Habitual Video Game Consumption and Academic Performance in Primary Schoolchildren
Abstract The aim of the project was to analyse the relationship between academic performance and video game consumption in primary schoolchildren. For this purpose, a descriptive cross-sectional study was designed with a sample of 125 Spanish schoolchildren. Academic performance was calculated through the grade obtained by the schoolchildren in the first and second evaluations carried out in the subjects described in Decree 89/2014, August 1th, wich establishes the organization and curriculum of Primary Education in the Autonomous Community of the Canary Islands. The questionnaire on video game consumption habits was used to calculate the consumption of video games. The statistical analysis carried out reflects a significant association between video game consumption and academic performance (p < .05); specifically with a higher average failure rate compared to their counterpart peers who pass (p < .05). In addition, the linear regression test reflected that higher video game consumption is associated with a higher probability of lower overall academic performance (? = -4.504; t = -.263; p < .05). In conclusion, higher video game consumption is associated with lower academic performance. Consequently, the educational context and the family context must guide schoolchildren in learning self-regulation in the consumption of video games to avoid inappropriate use.
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Adelantado?Renau, M., Diez, A., Beltrán, M. R., Soriano, A., & Moliner, D. (2019a). The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study. Jornal de Pediatria, 95(4), 410-418. https://doi.org/10.1016/j.jped.2018.03.006
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Almalki, A. A., & Aldajani, H. M. (2021). Impact Of Playing Video Games on The Social Behavior and Academic Performance of Medical Student in Taif City. International Journal of Progressive Sciences and Technologies,24(1), 572-585. https://doi.org/10.1016/j.compedu.2017.12.007
AlShaiji, O. A. (2015). Video games promote Saudi children's English vocabulary retention. Education, 136(2), 123-132.
Arockiyasamy, G., Surendheran, K., & Bullard, S. K. (2016). The influence of playing video games on academic performance among graduates of Karunya University. Journal of Advances in Humanities and Social Sciences, 2(3), 119-132. https://doi.org/10.20474/jahss-2.3.1
Asociación Española del Videojuego. (2019). Los videojuegos más vendidos en julio de 2019. AEVI. Recuperado de: https://bit.ly/3cGShWH
Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3(3), 265–299. https://doi.org/10.1207/S1532785XMEP0303_03
Baranowski, T., Blumberg, F., Buday, R., DeSmet, A., Fiellin, L. E., Green, C. S., Kato, P. M., Lu, A. S., Maloney, A. E., Mellecker, R., Morrill, B. A., Peng, W., Shegog, R., Simons, M., Staiano, A. E., Thompson, D., & Young, K. (2015). Games for Health for Children—Current Status and Needed Research. Games for Health Journal, 5(1), 1-12. https://doi.org/10.1089/g4h.2015.0026
Becerra, F. L. (2012). Construcción y validación de un cuestionario sobre los hábitos de consumo de videojuegos en preadolescentes. Edutec. Revista Electrónica de Tecnología Educativa, (40), a197-a197. https://doi.org/10.21556/edutec.2012.40.361
Bègue, L., Sarda, E., Gentile, D. A., Bry, C., & Roché, S. (2017). Video games exposure and sexism in a representative sample of adolescents. Frontiers in psychology, 8, 466. https://doi.org/10.3389/fpsyg.2017.00466
Blascovitch, J., & Mc Call, C. (2014). Social influence in virtual environment. In K. E. Dill (Ed.), The Oxford handbook of media psychology (pp. 305–315). Oxford University Press.
Bonilla-Guachamín, J. A. (2020). Las dos caras de la educación en el COVID-19. CienciAmérica, 9(2), 89-98. https://doi.org/10.33210/ca.v9i2.294
Celis, H. G., & Escobar, M. S. (2012). Consumo de videojuegos y juegos para computador: influencias sobre la atención, memoria, rendimiento académico y problemas de conducta. Suma Psicológica, 18(2), 99-110.
Dindar, M. (2018). An empirical study on gender, video game play, academic success and complex problem solving skills. Computers & Education, 125, 39-52. https://doi.org/10.1016/j.compedu.2018.05.018
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
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
Durkin, K., Boyle, J., Hunter, S., & Conti-Ramsden, G. (2015). Video games for children and adolescents with special educational needs. Zeitschrift für Psychologie.
Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children’s and adolescents’ aggression, mental health, prosocial behavior, and academic performance. Perspectives on psychological science, 10(5), 646-666. https://doi.org/10.1177/1745691615592234
Gobierno de Canarias. (2018). Proyecto Educativo: Uso adecuado de los videojuegos entre el alumnado de Canarias. Dirección General de Ordenación, Innovación y Calidad de la Consejería de Educación, Universidades, Cultura y Deportes del Gobierno de Canarias. Recuperado de: https://bit.ly/3z5SlXA
Green, C. S., & Seitz, A. R. (2015). The impacts of video games on cognition (and how the government can guide the industry). Policy Insights from the Behavioral and Brain Sciences, 2(1), 101-110. https://doi.org/10.1177/2372732215601121
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
Holtz, B. E., Murray, K., & Park, T. (2018). Serious games for children with chronic diseases: a systematic review. Games for health journal, 7(5), 291-301. https://doi.org/10.1089/g4h.2018.0024
Kracht, C. L., Joseph, E. D., & Staiano, A. E. (2020). Video games, obesity, and children. Current obesity reports, 9(1), 1-14. https://doi.org/10.1007/s13679-020-00368-z
Kuipers, D. A., Terlouw, G., Wartena, B. O., Van't Veer, J. T., Prins, J. T., & Pierie, J. P. (2017). The role of transfer in designing games and simulations for health: systematic review. JMIR Serious Games, 5(4), e23. https://doi.org/10.2196/games.7880
Lau, H. M., Smit, J. H., Fleming, T. M., & Riper, H. (2017). Serious games for mental health: are they accessible, feasible, and effective? A systematic review and meta-analysis. Frontiers in Psychiatry, 7, 209. https://doi.org/10.3389/fpsyt.2016.00209
Maldonado, M. J., Mancilla, M. A., & Buitrago, L. A. (2014). Videojuegos y adicción en niños-adolescentes: Una revisión sistemática. Revista electrónica de terapia ocupacional Galicia, TOG, (20), 12.
Malinverni, L., Mora, J., Padillo, V., Valero, L., Hervás, A., & Pares, N. (2017). An inclusive design approach for developing video games for children with autism spectrum disorder. Computers in Human Behavior, 71, 535-549. https://doi.org/10.1016/j.chb.2016.01.018
Martínez, J. (2019). Percepciones de estudiantes y profesores acerca de las competencias que desarrollan los videojuegos. Pensamiento Educativo, 56(2), 1-21. https://doi.org/10.7764/PEL.56.2.2019.3
Mesa-Gresa, P., Gil, H., Lozano, J. A., & Gil, J. A. (2018). Effectiveness of virtual reality for children and adolescents with autism spectrum disorder: an evidence-based systematic review. Sensors, 18(8), 2486. https://doi.org/10.3390/s18082486
Núñez-Barriopedro, E., Sanz-Gómez, Y., & Ravina-Ripoll, R. (2020). Los videojuegos en la educación: Beneficios y perjuicios. Revista electrónica EDUCARE, 24(2), 240-257. https://doi.org/10.15359/ree.24-2.12
Oliveira, C. B., Pinto, R. Z., Saraiva, B. T., Tebar, W. R., Delfino, L. D., Franco, M. R., Silva, C. C. M., & Christofaro, D. G. D. (2020). Effects of active video games on children and adolescents: A systematic review with meta?analysis. Scandinavian Journal of Medicine & Science in Sports, 30(1), 4-12. https://doi.org/10.1111/sms.13539
Paulus, F. W., Ohmann, S., Von Gontard, A., & Popow, C. (2018). Internet gaming disorder in children and adolescents: a systematic review. Developmental Medicine & Child Neurology, 60(7), 645-659. https://doi.org/10.1111/dmcn.13754
Restrepo-Escobar, S. M., Arroyave, L. M., & Arboleda, W. (2019). El rendimiento escolar y el uso de videojuegos en estudiantes de básica secundaria del municipio de La Estrella-Antioquia. Revista Educación, 43(2), 122-134. https://doi.org/10.15517/revedu.v43i2.30564
Roncancio, A. P., Ortiz, M. F., Llano, H., Malpica, M. J., & Bocanegra, J. J. (2017). El uso de los videojuegos como herramienta didáctica para mejorar la enseñanza-aprendizaje: una revisión del estado del tema. Ingeniería Investigación y Desarrollo, 17(2), 36-46. https://doi.org/10.19053/1900771X.v17.n2.2017.7184
Sanz-Ponce, R., Serrano, Á., y González, A. (2020). PISA: el precio pedagógico de una evaluación internacional. Revista electrónica de investigación educativa, 22. https://doi.org/10.24320/redie.2020.22.e22.2673
Shoshani, A., Braverman, S., & Meirow, G. (2021). Video games and close relations: Attachment and empathy as predictors of children's and adolescents' video game social play and socio-emotional functioning. Computers in Human Behavior, 114, 106578. https://doi.org/10.1016/j.chb.2020.106578
Soldatova, G. U., & Teslavskaia, O. I. (2017). Videogames, academic performance and attention problems: practices and results of foreign empirical studies of children and adolescents. Journal of Modern Foreign Psychology, 6(4), 21-28. https://doi.org/10.17759/jmfp.2017060402
Soledad, B. J. (2014). Habilidades cognitivas básicas: formación y deterioro. Editorial UNED.
