholar 

  • Posso, A. (2016). Internet usage and educational outcomes among 15-year old Australian students. International Journal of Communication, 10, 26.

    Google Scholar 

  • Powers, K. L., Brooks, P. J., Aldrich, N. J., Palladino, M. A., & Alfieri, L. (2013). Effects of video-game play on information processing: A meta-analytic investigation. Psychonomic Bulletin & Review, 20(6), 1055–1079.

    Article  Google Scholar 

  • Prena, K., & Waver, A. J. (2020). Grades on games: Gaming preferences and weekly studying on college GPAs. Game Studies, 20(4). http://gamestudies.org/2004/articles/prena_weaver. Accessed 10 April 2022

  • Prescott, A. T., Sargent, J. D., & Hull, J. G. (2018). Metaanalysis of the relationship between violent video game play and physical aggression over time. Proceedings of the National Academy of Sciences, 115(40), 9882–9888. https://doi.org/10.1073/pnas.1611617114

    Article  Google Scholar 

  • Przybylski, A. K., & Weinstein, N. (2019). Violent video game engagement is not associated with adolescents’ aggressive behaviour: Evidence from a registered report. Royal Society Open Science, 6(2), 171474. https://doi.org/10.1098/rsos.171474

    Article  Google Scholar 

  • Quwaider, M., Alabed, A., & Duwairi, R. (2019). The impact of video games on the players behaviors: A survey. Procedia Computer Science, 151, 575–582.

    Article  Google Scholar 

  • Razali, S., Rusiman, M. S., Gan, W. S., & Arbin, N. (2018). The impact of time management on students’ academic achievement. Journal of Physics: Conference Series, 995(1), 012042.

    Google Scholar 

  • Rivero, T. S., Covre, P., Reyes, M. B., & Bueno, O. F. A. (2013). Effects of chronic video game use on time perception: Differences between sub- and multi-second intervals. Cyberpsychology, Behavior, and Social Networking, 16(2), 140–144. https://doi.org/10.1089/cyber.2012.0103

    Article  Google Scholar 

  • Sahin, M., Gumus, Y. Y., & Dincel, S. (2016). Game addiction and academic achievement. Educational Psychology, 36(9), 1533–1543. https://doi.org/10.1080/01443410.2014.972342

    Article  Google Scholar 

  • Schubert, T., Finke, K., Redel, P., Kluckow, S., Müller, H., & Strobach, T. (2015). Video game experience and its influence on visual attention parameters: An investigation using the framework of the Theory of Visual Attention (TVA). Acta Psychologica, 157, 200–214. https://doi.org/10.1016/j.actpsy.2015.03.005

    Article  Google Scholar 

  • Shaw, A. (2012). Do you identify as a gamer? Gender, race, sexuality, and gamer identity. New Media & Society, 14(1), 28–44.

    Article  Google Scholar 

  • Shin, N. (2004). Exploring pathways from television viewing to academic achievement in school age children. The Journal of Genetic Psychology, 165(4), 367–382. https://doi.org/10.3200/GNTP.165.4.367-382

    Article  Google Scholar 

  • Silva, L., & Mousavidin, E. (2015). Strategic thinking in virtual worlds: Studying World of Warcraft. Computers in Human Behavior, 46, 168–180. https://doi.org/10.1016/j.chb.2014.12.047

    Article  Google Scholar 

  • Steinmayr, R., Meißner, A., Weidinger, A., & Wirthwein, L. (2014). Academic Achievement. https://doi.org/10.1093/obo/9780199756810-0108

  • Steltenpohl, C. N., Reed, J., & Keys, C. B. (2021). Individual behaviors and beyond: Toward a multidimensional view of gamer identity. PsyArXiv. https://doi.org/10.31234/osf.io/muhaf

  • Subrahmanyam, K., & Renukarya, B. (2015). Digital games and learning: Identifying pathways of influence. Educational Psychologist, 50(4), 335–348.

    Article  Google Scholar 

  • Taylor, T. L. (2006). Play between worlds: Exploring online game culture. The MIT Press.

