Context counts: The different implications of weekday and weekend video gaming for academic performance in mathematics, reading, and science
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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 Hartanto et al., 2018
There is a weak positive association between weekend gaming and academic performance.
“This claim was substantiated by their aforementioned findings of the effects of weekday gaming in addition to their discovery of a weak positive association between weekend gaming and academic performance.”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Hartanto et al. (2018)
There is a negative correlation between weekday video game use and performance on standardized assessments in math, reading, and science.
“Hartanto et al. (2018) noted this effect in their examination of data on 30,000 American students from public datasets, observing a negative correlation between weekday video game use and performance on standardized assessments in math, reading, and science.”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Hartanto et al. (2018)
Video game use during weekdays is negatively correlated with performance on standard assessments for math, reading, and science.
“A study by Hartanto et al. (2018) found that video game use during weekdays was negatively correlated with performance on standard assessments for math, reading, and science.”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Hartanto et al. (2018)
There is a positive association between video game play on weekends and academic achievement.
“Hartanto et al. (2018) and Islam et al. (2020) both found a positive association between video game play on weekends and academic achievement.”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Hartanto et al. (2018)
Depending on the circumstances, the impact of video games on academic achievement could be positive or negative.
“These environmental variables are likely the reason our dataset shows that, depending on the circumstances, the impact of video games on academic achievement could be positive or negative (Hartanto et al., 2018;Islam et al., 2020;Jackson et al., 2011;Ventura et al., 2012).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Hartanto et al., 2018
Video game use on weekends is positively correlated with students' performance on standard assessments for math, reading, and science.
“They also found that video game use on weekends was positively correlated with students' performance on these same assessments.”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Hartanto et al. (2018)
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Online Gaming, Digital Entertainment, and Academic Performance among Students: A Review
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- Authors
- Hartanto, A., Toh, W. X., & Yang, H.
- Affiliations
- Singapore Management University (SG)
- Corresponding author
- Yang, Hwajin
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2018-05
- Volume
- 120
- Pages
- 51-63
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2777660435
- Cited by
- 55
- References
- 47
- Citations by year
- 2026: 2 · 2025: 6 · 2024: 8 · 2023: 6 · 2022: 15 · 2021: 6 · 2020: 6 · 2019: 5 · 2018: 1
- FWCI
- 8.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Singapore Management University Institutional Knowledge (InK) (Singapore Management University) (submittedVersion)
- 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 › Education › Child Development and Digital Technology
- Keywords
- video gaming, adolescents, academic performance, mathematics achievement, reading achievement, science achievement, standardized assessment
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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