Video Games and High School Performance in the USA


Technology is continually advancing; many people have constantly synchronized their daily lives to fit their status. Research into technology and its integration is an important concept in contemporary society due to global reliance on technology to advance every aspect of life. In this instance, the researcher focuses on students as they have also conformed to technological mileage, such as using high-speed internet. About 90% of high school students own or rent video games in the US alone (Perrin, 2018). Some video games are played offline, while others are online due to high-speed internet. Many gamers, being high school students, employ tactics to evade parental supervision (AdĹľić et al., 2021). For instance, high school students can propose to their parents that they will visit a friend’s place to polish their educational ideologies, only to visit a friend and play video games. The research seeks to illustrate that video games have a negative effect on high school students’ GPAs in the USA based on truancy rates and other vices that are propagated due to video game addiction and influence.

Consequential Analytics of the Topic

Innovations have varying consequences as a double-edged sword; it is critical to discern which side they fall on to determine if they should be reversed to avoid further damage. Video games have negative consequences, and the verge of their usage increases. There is a correlation between the time spent in video games and GPA scores (Keith et al., 2021). The GPA scores decrease when the playing time increases because student attention is diverted to video game logic sequences (Dubuc et al., 2020). GPA is a continuous assessment; the graphs formulated can show a decline in the sequence of performance and the student’s inclination toward academics. Equally, male students are prone to GPA decline compared to female gamers because males tend to play video games more (Keith et al., 2021). The skeptical analytics shows a difference between addiction and simple engagement in video games. The constant addictions result in a consistent negative academic performance hence a decline in the GPA. Simple engagement shows the sharpening of the student’s brain, and there is a tendency to have a constant or improved GPA.

The level of addiction results in chronic characteristics, and it can impact the level of concentration that a student has toward academic orientation. It is ideal for research on the topic to know modes of reducing the addiction level. For example, whenever students focus on video games, they do not have time to prepare for school or do their homework. Some students end up doing their homework hurriedly, and when they are in school, they engage their fellow gamers on the best gaming modules to update their libraries (Dindar, 2018). Some of the games played have an impact on the aggression of the students. High school goers develop aggressive behaviors, which affect the student’s performance because aggression is linked to problematic characters, hence bad grades (Dindar, 2018). Whenever a student has aggression, they tend to be chaotic, and when they violate school rules, they end up missing classes. The type of games played is also a problem when analyzing the extent of the gaming effects on the student’s GPA.

Neutral Outlook for Gamers

Some games improve the logical sequence, and they stagnate their performance or improve it. Playing multiplayer online games and some offline video games can help students develop greater concentration in class. Moderated gaming correlates with improved brain stimulation that can learn simple academic methodologies quickly (Durak et al., 2022). For example, when students play chess or multiplayer racing, they are prone to do well in class so long as they moderate and play when they are free. Interactive video games increase visual-spatial skills fundamental in mathematics, science, engineering, and technological subjects. High school students who play spelling games develop strong verbal skills that are fundamental in ensuring they develop their self-esteem (Durak et al., 2022). Psychological outlook posits that students with high self-esteem tend to perform better than those who do not know how to express themselves.

Impact of Video Games on Study Habits

Many adolescents have engaged in video games, but some remain addicts. Gaming and school attendance contribute to the truancy of an individual’s GPA. The increase in truancy differentiates between a person that can control their gaming timetable and chronic addicts. Addicted individuals in extensive gaming affect their school attendance (Baig & Alotaibi, 2020). The levels of player dependency correlate with their grades because they squeeze most of their time into gaming. The habits of perception are affected by the school curriculum. For instance, when students spend more time on their consoles, they fall asleep during class hours. Such students cannot comprehend their normal schooling because their brain is exhausted (Baig & Alotaibi, 2020). During the exam period, they perform poorly and register low grades.

The chronic skills and behaviors in some gaming matrices influence the characters of some students. Games such as Tekken and Grand Theft Auto can instill weird characters that can make them have negative views of life. A student with an addiction to violent games is prone to have such characteristics as theft and educational disorientation (Vahidi et al., 2021). The focus on gaming characters can result in thuggery that is punishable in the judicial system through detentions. The logarithm of detention is guided by losing focus in classes and poor performance. The topic of the video game on student GPA has bad, neutral, and positive sides. The wide array of outlooks gauges the side with immense reactions (Dubuc et al., 2020). The research is cognitive because it focuses on the habits between addicted gamers and normal gamers. Their habits are consequential in the best mode of ensuring there is a protected future for the next generation.

Importance of Researching the Topic

No research has ever been conducted on equating the effect of gaming on high school students based on their GPA analysis. There is a need to address students’ limits towards their addiction because the future depends on their current outlook on academic performance. There are little-known facts about game addicts that continually perform in class, but the highest school learners are affected by gaming consoles. This research will enable parents to learn ways of curbing the dangerous addiction and ensure schoolteachers get the necessary attention during class time. Video games have an ever-increasing penetration, and immersive engagement has affected the upcoming high scholars.


The research analogy addresses the need for parents and guardians to limit their children’s video gaming instances by providing an ambient condition to enable the curriculum learning schedules. It is also fundamental for gamers to put age restrictions to curb students’ aggression from the games they are exposed to since it changes their mindset. The scientific importance of the research is to know the appropriate age restriction for violent games, and the social importance is to analyze the schooling effects of video games on student GPA. Teenagers need appropriate guidance from the government, parents, guardians, and friends on the best way to be productive toward improving their academic endeavors.


Adžić, S., Al-Mansour, J., Naqvi, H., & Stambolić, S. (2021). The impact of video games on students’ educational outcomes. Entertainment Computing, 38, 100412. Web.

Baig, A., & Alotaibi, A. (2020). Effect of curriculum-based video games on students’ performance: an experimental study. International Journal of Emerging Technologies in Learning (Ijet), 15(22), 244. Web.

Dindar, M. (2018). An empirical study on gender, video game play, academic success and complex problem solving skills. Computers & Education, 125, 39-52. Web.

Dubuc, M., Aubertin-Leheudre, M., & Karelis, A. (2020). Relationship between interference control and working memory with academic performance in high school students: The Adolescent Student Academic Performance longitudinal study (ASAP). Journal of Adolescence, 80, 204-213. Web.

Keith, M., Dean, D., Gaskin, J., & Anderson, G. (2021). Team building through team video games: randomized controlled trial. JMIR Serious Games, 9(4), e28896. Web.

Perrin, A. (2018). 5 facts about Americans and video games. Pew Research Center. Web.

Vahidi, M., Zamanzadeh, V., Musavi, S., Roshangar, F., & Janani, R. (2021). Gaming disorder among students of Tabriz University of Medical Sciences: The frequency and related factors. Medical Journal of the Islamic Republic of Iran. Web.

Durak, H. Y., Demirhan, E. K., & Citil, M. (2022). Examining various risk factors as the predictors of gifted and non-gifted high school students’ online game addiction. Computers & Education, 177, 104378. Web.

Cite this paper

Select style


ChalkyPapers. (2023, April 15). Video Games and High School Performance in the USA. Retrieved from


ChalkyPapers. (2023, April 15). Video Games and High School Performance in the USA.

Work Cited

"Video Games and High School Performance in the USA." ChalkyPapers, 15 Apr. 2023,


ChalkyPapers. (2023) 'Video Games and High School Performance in the USA'. 15 April.


ChalkyPapers. 2023. "Video Games and High School Performance in the USA." April 15, 2023.

1. ChalkyPapers. "Video Games and High School Performance in the USA." April 15, 2023.


ChalkyPapers. "Video Games and High School Performance in the USA." April 15, 2023.