The main purpose of this study is to explore the relationship between Norwegian grade 9 students’ ICT use for recreation and their academic achievement. The analyses are based on questionnaire data from the ICILS 2013 study. Findings show that boys engage in gaming and chatting more frequently than girls do. Students who are gaming and chatting daily have slightly poorer school performance. Regression analysis shows that students’ educational aspirations and socioeconomic background explain a considerable amount of the variance in their academic achievement. Gender was also associated with school performance.

Keywords: Gaming, chatting, school performance, educational aspirations, home background, gender