Problematic videogame use and academic achievement: A systematic review and meta-analysis

The present study compiled the existing quantitative literature on the relationship between problematic videogame use (PVGU) and academic achievement and quantified it using metaanalytic techniques. Eligible studies were retrieved from MEDLINE, PsycINFO, Web of Science, SciELO, and Dissertations & Theses Global databases. Studies were considered eligible if they provided at least one indicator of academic achievement and one self-report measure assessing the risk of PVGU. Effect sizes (r) were calculated using three-level random effects models, and potential moderators were examined through univariate and multivariate meta-regressions. The analysis included 99 effect sizes from 30 studies (N = 167,774), indicating a small but significant negative relationship between PVGU and academic achievement (r = - .166). Additional metaanalyses were conducted, which showed that the relationship between PGVU and academic achievement was potentially bidirectional when examining longitudinal data. Moderation analyses highlighted three main findings using longitudinal data: (i) the association between PVGU and academic achievement tends to be stronger when continuous measures are used; (ii) the relationship between PVGU and academic achievement tends to be weaker as the time between assessments increases; and (iii) the association between academic achievement and PVGU is greater among university students. The influence analyses confirmed the robustness of the findings, and no evidence of publication bias was found. The results highlight the importance of addressing PVGU in educational and clinical contexts, emphasizing the need for comprehensive interventions that simultaneously address symptoms and underlying academic difficulties in order to prevent potential negative educational outcomes.