Does Internet Gaming Disorder Hinder Academic Performance?

Abstract

In 2018, the WHO has categorized gaming disorder as an official disease. One of the ways to estimate a person's gaming disorder level or status is to use the IGD-20 Test. The purpose of our research is to determine whether or not internet gaming disorder (IGD) has a significant negative impact on academic performance using binary dependent and two-staged least squares models. We obtained data from 390 Indonesian university students, consisting of their academic performance, IGD level, gaming behavior, and several of their economic and demographic characteristics. We found that 5.13 percent of the respondents have IGD. Using both probit and logit models, we also found that GPA has no significant impact on a person's probability to have IGD. Finally, using a 2SLS model, we discovered that IGD has no considerable effect on GPA. Instead, income and gender are proven to be significant predictors of GPA.

Problematic Gaming and Students’ Academic Performance: A Systematic Review

“…The sample sizes of the reviewed studies varied between 91 and 11,003 participants. Five studies had more than 1000 participants (Brunborg et al, 2014;Chiu et al, 2004;Gentile, 2009;Rehbein et al, 2015;Shi et al, 2019), five studies had more than 500 to 1000 participants (Ciris et al, 2022;ELNahas et al, 2018;Hawi et al, 2018;Jeong & Kim, 2011;Van Den Eijnden et al, 2018), nine studies had more than 300 to 500 participants (Haghbin et al, 2013;Jaafar et al, 2021;Karnadi & Pangestu, 2021;Sahin et al, 2016;Samaha & Hawi, 2020;Schmitt & Livingston, 2015;Skoric et al, 2009;Zahra et al, 2020;Zorbaz et al, 2015), five studies had more than 200 to 300 participants (Al Asqah et al, 2020;Durak et al, 2022;Ekşi et al, 2020;Polat & Topal, 2022;Zhang et al, 2019) and the remaining three studies had less than 200 participants (Suryawanshi et al, 2021;Toker & Baturay, 2016;Yang et al, 2022).…”

“…Limited generalisability to other populations due to using self-reported Lebanese-only data; lack of some demographic information (age range); the temporal link and causality cannot be determined due to using a crosssectional design; Sampling bias due to a non-probability sampling method (convenience) and the vast majority of the sample was male; GPA was self-reported. (Yang et al, 2022;Zhang et al, 2019), two from Lebanon (Hawi et al, 2018;Samaha & Hawi, 2020), two from the United States (Gentile, 2009;Schmitt & Livingston, 2015), one from India (Suryawanshi et al, 2021), one from Indonesia (Karnadi & Pangestu, 2021), one from Malaysia (Jaafar et al, 2021), one from Pakistan (Zahra et al, 2020), one from Saudi Arabia (Al Asqah et al, 2020), one from Canada (Shi et al, 2019), one from Netherlands (Van Den Eijnden et al, 2018), one from Egypt (ELNahas et al, 2018), one from Germany (Rehbein et al, 2015), one from Norway (Brunborg et al, 2014), one from Iran (Haghbin et al, 2013), one from South Korea (Jeong & Kim, 2011), one from Singapore (Skoric et al, 2009), and one from Taiwan (Chiu et al, 2004).…”

“…Regarding the age of the participants and the sample group, eleven studies recruited college or university students aged 18 to 27 years (Al Asqah et al, 2020;ELNahas et al, 2018;Jaafar et al, 2021;Karnadi & Pangestu, 2021;Samaha & Hawi, 2020;Schmitt & Livingston, 2015;Suryawanshi et al, 2021;Toker & Baturay, 2016;Yang et al, 2022;Zahra et al, 2020;Zhang et al, 2019), ten studies recruited students aged 8 to 18 years from primary, middle and/or high schools (Brunborg et al, 2014;Durak et al, 2022;Ekşi et al, 2020;Gentile, 2009;Hawi et al, 2018;Jeong & Kim, 2011;Rehbein et al, 2015;Sahin et al, 2016;Skoric et al, 2009;Van Den Eijnden et al, 2018), and six studies did not provide information about the participants' age, but the authors indicated that the participants were school students in grades 5-8 (Chiu et al, 2004), in grades 4 and 5 (Zorbaz et al, 2015), in grades 7-12 (Shi et al, 2019), in grades 9-12 (Ciris et al, 2022), in grades 5 and 6 (Polat & Topal, 2022), and high-school students (Haghbin et al, 2013).…”

“…To assess student academic performance, the reviewed studies used self-reported GPA (Al Asqah et al, 2020;Ciris et al, 2022;Durak et al, 2022;Ekşi et al, 2020;Haghbin et al, 2013;Hawi et al, 2018;Jaafar et al, 2021;Jeong & Kim, 2011;Karnadi & Pangestu, 2021;Polat & Topal, 2022;Sahin et al, 2016;Samaha & Hawi, 2020;Schmitt & Livingston, 2015;Toker & Baturay, 2016;Van Den Eijnden et al, 2018;Yang et al, 2022;Zhang et al, 2019;Zorbaz et al, 2015), self-reported school grades (Brunborg et al, 2014;Gentile, 2009;Rehbein et al, 2015;Shi et al, 2019;Skoric et al, 2009) or self-reported academic grades (Chiu et al, 2004;ELNahas et al, 2018;Suryawanshi et al, 2021;Zahra et al, 2020). Three studies used school grades reported by teachers (Skoric et al, 2009), reported by schools (Van Den Eijnden et al, 2018) or academic grades reported by the institution (Suryawanshi et al, 2021).…”

“…Two studies used Horzum et al's (2008) Scale of Game Addiction (Toker & Baturay, 2016;Zorbaz et al, 2015). Four studies used the Internet Gaming Disorder Test (IGDT-20) by (Hawi et al, 2018;Karnadi & Pangestu, 2021;Samaha & Hawi, 2020;Zahra et al, 2020). Four studies used an adapted version of the Internet Gaming Disorder Scale by Lemmens et al (2015) (Al Asqah et al, 2020;ELNahas et al, 2018;Suryawanshi et al, 2021;Van Den Eijnden et al, 2018).…”