Issues in Information Systems Volume 14, Issue 1, pp.122128, 2013 122 THE IMPACT OF VIDEO GAMES ON STUDENT GPA, STUDY HABITS, AND TIME MANAGEMENT SKILLS: WHAT’S THE BIG DEAL? Jordan Weaver, Walsh University, jordanweaver@walsh.edu Philip Kim, Walsh University, pkim@walsh.edu Richard L. Metzer, Robert Morris University, rlmst26@mail.rmu.edu Julie M. Szendrey, Walsh University, jszendrey@walsh.edu ABSTRACT Playing video games has become one of the largest leisure activities in the world. This study examines the effects video games have on college students, their grade point averages, time management, and study habits. Existing literature has linked video game usage as being negatively correlated with each of these three variables. This research, using a sample of the undergraduate student population at a private university in northeast Ohio, found a statistically significant correlation between video game usage and grade point average. Statistically significant relationships were not found between video game usage and the variables of time management skills or study habits. It is important that college students are aware of these possible negative effects of video game usage on their academic performance. This research can serve as a foundation for future research on the impact of video game playing and student performance. Keywords: Videogames, GPA, Study Habits, Time Management Skills, Student Performance INTRODUCTION The video game industry has flourished to become the world’s largest entertainment medium [14]. The industry posted an estimated $34.2 billion in revenue in 2012, and revenue is expected to grow at an average of 5.5% over the next five years [8]. The advancements in technology have led to video games that are increasingly complex, immersive, engaging, and enabling of a wide range of activities, goals, and social behavior [14]. It is now difficult to find a household in the United States that does not have some sort of video game system, whether it is from common video game consoles or pc-based computer games. Due to the engaging nature of video games, users often find them to be a common part of their normal leisure activities, and spend considerable amounts of time playing them. U.S. gamers are now playing video games an average of 8 hours a week and this number is steadily rising [17]. Purpose Statement The primary purpose of this research is to explore the correlation of video games with college-age student grade point average (GPA). Additionally, it aims to discover the relationship between video games, time management skills, and study habits. Existing research [1, 3, 5, 7, 10, 11, 15 & 16] attempts to look into the relationship between video game usage and school performance, but the majority of research focuses on adolescents under the age of 18, primarily elementary-age students. This research will focus on measuring the impact of video game usage and college students’ performance in the classroom, study habits and the time management skills. Target Demographic College-age students are the primary target demographic of this research. They are a group that needs to be studied when discussing video games because they constitute large demographic of video game users. This comes in large part because the majority of students are independent and out from under parental supervision for the first time [1, 4]. Video games can be played in part to reduce stress that comes with college and its requirements. They are also sometimes used to shirk the responsibilities of studying for exams and other coursework. And yet, studying for courses, passing exams, and completing assignments are necessary for degree completion. A report by the Organization for Economic Co-operation and Development [13] states that “the job market in the U.S. is particularly difficult for those without a college degree” (p. 5). It is important that students that attend college make the most out of their time in school, acquire a useful skill set, and graduate with knowledge and proficiency in their chosen major that will help https://doi.org/10.48009/1_iis_2013_122-128