Mustapha, Mulikat Ladi AbdulqadirMuhammed, Shuaib AbolakaleAyuba, Olawale HammedSalahu, Hamdalat Aramide2021-10-042021-10-042020-09https://uilspace.unilorin.edu.ng/handle/20.500.12484/6489Advancement in the scientific means of information transmission has extended the scope of human interactions. Studies have revealed mixed results regarding ICT impact on educational attainment; thus, this study investigated teachers’ views on video games and social media impacts on Nigerian’s secondary school students’ learning. Descriptive survey design was adopted. Multistage sampling procedure (comprising proportional, purposive, and simple random techniques) was employed to select 420 teachers across Kwara state. The instrument was content validated and a reliability coefficient of 0.83 was obtained using the Pearson Product Moment Coefficient Formula. Mean, rank order and t-test were employed for data analysis at 0.05 alpha levels. The finding showed that video games help to develop student’s mental ability, improve student’s memory and promotes students’ interest in academic activities. Also, social media enhances student personal reading and studying, assist students to get latest information and opportunity to communicate with colleagues on how to improve their studies. More so, there were no significant differences in the perception of respondents of different age and gender on the influence of video games on students’ learning. It can thus be concluded that that video games and social media constructively aid students’ knowledge acquisition. It was therefore recommended that learners should be encouraged by school counsellors to engage in utilisation of video games and social media to the benefit their knowledge advancement.enInfluenceVideo GamesSocial MediaStudents’ LearningArticle