Sugaya, N., Shirasaka, T., Takahashi, K., & Kanda, H. (2019). Bio-psychosocial factors of children and adolescents with internet gaming disorder: a systematic review. BioPsychoSocial Medicine, 13(1), 1-16. https://doi.org/10.1186/s13030-019-0144-5
Adelantado-Renau, M., Moliner, D., Cavero, I., Beltran, M. R., Martínez, V., & Álvarez, C. (2019b). Association between screen media use and academic performance among children and adolescents: a systematic review and meta-analysis. JAMA Pediatrics, 173(11), 1058-1067. https://doi.org/10.1001/jamapediatrics.2019.3176
Almalki, A. A., & Aldajani, H. M. (2021). Impact Of Playing Video Games on The Social Behavior and Academic Performance of Medical Student in Taif City. International Journal of Progressive Sciences and Technologies,24(1), 572-585. https://doi.org/10.1016/j.compedu.2017.12.007
AlShaiji, O. A. (2015). Video games promote Saudi children's English vocabulary retention. Education, 136(2), 123-132.
Arockiyasamy, G., Surendheran, K., & Bullard, S. K. (2016). The influence of playing video games on academic performance among graduates of Karunya University. Journal of Advances in Humanities and Social Sciences, 2(3), 119-132. https://doi.org/10.20474/jahss-2.3.1
Asociación Española del Videojuego. (2019). Los videojuegos más vendidos en julio de 2019. AEVI. Recuperado de: https://bit.ly/3cGShWH
Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3(3), 265–299. https://doi.org/10.1207/S1532785XMEP0303_03
Baranowski, T., Blumberg, F., Buday, R., DeSmet, A., Fiellin, L. E., Green, C. S., Kato, P. M., Lu, A. S., Maloney, A. E., Mellecker, R., Morrill, B. A., Peng, W., Shegog, R., Simons, M., Staiano, A. E., Thompson, D., & Young, K. (2015). Games for Health for Children—Current Status and Needed Research. Games for Health Journal, 5(1), 1-12. https://doi.org/10.1089/g4h.2015.0026
Becerra, F. L. (2012). Construcción y validación de un cuestionario sobre los hábitos de consumo de videojuegos en preadolescentes. Edutec. Revista Electrónica de Tecnología Educativa, (40), a197-a197. https://doi.org/10.21556/edutec.2012.40.361
Bègue, L., Sarda, E., Gentile, D. A., Bry, C., & Roché, S. (2017). Video games exposure and sexism in a representative sample of adolescents. Frontiers in psychology, 8, 466. https://doi.org/10.3389/fpsyg.2017.00466
Blascovitch, J., & Mc Call, C. (2014). Social influence in virtual environment. In K. E. Dill (Ed.), The Oxford handbook of media psychology (pp. 305–315). Oxford University Press.
Bonilla-Guachamín, J. A. (2020). Las dos caras de la educación en el COVID-19. CienciAmérica, 9(2), 89-98. https://doi.org/10.33210/ca.v9i2.294
Celis, H. G., & Escobar, M. S. (2012). Consumo de videojuegos y juegos para computador: influencias sobre la atención, memoria, rendimiento académico y problemas de conducta. Suma Psicológica, 18(2), 99-110.
Dindar, M. (2018). An empirical study on gender, video game play, academic success and complex problem solving skills. Computers & Education, 125, 39-52. https://doi.org/10.1016/j.compedu.2018.05.018
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
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
Durkin, K., Boyle, J., Hunter, S., & Conti-Ramsden, G. (2015). Video games for children and adolescents with special educational needs. Zeitschrift für Psychologie.
Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children’s and adolescents’ aggression, mental health, prosocial behavior, and academic performance. Perspectives on psychological science, 10(5), 646-666. https://doi.org/10.1177/1745691615592234
Gobierno de Canarias. (2018). Proyecto Educativo: Uso adecuado de los videojuegos entre el alumnado de Canarias. Dirección General de Ordenación, Innovación y Calidad de la Consejería de Educación, Universidades, Cultura y Deportes del Gobierno de Canarias. Recuperado de: https://bit.ly/3z5SlXA
Green, C. S., & Seitz, A. R. (2015). The impacts of video games on cognition (and how the government can guide the industry). Policy Insights from the Behavioral and Brain Sciences, 2(1), 101-110. https://doi.org/10.1177/2372732215601121
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
Holtz, B. E., Murray, K., & Park, T. (2018). Serious games for children with chronic diseases: a systematic review. Games for health journal, 7(5), 291-301. https://doi.org/10.1089/g4h.2018.0024
Kracht, C. L., Joseph, E. D., & Staiano, A. E. (2020). Video games, obesity, and children. Current obesity reports, 9(1), 1-14. https://doi.org/10.1007/s13679-020-00368-z
Kuipers, D. A., Terlouw, G., Wartena, B. O., Van't Veer, J. T., Prins, J. T., & Pierie, J. P. (2017). The role of transfer in designing games and simulations for health: systematic review. JMIR Serious Games, 5(4), e23. https://doi.org/10.2196/games.7880
Lau, H. M., Smit, J. H., Fleming, T. M., & Riper, H. (2017). Serious games for mental health: are they accessible, feasible, and effective? A systematic review and meta-analysis. Frontiers in Psychiatry, 7, 209. https://doi.org/10.3389/fpsyt.2016.00209
Maldonado, M. J., Mancilla, M. A., & Buitrago, L. A. (2014). Videojuegos y adicción en niños-adolescentes: Una revisión sistemática. Revista electrónica de terapia ocupacional Galicia, TOG, (20), 12.
