The Impact of Electronic Gaming on Academic Performance and Sports Performance Among Junior High School Students: A Comprehensive Analysis

Abstract

Electronic gaming has become increasingly prevalent among adolescents, with potential implications for academic achievement and physical activity participation. A cross-sectional study was conducted with 450 junior high school students (grades 6-8) from three suburban schools. Data collection included validated gaming habit surveys, academic performance records (GPA, standardized test scores), sports participation metrics, and physical fitness assessments. Statistical analyses included correlation analysis, multiple regression models, and ANOVA tests using SPSS version 28. Among participants, 78% reported regular gaming activity with an average of 2.3 hours daily. Students engaging in moderate gaming (1-2 hours daily) showed comparable academic performance to non-gamers (GPA: 3.42 vs. 3.45, p = 0.73) and demonstrated superior spatial reasoning (+12%, p < 0.05). Excessive gaming (>3 hours daily) was associated with significantly decreased GPA (3.01, p < 0.01) and 35% lower organized sports participation (p < 0.01). Strategy games correlated with enhanced problem-solving skills (+15% vs. action games, p < 0.05), while action games improved reaction times (+8%) but reduced sustained attention. Evening gaming sessions reduced sleep duration by 45 minutes and significantly impacted morning classroom attention. E-gaming demonstrates a complex, dose-dependent relationship with academic and sports performance. Moderate gaming may offer cognitive benefits without academic detriment, while excessive gaming appears harmful to overall student performance. Game type and timing significantly influence outcomes.