Digital games have become increasingly embedded in children’s everyday experiences, yet their implications for academic performance and socio-emotional development remain context-dependent, particularly among elementary learners. This study examined the extent of digital game engagement among elementary learners and determined whether engagement predicts academic performance and socio-emotional skills. A quantitative predictive-correlational research design was employed using total population sampling involving 103 elementary learners. Data were gathered through researcher-developed survey instruments with acceptable internal consistency for digital game engagement (Cronbach’s α = 0.81) and socio-emotional skills (Cronbach’s α = 0.79), while academic performance was based on learners’ academic grades. Ethical standards were observed throughout the study, including the securing of parental consent. Descriptive statistics and linear regression analyses were employed. Results showed that learners demonstrated a moderate extent of digital game engagement (M = 2.93, SD = 0.94), characterized by enjoyment, curiosity, persistence, and cognitive involvement. Socio-emotional skills were demonstrated at a high extent (M = 3.302), particularly in self-awareness and relationship skills, while responsible decision-making was comparatively less developed. Academic performance was predominantly at the Satisfactory level (36.9%). Digital game engagement did not significantly predict academic performance (R = 0.127, R² = 0.0162, p = .200). In contrast, digital game engagement significantly and positively predicted socio-emotional skills (R = 0.509, R² = 0.259, B = 0.454, p < .001). These findings suggest that the potential contribution of digital games may be more evident in socio-emotional development than in academic achievement. Anchored in the Social-Emotional Learning perspective, the study highlights the potential of purposeful and balanced digital gameplay to provide opportunities for reflection, decision-making, interaction, and self-regulation. The findings support the intentional integration of developmentally appropriate digital games as supplementary learning environments, guided by teachers and parents.

Keywords: Academic Performance, Digital Game Engagement, Socio-emotional Skills, Predictive-correlational, Elementary School Learners.