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Internet Gaming Disorder and Its Relationships With Student Engagement and Academic Performance
Abstract
Recently, the research community increased its investigations of the student engagement construct in association with learning and academic success. Some scholars linked student engagement to higher academic performance, higher retention rates, and lower delinquency rates. However, the spread of gaming among learners is thought to hinder student engagement. This study attempts to fill a gap in the literature by investigating the association among gaming disorder, student engagement, academic performance, and gamer-related characteristics, in a tertiary context on a sample of 345 university students using the internet gaming disorder (IGD-20) test and an 18-item assessment of student engagement based on the National Survey of Student Engagement. Student engagement was significantly negatively predictive of gaming disorder, whereas the latter was significantly negatively predictive of cumulative GPA. The implications of the findings for future research and recommendations are discussed.
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Concerns about academic harm are more appropriately directed toward patterns of excessive or addictive use, rather than light or moderate recreational gaming.
“These findings support the conclusion that concerns about academic harm are more appropriately directed toward patterns of excessive or addictive use, rather than light or moderate recreational gaming (Skoric et al., 2009;Samaha & Hawi, 2020;Jiang, 2014).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Samaha & Hawi, 2020
Across studies, addiction to video games is the strongest predictor of academic harm.
“Across studies, addiction to video games is the strongest predictor of academic harm, suggesting that the negative effects observed at this level show broader behavioral and motivational disruptions rather than simple time displacement (Brunborg et al., 2014;Skoric et al., 2009;Samaha & Hawi, 2020).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Samaha & Hawi, 2020
Gaming addiction is associated with decreased GPA and poorer educational outcomes across adolescent and university populations.
“Additional studies show comparable patterns, with gaming addiction associated with decreased GPA and poorer educational outcomes across adolescent and university populations (Schmitt & Livingston, 2015;Toker & Baturay, 2016;Samaha & Hawi, 2020;Yeşilyurt, 2020).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Samaha & Hawi, 2020
Gaming disorder predicted lower GPA indirectly through reduced student engagement.
“For example, Samaha and Hawi found that gaming disorder predicted lower GPA indirectly through reduced student engagement (2020).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Samaha and Hawi (2020)
When video game addiction is present, behavioral and motivational problems become stronger influences than time displacement.
“When video game addiction is present, behavioral and motivational problems become stronger influences than time displacement (Brunborg et al., 2014;Skoric et al., 2009;Samaha & Hawi, 2020).”
From Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review (2026) · cites this paper as Samaha & Hawi, 2020
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Extracurricular Video Game Use and Academic Achievement: A Systematic Literature Review
Hartman, C., Makanoa, T., Thoms, L., Lowry, A., & Chandler, K. (2026) · Journal of Educational Impact · doi:10.70617/jedi2026017
Metadata
- Authors
- Samaha, M., & Hawi, N.
- Affiliations
- Notre Dame University – Louaize (LB)
- ORCID
- Samaha, Maya
- Venue
- International Journal of Cyber Behavior, Psychology and Learning
- Publisher
- IGI Global Scientific Publishing
- Published
- 2020-10
- Volume
- 10
- Issue
- 4
- Pages
- 14-33
- ISSN
- 2155-7136 (ISSN-L)
- 2155-7144
- OpenAlex
- W3101326876
- Cited by
- 7
- References
- 0
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 1 · 2023: 2
- FWCI
- 0.67
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Cyber Behavior Psychology and Learning (publishedVersion)
- RePEc: Research Papers in Economics (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 › Sociology and Political Science › Digital Games and Media
- Keywords
- internet gaming disorder, student engagement, academic performance, university students, cumulative grade point average
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