Abstract
In recent years, the proliferation of electronic devices and video games has raised strong concerns about their impact on students’ academic performance. The widespread formal application of virtual technologies in school teaching during the COVID-19 outbreak had a long-term impact on some students and their families. The aim of this research is to investigate the impact of electronic devices and video games on students (grades 4-12) within the Irvine area in Orange County. It explores the students’ patterns of use, their self-perceptions of how these technologies affect their academic performance, and the role of virtual learning during the COVID-19 pandemic.
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