Effects of Video-Game Ownership on Young Boys’ Academic and Behavioral Functioning: A Randomized, Controlled Study
Abstract
Young boys who did not own video games were promised a video-game system and child-appropriate games in exchange for participating in an "ongoing study of child development." After baseline assessment of boys' academic achievement and parent- and teacher-reported behavior, boys were randomly assigned to receive the video-game system immediately or to receive the video-game system after follow-up assessment, 4 months later. Boys who received the system immediately spent more time playing video games and less time engaged in after-school academic activities than comparison children. Boys who received the system immediately also had lower reading and writing scores and greater teacher-reported academic problems at follow-up than comparison children. Amount of video-game play mediated the relationship between video-game ownership and academic outcomes. Results provide experimental evidence that video games may displace after-school activities that have educational value and may interfere with the development of reading and writing skills in some children.
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There was a significant negative correlation between the ownership of a video game console and academic functioning.
“Weis and Cerankosky (2010) found similar results, finding that there was a significant negative correlation between the ownership of a video game console and academic functioning.”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Weis and Cerankosky (2010)
The small number of studies prevents generalization across the primary school age group.
“While the research available suggested either neutral or negative relationships, the small number of studies prevents generalization across this age group (Mößle et al., 2010;Weis & Cerankosky, 2010;Fabris et al., 2019).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Weis & Cerankosky, 2010
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Reyes, M. R., & Lopez, A. V. (2020) · Humanities & Social Sciences Reviews · doi:10.18510/hssr.2020.8426 · Cited by 2 · see citing works
Navigating Emergency Remote Teaching During the COVID-19 Pandemic
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Computer Gaming and Test Scores: Cross-Country Gender Differences Among TeenagersPreprint
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Haapala, E. A. (2015) · UEF eRepo (University of Eastern Finland) · Cited by 2 · see citing works
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RISK FACTORS OF INTERNET GAMING AMONG FILIPINO STUDENTS
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Development of Intelligence in the Context of Digital Media Use
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- Authors
- Weis, R., & Cerankosky, B. C.
- Affiliations
- Denison University (US)
- Corresponding author
- Weis, Robert
- ORCID
- Weis, Robert
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2010-02-18
- Volume
- 21
- Issue
- 4
- Pages
- 463-470
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2126721489
- Cited by
- 127
- References
- 30
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 3 · 2023: 12 · 2022: 9 · 2021: 12 · 2020: 8 · 2019: 5 · 2018: 7 · 2017: 7 · 2016: 9 · 2015: 14 · 2014: 15 · 2013: 3 · 2012: 8
- FWCI
- 25.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Keywords
- video games, young boys, academic performance, reading skills, writing skills, after-school activities, behavioral problems, child development, mediation, screen time
- MeSH terms
- Achievement, Child, Follow-Up Studies, Humans, Leisure Activities, Male, Reading, Social Behavior, Writing, Video Games
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