A scoping review of internet addiction and academic performance among health sciences students

Internet addiction (IA) poses a public health concern in medical education settings. Despite students' increasing reliance on the internet for learning, evidence regarding its direct impact on quantitative academic performance indicators is conflicting and fragmented. This study aimed to map the scope, nature, and characteristics of existing research on the association between IA and academic performance among healthcare students.

This scoping review was conducted following the Arksey and O'Malley framework and the PRISMA-ScR guidelines. A systematic and comprehensive search was conducted in international and regional databases from inception to November 15, 2025. Out of 1,325 initial records, 15 eligible studies were selected for final analysis after screening.

The findings indicate a concerning prevalence of IA (ranging from 6% to 84%) and a complex and predominantly indirect relationship with academic performance. Although a direct association with Grade Point Average was not statistically significant in all studies, IA was strongly correlated with impairments in learning process quality (surface learning approach, academic burnout), mental health (strong comorbidity with depression and anxiety), and even physical health. Identified risk factors included Type D personality, patterns of mobile phone multitasking, and negative academic experiences.

IA is a multidimensional phenomenon primarily affecting medical students' cognitive and emotional capital. Effective management requires understanding its complex mechanisms, implementing evidence-based educational interventions, and creating supportive educational frameworks. Additionally, longitudinal and interventional studies are needed to better clarify outcomes and evaluate preventive strategies.