Does recreational computer use affect high school achievement?

Bowers, Alex J.; Berland, Matthew

doi:10.1007/s11423-012-9274-1

Cited by 47Impact of Technology on AdolescentsEducational Games and GamificationDigital Games and Media

Does recreational computer use affect high school achievement?

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Bowers, Alex J., Berland, Matthew·2013·Educational Technology Research and Development

DOI 10.1007/s11423-012-9274-1

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Within the one-to-two-hour-per-day range, video gaming does not interfere with sleep, homework, or school attendance.
“This is especially true within the one-to-two-hour-per-day range, when video gaming does not interfere with sleep, homework, or school attendance (Bowers & Berland, 2012;Hartanto et al., 2018).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Bowers & Berland, 2012
Small amounts of video game time do not necessarily lead to negative academic outcomes.
“Taken together, the evidence suggests that small amounts of video game time do not necessarily lead to negative academic outcomes (Bowers & Berland, 2012;Drummond & Sauer, 2014;Poulain et al., 2018).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Bowers & Berland, 2012
Tenth-grade students who played video games for one to two hours per day demonstrated higher achievement in reading and mathematics compared to both non-players and high-use players.
“Bowers and Berland (2012) found that tenth-grade students who played video games for one to two hours per day demonstrated higher achievement in reading and mathematics achievement compared to both non-players and high-use players.”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Bowers and Berland (2012)
For students who spend only 1-2 hours a day playing video games, there is little to no negative effect on academic outcomes.
“For students who spend only 1-2 hours a day playing video games, there is little to no negative effect on academic outcomes”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Bowers & Berland, 2012
Moderate and low video game use was sometimes associated with positive academic outcomes.
“Moderate and low video game use, on the other hand, was sometimes associated with positive academic outcomes (Adachi & Willoughby, 2013;Bowers & Berland, 2012).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Bowers & Berland, 2012

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Authors: Bowers, A. J., & Berland, M.
Affiliations: Columbia University (US)
The University of Texas at San Antonio (US)
Corresponding author: Bowers, Alex J.
ORCID: Bowers, Alex J.
Berland, Matthew
Venue: Educational Technology Research and Development
Publisher: Springer Science and Business Media LLC
Published: 2012-10-06
Volume: 61
Issue: 1
Pages: 51-69
ISSN: 1042-1629 (ISSN-L)
1556-6501
DOI: 10.1007/s11423-012-9274-1
OpenAlex: W2149932019
Cited by: 40
References: 70
Citations by year: 2026: 2 · 2025: 2 · 2024: 2 · 2023: 3 · 2022: 6 · 2021: 5 · 2020: 1 · 2019: 3 · 2018: 4 · 2017: 2 · 2016: 4 · 2015: 5 · 2014: 1
FWCI: 6.33
Type: journal article
Language: en
Open access: green
doi.org
Licence: www.springer.com/tdm (tdm)
Locations: Educational Technology Research and Development (publishedVersion)
Columbia Academic Commons (Columbia University)
Topics: Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Social Sciences › Sociology and Political Science › Digital Games and Media
Keywords: video gaming, academic performance, high school students, reading achievement, mathematics achievement, achievement growth

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