Gaming is a healthy and enjoyable activity for many. However, a small proportion experience problematic gaming behaviours that can lead to negative outcomes, which has been a growing cause of concern, especially in recent years.

A recent study by researchers from the Singapore campus of James Cook University (JCU in Singapore) found that students tend to struggle academically before they develop problematic gaming habits, not the other way around.

The study was led by Associate Professor of Psychology Peter Chew, Associate Professor in Psychology at JCU in Singapore. The research team looked into the relationship between problematic gaming and academic achievement.

Problematic gaming is defined as the persistent and recurrent use of the Internet to engage in games, often with other players, leading to clinically significant impairment or distress as indicated by five (or more) criteria¹ in a 12-month period, according to the American Psychiatric Association. Academic achievement refers to the measurable performance of students’ knowledge and skills in academic settings and are often assessed using test scores or grade point average (GPA). The study sought to investigate whether problematic gaming is a risk factor or negative consequence of academic achievement.

In a meta-analysis of 23 studies conducted on over 16,000 participants from across the world from 2009 to 2024, an overall pooled effect size of -0.17 was found.

“These findings suggest that problematic gaming is negatively correlated with academic achievement. The more you engage in problematic gaming, the lower your GPA/grades. When problematic gaming decreases, academic performance tends to be better,” said Associate Professor Chew.

“More importantly, analysis of longitudinal studies suggested that problematic gaming is more likely a negative consequence than a predictor of academic achievement,” he added.

He explained that students with lower academic achievement may turn to gaming as a way to cope with negative emotions, such as disappointment with their grades. Students may also seek to satisfy unmet needs for achievement, for example, by accomplishing in-game goals (e.g., achieving a rare item) to serve as a substitute for academic success. This process reinforces their gaming behaviour and over time, some of these individuals might engage in problematic gaming.

“Knowing that problematic gaming is more likely a consequence than a cause is important because it determines the target of interventions,” said Associate Professor Chew. “If problematic gaming is more likely a consequence, interventions should address poor academic achievement – that is, the root cause – or the negative emotions and unmet needs associated with it, rather than focusing only on gaming.”

He added that many parents and educators may assume that students have poor academic achievement because they play games excessively. “Our results suggest that it could be the other way round. Students may play games excessively because they have poor academic achievement.”

“If we are careful in addressing the negative emotions, unmet needs, or lower self-esteem associated with poor academic achievement, or provide interventions to improve it, then there would be a lower risk of problematic gaming,” he said.

¹List of criteria for Problematic Gaming, according to the American Psychiatric Association:
(1) Preoccupation, (2) Withdrawal symptoms, (3)Tolerance, (4) Unsuccessful attempts to control gaming behaviour, (5) Loss of interest in other activities, (6) Continued gaming despite problems, (7) Deception, (8) Gaming to escape or to relive negative moods, (9) Risk or loss of a relationship, job, or educational or career opportunity.

PAPER

Chew, P.K.H., Yow, Y.J. & Dimech, R. Problematic Gaming and Academic Achievement: A Systematic Review and Meta-Analysis. Curr Addict Rep 13, 20 (2026). https://doi.org/10.1007/s40429-026-00718-2

Check out Associate Professor Peter Chew’s staff and research profiles here.

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Contacts

Associate Professor Peter Chew peter.chew@jcu.edu.au

Media: Ms Pinky Sibal pinky.sibal@jcu.edu.au / Ms Hoe Shu Rin shurin.hoe@jcu.edu.au