Video Game Use and Academic Performance among Primary School Children in Enugu North LGA: Exploring Game Duration, Preferences, Parental Perceptions, and Mediation Strategies

Abstract

Video game use among children has become a prominent aspect of contemporary
childhood, raising questions about its influence on academic performance. This study
examined the relationship between video game use and children's academic
performance in Enugu North LGA, Enugu State. It also assessed video game
preferences, parental perception of video games, and mediation strategies. A
descriptive cross-sectional survey design was used. Data were collected using a
structured questionnaire from 380 randomly selected primary school children aged
seven and above. Data were analysed using SPSS version 23.0. Descriptive statistics
and chi-square tests were applied at a 0.05 significance level, and a decision
benchmark of 2.5 was used to interpret mean scores. Findings show that children
mostly played puzzle and adventure games, and over 50% played video games for
over 5 hours daily. Despite this, 53.2% of children showed high academic performance.
Parental perception was generally sceptical, though some acknowledged the
educational potential of video games. Strategies adopted by parents included setting
time limits, imposing rules, and providing study-focused environments. The results
revealed no significant relationship between game duration and academic
performance (p > 0.05). However, findings suggest that when properly guided and
used in moderation, video games can positively impact learning. It was therefore
recommended that balancing screen time with academics, promoting educational
games, and encouraging parental engagement will help to harness the potential of
video games in improving children's cognitive and academic abilities.