Malinverni, L., Mora, J., Padillo, V., Valero, L., Hervás, A., & Pares, N. (2017). An inclusive design approach for developing video games for children with autism spectrum disorder. Computers in Human Behavior, 71, 535-549. https://doi.org/10.1016/j.chb.2016.01.018
Martínez, J. (2019). Percepciones de estudiantes y profesores acerca de las competencias que desarrollan los videojuegos. Pensamiento Educativo, 56(2), 1-21. https://doi.org/10.7764/PEL.56.2.2019.3
Mesa-Gresa, P., Gil, H., Lozano, J. A., & Gil, J. A. (2018). Effectiveness of virtual reality for children and adolescents with autism spectrum disorder: an evidence-based systematic review. Sensors, 18(8), 2486. https://doi.org/10.3390/s18082486
Núñez-Barriopedro, E., Sanz-Gómez, Y., & Ravina-Ripoll, R. (2020). Los videojuegos en la educación: Beneficios y perjuicios. Revista electrónica EDUCARE, 24(2), 240-257. https://doi.org/10.15359/ree.24-2.12
Oliveira, C. B., Pinto, R. Z., Saraiva, B. T., Tebar, W. R., Delfino, L. D., Franco, M. R., Silva, C. C. M., & Christofaro, D. G. D. (2020). Effects of active video games on children and adolescents: A systematic review with meta?analysis. Scandinavian Journal of Medicine & Science in Sports, 30(1), 4-12. https://doi.org/10.1111/sms.13539
Paulus, F. W., Ohmann, S., Von Gontard, A., & Popow, C. (2018). Internet gaming disorder in children and adolescents: a systematic review. Developmental Medicine & Child Neurology, 60(7), 645-659. https://doi.org/10.1111/dmcn.13754
Restrepo-Escobar, S. M., Arroyave, L. M., & Arboleda, W. (2019). El rendimiento escolar y el uso de videojuegos en estudiantes de básica secundaria del municipio de La Estrella-Antioquia. Revista Educación, 43(2), 122-134. https://doi.org/10.15517/revedu.v43i2.30564
Roncancio, A. P., Ortiz, M. F., Llano, H., Malpica, M. J., & Bocanegra, J. J. (2017). El uso de los videojuegos como herramienta didáctica para mejorar la enseñanza-aprendizaje: una revisión del estado del tema. Ingeniería Investigación y Desarrollo, 17(2), 36-46. https://doi.org/10.19053/1900771X.v17.n2.2017.7184
Sanz-Ponce, R., Serrano, Á., y González, A. (2020). PISA: el precio pedagógico de una evaluación internacional. Revista electrónica de investigación educativa, 22. https://doi.org/10.24320/redie.2020.22.e22.2673
Shoshani, A., Braverman, S., & Meirow, G. (2021). Video games and close relations: Attachment and empathy as predictors of children's and adolescents' video game social play and socio-emotional functioning. Computers in Human Behavior, 114, 106578. https://doi.org/10.1016/j.chb.2020.106578
Soldatova, G. U., & Teslavskaia, O. I. (2017). Videogames, academic performance and attention problems: practices and results of foreign empirical studies of children and adolescents. Journal of Modern Foreign Psychology, 6(4), 21-28. https://doi.org/10.17759/jmfp.2017060402
Soledad, B. J. (2014). Habilidades cognitivas básicas: formación y deterioro. Editorial UNED.
Sugaya, N., Shirasaka, T., Takahashi, K., & Kanda, H. (2019). Bio-psychosocial factors of children and adolescents with internet gaming disorder: a systematic review. BioPsychoSocial Medicine, 13(1), 1-16. https://doi.org/10.1186/s13030-019-0144-5
Carrillo-López, P.-J., & García-Perujo, M. (2022). Habitual Video Game Consumption and Academic Performance in Primary Schoolchildren. Education in The Knowledge Society, 23, e27557. https://doi.org/10.14201/eks.27557
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