  • The Games Market and Beyond in 2021: The Year in Numbers. (2021). Newzoo. https://newzoo.com/insights/articles/the-games-market-in-2021-the-year-in-numbers-esports-cloud-gaming/. Accessed 16 March 2022

  • Tirgar, H., Balali Meybodi, F., & Hassani, M. (2015). The relationship of playing computer games with aggression and academic achievement: A study on Kerman students. Health and Development Journal, 4(1), 65–75. http://jhad.kmu.ac.ir/article_91188.html. Accessed 7 April 2022

  • Veltri, N., Krasnova, H., Baumann, A., & Kalayamthanam, N. (2014). Gender differences in online gaming: A literature review. Twentieth Americas Conference on Information Systems. Savannah, GA, USA.

  • Wakil, K., Omer, S., & Omer, B. (2017). Impact of computer games on studentS GPA. European Journal of Education Studies, 3(8), 263. https://doi.org/10.5281/zenodo.827400

    Article  Google Scholar 

  • Weaver, J., Kim, P., Metzer, R. L., & Szendrey, J. M. (2013). The impact of video games on student GPA, study habits, and time management skills: What’s the big deal. Issues in Information Systems, 14(1), 122–128.

    Google Scholar 

  • West, R., Swing, E. L., Anderson, C. A., & Prot, S. (2020). The contrasting effects of an action video game on visuo-spatial processing and proactive cognitive control. International Journal of Environmental Research and Public Health, 17(14), 5160. https://doi.org/10.3390/ijerph17145160

    Article  Google Scholar 

  • Wolfe, J., Kar, K., Perry, A., Reynolds, C., Gradisar, M., & Short, M. A. (2014). Single night video-game use leads to sleep loss and attention deficits in older adolescents. Journal of Adolescence, 37(7), 1003–1009.

    Article  Google Scholar 

  • York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(1), 5.

    Google Scholar 

  • Zhang, Q., Cao, Y., & Tian, J. (2021). Effects of violent video games on aggressive cognition and aggressive behavior. Cyberpsychology, Behavior, and Social Networking. https://doi.org/10.1089/cyber.2019.0676

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Management FAM, University UNION – Nikola Tesla, Belgrade, Serbia

    Tijana Savić Tot & Slobodan Adžić

  2. Faculty of Business Economics, University Educons, Sremska Kamenica, Serbia

    Vilmoš Tot

  3. Faculty of Technical Sciences, University Novi Sad, Novi Sad, Serbia

    Maja Aleksić

  4. Faculty of Entrepreneurial Busines, University Union – Nikola Tesla, Belgrade, Serbia

    Nebojša Zakić

Authors
  1. Tijana Savić Tot
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Slobodan Adžić
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Vilmoš Tot
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Maja Aleksić
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Nebojša Zakić
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Slobodan Adžić.

Ethics declarations

The authors have no relevant financial or non-financial interests to disclose.

The authors have no competing interests to declare that are relevant to the content of this article.

All authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript.

The authors have no financial or proprietary interests in any material discussed in this article.

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

An ethics statement is not applicable.

All authors contributed to the study conception and design equally.

The datasets generated during and/or analysed during the current study are available in the Mendeley Data repository, https://doi.org/10.17632/dcp9zb7scx.1

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix: Questionnaire

Appendix: Questionnaire

  1. 1.

    Do you play video games on electronic devices (PlayStation, XBOX, mobile phone, PC, etc.)?

Yes

No

  1. 2.

    Have you taken exams in any exam period so far?

Yes

No

  1. 3.

    What is your current grade point average?

* (open question)

  1. 4.

    How much time did you study PER DAY on average during the last exam period? How many hours and minutes?

* (open question)

  1. 5.

    On average, how much time did you play video games PER DAY during the last exam period? How many hours and minutes?

* (open question)

  1. 6.

    On average, how much time did you spend PER DAY on fun activities, going out, etc. during the last exam period, NOT INCLUDING the time you spent playing games? How many hours and minutes?

* (open question)

  1. 7.

    What year are you studying?

1st

2nd

3rd

4th

Partial fulfillment

Master student

PhD student

Other

  1. 8.

    How old are you?

* (open question)

  1. 9.

    Are you employed?

Yes

No

Other

  1. 10.

    What is your gender?

Male

Female

Other

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Savić Tot, T., Adžić, S., Tot, V. et al. The impact of time devoted to video games on student achievement. Educ Inf Technol 28, 5921–5944 (2023). https://doi.org/10.1007/s10639-022-11418-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-11418-5

Keywords

Search

Navigation