It has been a recurring question whether or not video games plays an effect on children's academic performance. The purpose of this article was to figure out if there was a relationship between those two, as well as the relationship between addiction and engagement with school achievement. In this article, they had a very large sample of children. They gathered 333 children between the age of eight and twelve from two different primary schools in Singapore. Fifty four percent were boys and forty six percent were girls. 57.4% were Chinese, 33.5% were Malay, 7.6% were Indian, and the other 1.5% was other ethnic backgrounds. To collect their data, they asked students a series of questions. The first group of questions was about how much they played. The second set of questions was a series of questions about how they felt about "needing  to play. This was the set of questions dealing with addiction. The third set of questions was about how they felt while they were playing. This set of questions dealt with the children's engagement while playing video games. Lastly, they took each of the children's grades from the middle of the year. This study was quantitative. The reason it is quantitative is because the study and all the results came from numbers strictly. The set of questions about how much they played, how much they needed to play, and how they felt during playing were set up in a form that they kids would pick a number. An example from the study was the kids had to pick a number one through six. They would ask questions like "Do you feel like you have to play video games?  and the child would pick one if they strongly disagreed or six if they strongly agreed. Each response from all questions, were answered in the form of a number. Also, for the academic performance, the results came from their mid-term grade, which is a number. The results of the study were that the more time playing video games, the better the academic performan